Remote Practice Methods of Survey Education for HBIM in the Post-Pandemic Era: Case Study of Kuiwen Pavilion in the Temple of Confucius (Qufu, China)

The Field Trip for Measured Survey of Built Heritage carried out by Tianjin University every summer aims to educate students in each practice session, i.e., on-site data acquisition, condition investigation, classification of the component library, taking observation notes, and accomplishing HBIM deliverables. Under the risks posed by the ongoing COVID-19 pandemic, the students could not leave the campus as a provisional arrangement. Only a team of five people was allowed to visit the Kuiwen Pavilion in the Temple of Confucius (Qufu, China). Therefore, the field trip for students had to be replaced with remote solutions, which consists of the following methods: on-site data acquisition; post-processing; online education, observation, modeling, delivery. Kuiwen Pavilion in the Temple of Confucius is a library with the official architectural style of the Ming and Qing Dynasties (14th to 20th century), for which building regulations are commonly recognized, and are suitable for survey education. In this context, this article focuses on the remote practice methods applied and tested throughout the case study. During the practice of the course, students who managed to finish the course, through the virtual tours and other online methods, finally achieved delivery of the HBIM models.

Virtual field trip to the Esla Nappe (Cantabrian Zone, NW Spain): delivering traditional geological mapping skills remotely using real data

The restrictions implemented to contain the spread of the COVID-19 pandemic during 2020 and 2021 have forced university-level educators from around the world to seek alternatives to the residential physical field trips that constitute a fundamental pillar of Geoscience programmes. The field-mapping course for second-year Geology BSc students from Cardiff University was replaced with a virtual mapping course set in the same area as previous years, the Esla Nappe (Cantabrian Zone, NW Spain). The course was designed with the aim of providing the students with the same methodology employed in physical mapping, including such skills as gathering discrete data at stops located along five daily itineraries. Data included bedding attitude, outcrop descriptions with a certain degree of ambiguity, photographs and/or sketches, panoramic photos, and fossil images. Data were provided to the students through georeferenced KMZ files in Google Earth. Students were asked to keep a field notebook, define lithological units of mappable scale, identify large structures such as thrust faults and folds with the aid of age estimations from fossils, construct a geological map on a hard-copy topographic map, draw a stratigraphic column and cross sections, and plot the data in a stereonet to perform structural analysis. The exercise allowed for successful training of diverse geological field skills. In light of the assessment of reports and student surveys, a series of improvements for the future is considered. Though incapable of replacing a physical field course, the virtual exercise could be used in preparation for the residential field trip.

First observational record of Siberian weasel Mustela sibirica Pallas, 1773 in Dhorpatan Hunting Reserve, Nepal

Siberian weasel Mustela sibirica Pallas, 1773 is one of the least known small carnivores in Nepal. Only a few authenticated localities of Siberian weasel are known to exist in Nepal. In March 2021, a week-long field trip to the Dhorpatan Valley documented the first confirmed record of Siberian weasel in Dhorpatan Hunting Reserve in Western Nepal.

School and Teacher Partnerships at the Memphis Brooks Museum of Art

This chapter examines educational programming at the Memphis Brooks Museum of Art. The educational value of single and multi-visit field trips is discussed. The author shares how the Brooks structures its STEAM field trip and provides instructions for an art making activity. The community impact of the Mid-South Scholastic Art awards is explained. Consideration is given to the importance of designing museum programming aligned to state curriculum standards. Examples of teacher workshops are provided. Best practices for successfully welcoming school groups to the museum environment are also shared.

Membuat Konten Kampanye Lingkungan Bersih Pada Masa Pandemi Covid-19 di Kalangan Siswa SMAN 28 Jakarta

Pandemi covid 19 yang berlangsung hampir dua tahun. Memberikan dampak yang cukup berimplikasi bagi setiap sendi kehidupan. Tidak terkecuali bagi keberlangsungan lingkungan hidup. Selama pandemi covid19, persoalan sampah medis menjadi persoalan baru. Permasalahan ini mulai dimunculkan oleh media massa arus utama juga media-media sosial. Persoalan sampah masker medis ternyata menjadi persoalan baru bagi hewan dan satwa di darat maupun laut. Beberapa hashtag sebagai bentuk edukasi mulai dimunculkan melalui media sosial, seperti #potongtalielastismasker dan sejenisnya. Edukasi lingkungan hidup bisa dimulai dalam proses belajar mengajar di tingkat sekolah. Terbukti beberapa sekolah sekarng menerapkan sistem sekolah alam, atau melakukan field trip sebagai metode untuk meningkatkan kepedulian siswa terhadap lingkungan hidup. Sehingga, perlu adanya edukasi di kalangan remaja terkait persoalan lingkungan hidup yang terjadi di masa pandemic Covid-19. Edukasi tersebut dilakukan dengan cara penyuluhan dan pelatihan membuat konten untuk akun Instagram para siswa SMAN 28 Jakarta. Konten tersebut memuat edukasi tentang persoalan lingkungan hidup. Kegiatan ini juga berfungsi sebagai penerapan komunikasi lingkungan yang bertujuan sebagai tindakan advokasi terhadap lingkungan. Hasilnya, para pelajar tersebut lebih mengerti tentang persoalan lingkungan hidup dan mampu membuat konten yang berisi kampanye tentang lingkungan hidup.

Upaya Meningkatkan Hasil Belajar Siswa Menggunakan Metode Field Trip Dalam Pembelajaran IPS Di SD Negeri 56 Aek Batu Kecamatan Torgamba

Penelitian ini bertujuan untuk mengetahui penggunaan metode field trip materi Sisitem Perekonomian Indonesia dapat meningkatkan hasil belajar siswa kelas IV SD Negeri 56 Aek Batu Kecamatan Torgamba. Penelitian ini adalah penelitian tindakan kelas dengan 2 siklus, setiap siklus terdiri 4 kegiatan yaitu perencanaan, tindakan, observasi dan refleksi yang diikuti oleh perencanaan pada siklus berikutnya dengan memanfaatkan hasil refleksi sebelumnya Subjek penelitian adalah siswa kelas IV SD Negeri 56 Aek Batu Kecamatan Torgamba Tahun Ajaran 2021/2022 sebanyak 40 orang. Temuan penelitian menunjukkan pembelajaran IPS dengan penerapan metode pembelajaran field trip dapat meningkatkan hasil belajar siswa dibuktikan dengan meningkatnya hasil belajar setiap siklus yaitu dari rata-rata 67,67 menjadi rata-rata 83,19.

Decolonizing the learning of sitopias in Toronto

The Canadian Cuisine Photography Challenge is a pilot experiential learning activity created at Ryerson University for the class FNU100-Canadian Cuisine: Historical Roots, a first/second year liberal studies course offered to students from diverse programs and cultural backgrounds. This activity is both a fun challenge and a required course assignment. It aims to engage students with Canadian cuisine and is inspired by a decolonial pedagogical approach (Mignolo & Walsh, 2018; Santos, 2018) to food studies, and elements of photovoice methodology (Wang & Burris, 1997). The Canadian Cuisine Photography Challenge consists of a field trip to different food places or sitopias in Toronto with the goal of learning about their histories and developing an appreciation of the role of food and people in the city (Newman, 2017). The activity includes a map, instructions and a set of ten challenge questions that students answer through photographs taken during their field trip. The field trip is followed by students’ presentations in class and a reflection of their experiences. In the first phase of the project, students explored two sitopias: Kensington Market and Chinatown. This paper will first describe the co-creation of the Canadian Cuisine Photography Challenge with students from the School of Nutrition at Ryerson University. This was a collaboration between the course instructor, two School of Nutrition students and included input from other students who had previously taken the course. It will present key learnings from the feedback of students who participated in the challenge in the fall of 2019, including how they described their experience, what they learned and suggestions for the future developments of this project. In particular this field reportwill discuss the use of a decolonial pedagogy in food studies, recognizing and challenging a Western hegemonic view of food places as representative of Canadian cuisine, while at the same time outlining the co-construction of experiential learning activities to engage students and provide content that reflects the multiple identities and food cultures of Canadians in Toronto. The main purpose of this field report is to share our experience co-creating and implementing this pilot project as one contribution towards decolonial food pedagogies.

Character Education Through Learning Method Field Trip In Kindergarten Kusuma Mulia Sugihwaras Purwoasri Kediri

This Paper discusses: (1) the importance of planting efforts character in early childhood in early childhood institutions; (2) the learning activities a Field Trip that reflect the application of character education in early childhood institutions; and (3) the variety of characters who woke up as the effects of the application of the learning Field Trip in early childhood in early childhood institutions. Character education involves the planting of knowledge, the love and the planting of the behavior of the kindness that become a pattern/habit. The purpose of this study is to determine the success and impact of the use of learning methods Field Trip. The method used is to observe the activities of the Field Trip that reflect the character education for early childhood, among others, is a visit to the neighborhood, to a tourist place, to market, to shop, to an industry, to the boarding school, to school, to the hospital, as well as other places nearby with the environment agency.