Annotated Bibliography (Karen and Martín)

ANNOTATED BIBLIOGRAPHY:

 Bezzi, A., & Happs, J. C. (1994). Belief systems as barriers to learning in geological education. Journal of Geological Education, 42(2), 134-140.
Using a survey of 1000 junior high students, the authors investigated the interaction between students’ prior knowledge and the ways students process new information. The results showed that learning outcomes are influenced by the students’ beliefs in unexpected ways.

 Falk, J. H., Martin, W. W., & Balling, J. D. (1978). The novel field‐trip phenomenon: Adjustment to novel settings interferes with task learning. Journal of Research in Science Teaching, 15(2), 127-134.
This paper explores the effect of the novelty of new or different settings on students’ behaviour and cognition. It addresses the anecdotal evidence purporting the benefits of field trips and the effect on the overall belief of teachers of the overall positive effects of the inclusion of field trips in learning.

Guertin, L. A. (2006). Integrating handheld technology with field investigations in introductory-level geoscience courses. Journal of Geoscience Education, 54(2), 143-146.
The use of handheld technology (Palm Pilots) in a geoscience field course and the effectiveness of their inclusion in the course goals of challenging students in developing active learning, using the scientific method, using technology, and working with data sets. Results indicated engagement and high effectiveness in reaching the course goals for a majority of the students.

Hofstein, Avi, and Sherman Rosenfeld (1996). Bridging the gap between formal and informal science learning. Studies in Science Education, 28(1): 87-112.
The authors investigate creating motivational learning environments that provide materials and direction in multiple instructional techniques that propel students’ understanding of concepts by being able to interact both physically and intellectually to make abstract science concepts concrete. They explore and define the positive effectiveness of mixing “informal” science learning and its application into formal education settings to enrich learning experiences.

Hurst, S. D. (1998). Use of “virtual” field trips in teaching introductory geology. Computers & Geosciences, 24(7), 653-658.
A brief historical view of field trips, summarizing various studies of the implementation of science field trips, and suggestions for integrating field trips into the science curriculum. Attempts to answer the question of whether or not the assumption that cognitive gains are achieved with the incorporation of field trips is supported with accurate accounts of both affective and cognitive improvements. 

Kean, W.F. and Enochs, L.G., 2001, Urban field geology for K-8 teachers. Journal of Geoscience Education, 49, 358-363.
This paper addresses the resource limitations teachers may have including geology field trips and laboratories into their curriculum. When provided with ideas and a sharing forum, teachers in the study had an increase in the belief of their ability to teach earth science more effectively with limited resources and opportunities for excursions.

Kelly, M. M., & Riggs, N. R. (2006). Use of a virtual environment in the GeoWall to increase student confidence and performance during field mapping: An example from an introductory-level field class. Journal of Geoscience Education, 54(2), 158-164.
This piece describes the effects of using virtual environments as preparation for geology field trips and associated field work and the benefits to the students in the field when they are prepared beforehand with baseline skills of terrain-analysis, self-location, and translating scale.

Lin, M. C., Tutwiler, M. S., & Chang, C. Y. (2011). Exploring the relationship between virtual learning environment preference, use, and learning outcomes in 10th grade earth science students. Learning, Media and Technology, 36(4), 399-417.
This study investigates the degree effectiveness of using virtual environments (in the place of ‘field trips’) in a student vs. teacher based navigation and its effects on the achievement levels of senior high school students in Earth Science in their post-intervention test scores. It was found that while the relationship is complex, generally students scores benefited most when the non-traditional virtual learning environment was used and students could clearly see the link between tasks and the desired learning outcomes.

 Michie, M. (1998). Factors influencing secondary science teachers to organise and conduct field trips. Australian Science Teachers Journal, 44(4), 43.
This article explores factors influencing secondary teachers in planning and executing field trips. Factors such as student safety, administrative procedures, transportation, cost, timetable constraints, and the time and effort require of teachers v. the educational benefits of field trips.

Prather, J. P. (1989). Review of the value of field trips in science instruction. Journal of Elementary Science Education, 1(1), 10-17.
This piece talks about evaluating three different groups: One in traditional setting, one with a component of laboratory component, and one with field trips and how they performed after these experiences.

Ramey-Gassert, L. (1997). Learning science beyond the classroom. The Elementary School Journal, 97(4), 433-450.
This article addresses the call for more informal science education, as prescribed by more recent curriculum updates. It focuses on the importance of this type of education as part of varying methods of effective instruction in the context of learning outside of the formal classroom. 

Rudmann, C. L. (1994). A review of the use and implementation of science field trips. School Science and Mathematics, 94(3), 138-141.
The author reviews the historical view of field trips as an educational tool, addresses the implementation of science field trips, and proposes suggestions for integrating field trips into the curriculum.

Stumpf, R. J., Douglass, J., & Dorn, R. I. (2008). Learning desert geomorphology virtually versus in the field. Journal of Geography in Higher Education, 32(3), 387-399.
This paper compares the quantitative learning results between field trips, virtual field trips and using both in an introductory university geomorphology course and found that there was no difference statistically in their knowledge. The authors did find a difference in the personal ownership of knowledge in field trip participants however.

Inquiry Project Topic

I am interested in the assessment of the effectiveness and engagement of field trips (with Martin Gepp)