Assessing the influence of preparation and follow-up on student outcomes associated with environmental education field trips

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dc.contributor.authorLee, Hannah Garretten
dc.contributor.committeechairStern, Marc J.en
dc.contributor.committeememberPowell, Robert B.en
dc.contributor.committeememberVan Dyke, Ray E.en
dc.contributor.departmentForest Resources and Environmental Conservationen
dc.date.accessioned2019-07-16T08:01:03Zen
dc.date.available2019-07-16T08:01:03Zen
dc.date.issued2019-07-15en
dc.description.abstractExperiential learning theory stresses the importance of adequate preparation and reflection surrounding concrete experiences. This study explores the relationship between preparation and follow-up classroom experiences and the outcomes of environmental education (EE) field trips, including environmental literacy, 21st century skills, positive youth development, satisfaction, and self-reported behavior change. Surveys with both students and their school teachers who attended over 300 EE programs reveal that both pre-trip preparation, especially concerning logistics, and post-trip follow up, related to the subject matter of the field trip, were significantly related to more positive student outcomes. The authors recommend both schools and organizations take into consideration how they can work together to create more holistic learning experiences.en
dc.description.abstractgeneralEnvironmental and science education in the form of school field trips have the capability of to enhance student learning, increase motivation to do well in school, and develop skills such as thinking critically and collaborating with peers. Learning theory illuminates the importance of in-school preparation and reflection surrounding field trips. We wanted to discover what happens in the classroom before and after these field trips that contribute to creating truly valuable educational experiences. Student and teacher surveys from over 300 field trip programs highlight the importance of preparing students both logistically and with the educational content, as well as following-up after the field trip by reviewing and utilizing newly gained knowledge and skills. We recommend schools and field trip providers, such as parks, zoos and nature centers, collaborate to create more holistic science learning experiences.en
dc.description.degreeMaster of Scienceen
dc.format.mediumETDen
dc.identifier.othervt_gsexam:20419en
dc.identifier.urihttp://hdl.handle.net/10919/91465en
dc.publisherVirginia Techen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectenvironmental educationen
dc.subjectfield tripsen
dc.subjectpre/post activitiesen
dc.subjectpreparationen
dc.subjectfollow-upen
dc.subjectstudent outcomesen
dc.titleAssessing the influence of preparation and follow-up on student outcomes associated with environmental education field tripsen
dc.typeThesisen
thesis.degree.disciplineForestryen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.levelmastersen
thesis.degree.nameMaster of Scienceen

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