Teaching Beyond Classroom Walls Preservice Teachers' PK-12 Field Trip Journeys

TEACHING BEYOND CLASSROOM WALLS: PRESERVICE TEACHERS' PK-12 FIELD

TRIP JOURNEYS

Capter 1: Introduction

Field trips hold a pivotal role in the educational journey of PK-12 students, offering

immersive experiences that transcend traditional classroom learning. These excursions provide

students with real-world contexts to apply theoretical knowledge, fostering a deeper

understanding of academic concepts and promoting experiential learning. Equally crucial is the

training of pre-service teachers in conducting field trips, as it equips them with the necessary

skills to orchestrate enriching educational outings that enhance academic achievement. By

preparing educators to lead engaging and informative field trips, schools can ensure that students

benefit from hands-on learning experiences that not only bolster academic success but also

cultivate a lifelong appreciation for exploration and discovery.

The preservice teacher experience stands as a critical component within teacher

education programs, yet often encounters limited integration between the theoretical concepts

advocated by universities and the practical application in school settings, leading to a notable

disparity between theory and practice (Dewey, 1938/2015; Sleeter & Grant, 1987). This

disconnect creates a scenario where preservice teachers find themselves directly linked to their

teaching experiences but distanced from their own PK-12 learning and life encounters as

students. Consequently, this separation influences their perspectives, shapes their classroom

competencies, and impacts their effectiveness as educators (Sleeter & Grant, 1987). In essence,

the alignment between preservice teacher experiences and the integration of theoretical

knowledge with practical application is paramount for fostering a cohesive educational journey.

Bridging the gap between theory and practice not only enhances the professional development of

preservice teachers but also ensures that they draw from a comprehensive understanding of both

educational principles and real- world classroom dynamics.

Statement of the Problem

Pk12 school field trips, which used to be an extracurricular popular practice for teachers

and students, had become tied up to the curriculum and added to a strict protocol yet not

addressed by teacher preparation nor by field experience programs at universities or schools

(Anderson et al, 2010). While a huge number of public institutions tried to facilitate FTs by

aligning curricular standards to their exhibits, it did not change the educator problem to justify

their scrutinized teaching time that prioritizes standardized testing (Whitesell, 2015). PSTs’

perspectives on their past FTs as students to their current view moving into their understanding

of the state of field trips today is not just take the kids of the classroom into the world. Educators

need the tools to properly teach educational FTs beyond the classroom walls as their time is

precious and accounted for.

Figure 1

Major Problems Affecting Field Trips

Note. Illustration created by ©Cecilia Turman 2024

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The educational landscape post-No Child Left Behind (NCLB, 2002) and the subsequent

Every Student Succeeds (ESSA, 2015) have significantly impacted the priorities and practices

within schools. With a heightened emphasis on standardized testing outcomes in English

Language Arts (ELA) and Math, teachers have shifted their focus, often relegating social and

physical sciences to a lower priority (Griffith & Sharmann, 2008; Wisntead, 2011). This trend is

particularly evident in elementary education, where subjects like social studies and science are

squeezed into the last 30-45 minutes of the school day (Ellis, 2004; Ellis et al., 2020).

The autonomy granted to states under ESSA (2015) has not alleviated the pressure on

teachers to prioritize ELA and Math instruction due to the continued emphasis on trimestral

testing from 3rd to 8th grades and annual testing from 9th to 12th grades (The Understood

Team, n.d.). Consequently, teachers find themselves dedicating a significant portion of their

prep time to these subjects while grappling with administrative demands. The marginalization of

social studies and science in the curriculum (Mehta, 2008) is concerning as these subjects are

fundamental for nurturing critical thinking skills based on empirical data and facts.

This educational shift has had a disproportionate impact on at-risk schools serving

disadvantaged populations, as evidenced by data from Free School Lunch Reports (NCES,

2022). Racism, segregation, and hate dialogic dramatically affect those schools and communities

all over the globe increasing the student-prison pipeline. More specifically, the U.S. leads the

world in school gun violence (Grabow & Rose, 2018) and high incarceration rates (Scott, 2017),

a dehumanizing characteristic common in large urban centers. Freire (1987) argues that the goal

of education is to humanize the individual. In that, the social value of FTs is on hold as the

scrutiny of teachers’ instructional time has extended to school field trips (FTs), requiring them

to align FTs closely with grade-level standards to justify time spent outside the classroom.

According to Anderson et al. (2010), the stringent requirements have eroded the informal

interdisciplinary value of FTs. Whitesell (2015) argues that the shift made it hard for teachers to

incorporate them effectively into their teaching practices. Funding for educational FTs has also

faced challenges, with scholarships that supported such experiences dwindling post-NCLB

(2002) due to a redirection of resources toward ELA and Math tutoring (Whitesell, 2015). Title

1 schools are eligible for enrichment funding if the tour is curriculum-based, however, many

school programs are competing for these funds. Funding shifts have hindered teachers from

implementing culturally relevant field trips for an increasingly diverse student population.

Funding for educational FTs has also faced challenges, with scholarships that supported such

experiences dwindling post-NCLB (2002) due to a redirection of resources toward ELA and

Math tutoring (Whitesell, 2015). These funding shifts have hindered teachers from

implementing culturally relevant field trips for an increasingly diverse student population.

Various sources have provided funding opportunities for PK-12 field trips, enriching students’

educational experiences.

One notable program is the Target Field Trip Grants for Teachers (Grants Corporate

Giving, 2024), which supports K-12 field trips nationwide, aiming to broaden students' learning

horizons. Additionally, initiatives like the Beacon and Verizon Teacher Technology Grant (The

Grant Plant, 2019) fund projects that enable students to interact with educational content in

innovative ways. Local and community grants, national foundation grants, and general corporate

grants also play a crucial role in supporting educational field trips, ensuring students have access

to diverse learning environments. Furthermore, programs like the NASA Connecticut Space

Grant Consortium (CSGC, Spring 2024) offer scholarships specifically for STEM-themed field

trips, covering program or transportation costs and enhancing students' exposure to science,

technology, engineering, and mathematics outside the classroom. These funding opportunities

not only facilitate access to enriching educational experiences but also contribute to the holistic

development of students across different academic disciplines.

Forgaty (2020) acknowledged that COVID-19 pandemic significantly intensified the

existing challenges in education by mandating widespread school closures and disrupting

traditional learning environments and practices. This unprecedented situation highlighted the

critical need for educational institutions to adapt swiftly to remote learning modalities,

emphasizing the importance of digital literacy and equitable access to technology for all

students (Forgaty, 2020). For example, schools had to quickly transition to online platforms,

such as Google Classroom or Zoom, to ensure continuity in education during lockdowns (Li,

2022).

Moreover, the pandemic underscored the necessity for a comprehensive reevaluation of

educational priorities to foster a more inclusive and adaptable approach that addresses the

diverse needs of students (OECD, 2020). Schools were compelled to prioritize mental health

and emotional well-being support for students facing isolation and uncertainty (Rutkowska,

2022).

For instance, Rutkowska (2022) argues that initiatives like virtual counseling services and

mindfulness programs were implemented to provide students with essential emotional support

during challenging times.

Furthermore, the shift towards hybrid or blended learning models highlighted the

importance of flexibility and personalized learning experiences tailored to individual student

needs (Li, 2022; Turman, 2018). Schools began exploring innovative strategies like personalized

learning platforms and project-based assessments to accommodate diverse learning styles and

abilities effectively (Bernacki, et al., 2021). This adaptability not only ensures academic growth

but also promotes student engagement and motivation in a dynamic educational landscape

(Meeuwisse et al., 2010). In essence, the COVID-19 pandemic catalyzed educational institutions

to reassess their priorities, emphasizing the critical importance of resilience, adaptability, and

inclusivity in providing quality education that meets the evolving needs of students in an ever-

changing world (OECD, 2020).

Purpose of the Study

Educational field trips stand as powerful tools for enriching the academic journey of PK-

12 students, offering immersive learning experiences beyond the confines of traditional

classrooms (Whitesell, 2015). To maximize the impact of these excursions, teachers must receive

specialized training in conducting effective field trips. Such training equips educators with the

expertise and abilities required to organize enriching and educational outings that not only

complement classroom instruction but also enhance student academic achievement (Anderson et

al., 2010). Moreover, Anderson et al. (2010), suggest that effective field trip training empowers

teachers to align educational outings with curriculum standards, ensuring that each excursion is

purposeful and directly contributes to student learning objectives. By integrating field trips

seamlessly into lesson plans, educators can create cohesive learning experiences that engage

students on multiple levels and cater to diverse learning styles (Turman, 2018). Furthermore,

training teachers in the art of conducting educational field trips instills in them the ability to

facilitate meaningful reflections and discussions post-excursion (Behrendt, & Franklin, 2014).

By guiding students in processing their experiences, educators can deepen the impact of field

trips, encouraging students to connect newfound knowledge with classroom teachings and

personal observations (Behrendt, & Franklin, 2014; Skinner, 1974).

Exploring Teachers’ Attitudes and Beliefs in Educational Field Trips

Anderson et al. (2010) criticized teacher preparation programs’ lack of teacher training

to implement educational field trips (FTs) and suggested that instructors' FT experiences as

students may have influenced the way they plan and carry out educational FTs. Anderson et al.

(2010) on preservice teacher training implies new instructors frequently use educational

approaches they were exposed to as students. Anderson et al. (2010) argued teachers follow

similar exposed approaches in educational FT practices and the importance of training teachers

well (Blanton, 2003, as cited in Anderson et al., 2010). Blanton (2003) calls teachers

transmissionists who teach students by modeling what they learned best. Richardson (1996)

concluded that preservice teachers live in internal conflict that affects their beliefs as they enter

teacher education programs; to learn how to teach. The process of changing beliefs, in which

they get squeezed between the good and bad teachers, connects their past as students to

themselves as teachers after all.

According to Anderson et al. (2010), educators have become increasingly aware that

programs for teacher preparation do not often include any type of FT critical and imaginative

pedagogy to guide prospective teachers in designing, planning, and implementing educational

FTs. Anderson et al. (2010), mentioned classroom teachers have too many responsibilities and

little free time to find methods to integrate FTs into their curricula, therefore handy resources,

and practices to facilitate educational FTs are essential. However, it is likely educators are not

concerned entirely with the resources provided to them when their classroom instruction is out of

sync with educational FT practices. Numerous research studies demonstrate teachers barely take

advantage of those resource materials (Griffin 2004; Griffin & Symington 1997). Unlikely,

teachers will utilize those specific resources effectively if they have not experienced educational

FTs themselves to envision instructional goals. Thus, readily usable resources to implement

educational FT materials do not make much difference for teachers to take their students out of

the classroom. Creating educational FT activities is difficult for teachers because the venues

consider generalized goals and objectives on state and national standards for all subjects.

Educational FTs potentially work better in collaboration with teachers’ suggestions in a

mechanism of feedback to improve the venues’ educational experiences. Then, teachers’

pedagogically acceptable prior and post FTs for the students with a focus on their subject can be

better targeted for learning.

Research Questions (RQ) and Hypothetical Possibilities

The five research questions for this study were developed from Pace and Tesi’s (2004)

qualitative case study, in which they interviewed adults to investigate the impact of FTs during

school time from their past experiences. For this study, the focus is on preservice teachers, so the

research question focuses on their experience with educational field trips through the teaching

profession’s perception.

1. What are preservice teachers’ experiences with school FTs as PK-12 students?

RQ1 hypothetical possibilities for responses are the evidence of educational FT experiences'

impact on long-term memory, and the influence of FTs on preservice teachers' educational

philosophy, career, preferences on FT types, and gender-specific awareness.

2. What, if any, plans to implement FTs in the classroom do preservice teachers have?

RQ2 hypothetical possibilities for responses include preservice teachers’ previous knowledge

and inspiration to design and implement educational FTs, as well as advocacy for the

educational FT as a field inclusion in teacher education programs and the optimization of

desirable educational FTs as a functional field.

3. What is the relationship between preservice teachers’ own experiences with FTs and their

plan to implement FTs as teachers?

RQ3 hypothetical possibilities for responses include the beliefs on the importance of FTs for

students’ education and life, as well as preservice teachers' concerns about planning educational

FTs and the specific needs for a successful educational FT.

4. What are the benefits that preservice teachers have experienced participating in FTs as

students?

RQ4 hypothetical possibilities for responses include the positive impact of FTs on education to

better understand coursework concepts. As well as providing a valuable learning space for social

communication, discussions, and debates through real-world connections to course content

(hypothesis shared in RQ4 and RQ5).

5. What are the perceived benefits that preservice teachers have regarding FTs for PK-12

students?

RQ5 hypothetical possibilities include the positive impact of FTs on participants’ lives and their

learning experience by boosting the use of technology. As well as FTs as a medium to make real-

world connections (hypothesis shared in RQ4 and RQ5).

Philosophical Roots

The philosophical roots for educational field trips lay in sensory learning (works of

Comenius, 1592-1670; Rabecq, 1957), on educating Emile based on nature principles (works of

Rousseau, 1712-1778; Rousseau, 1920), and on first-hand experiences and real objects (works of

Pestalozzi, 1746-1827; Gazibara, 2013). From the 1800s to the 1900s, learning by doing (works

by Johann Fredrich Herbart, 1776-1841; Palmer et al., 2001), and after the 1900s, it was

embedded in the Constructivist Movement in education led by John Dewey (1910) and others

such as Alfred North Whitehead (1929), William Head Kilpatrick (1923), among many until

nowadays (Palmer et al., 2001).

Dewey is the most famous name of the philosophical movement that became known as

pragmatism (Sorrell, 2013). However, he preferred to name it instrumentalism (Gouinlock,

2022) since the experience outcomes from relationships among transformative occurrences and

interpretations, in which ideas are important only if they serve as a tool for solving real

problems. In the specific field of educational FTs, Dewey’s theory falls within progressive

education (see Table 1).

Traditional v. Progressive

Dewey (1938/2015) delineates two opposite paradigms dividing education into traditional

v. progressive. The first represented the status quo dominant view of the linear education pattern

of organization based on the acquisition of concepts strictly handed down from the past for rote

memorization of facts, rules, and obedience imposed from outside (p. 18). Which, the role of the

teacher was to maintain a rigid discipline and to teach highly structured concepts incorporated in

bodies of information (p. 19) to reflect the static world of elders not representative of the realities

of youngsters in an ever-changing world. Traditional highly structured FTs did not consider

educational components to fulfill teachers’ and students’ educational needs or integrate the

multicultural curricula until recently. Also, museums used to be places with no content

interaction where students walked through displays in silence, following the tour narrative not

always understood. The Victorian concept of museums has changed, such growth described by

Dewey can be experienced by the child within the context of an educational FT (Britannica, eds.,

2019).

The paradigm envisioned by Dewey (1938/2015) created the front for a progressive

education in which all the principles are abstract until experienced by praxis to become concrete

upon results observed and comprehended by the pupils as a consequence of experience and

freedom to interpret what they experienced. For that reason, educational FTs are important for

students’ experiential learning in an ever-changing world. The purpose of the progressive

paradigm is to provide younger people with the tools to construct a body of knowledge based on

their experience and freedom to make intelligent and informed decisions for themselves and

society (Dewey, 1938/2015).

Table 1

Traditional v. Progressive Education

Imposed from outside: Cultivated from inside:

●External dogmatic activities

●Learn through books and teachers

●Drills

●Static world

●Individualized free activities

●Learn through personal experiences

●Skills

●Changing world

Note. ©Cecilia Turman, 2021. Based on Dewey’s Experience and education (1938/2015).

In other words, Dewey (1938/2015) contrasts the traditional vs. progressive paradigms

and lays out the principles of modern/progressive education to impose content into a young

mind,

“opposed to expression and cultivation of individuality; to external discipline is opposed free

activity; to learn from texts and teachers, learning through experience; to acquisition of

isolated skills and techniques by drill, is opposed acquisition from them as means of

attaining ends which makes direct vital appeal; to prepare for a more or less remote

future

is opposed making the most of opportunities of the present life; to static aims and

materials is opposed to acquaintance with a changing world” (Dewey, 1938/2015, pp. 19-

20).

The Importance of Dewey’s Theory for Educational Field Trips

Social action is the driving point for Dewey’s Theory that interweaves meaningful

theoretical knowledge for individual/collective actions and feelings that drastically differ from

traditional education’s lack of exploration and observation of conceptual processes. According to

Hein (2012), Dewey’s philosophy comprises four principles:

1) Empirical naturalism that explains life, beliefs, actions, and connections with everything

is based on individual, collective, and historical experiences (p. 26).

2) The process of thinking, directly related to empirical naturalism, examines beliefs’ effects

as results of experience since there is not an absolute ideal or conclusive objective. Thus,

there is no perfect democracy or social justice. Society, however, will progress toward

better democracy and social justice when we learn from educational experiences that

involve reflection (p. 27).

3) Human behavior is an interactive social activity like a cell networking with other

cells/organisms in a mutually beneficial and transformative way. Dewey believes that life

is interactive like a biological system to symbiotically influence learning, since the

concept of life is interactive and autonomous like a cell in an organism, interaction can

positively benefit transformations (p. 28).

4) Organic growth happens through the interactions of individuals and environments.

Darwinian evolutionary theory impressed Dewey since it transformed knowledge,

morals, politics, and religion. As we grow to learn from individuals’ experiences in their

environments, which are disturbed, we continue to grow and change to modify

environments (p. 28-9).

Dewey and Darwin

Darwin’s Origin of Species (1889) has inspired several scientists since its publication in

1889, which brought a scientific revolution but also allowed for misrepresentation by many,

who called themselves Darwinists, with the intent to justify racial privilege with unrealistic

theories and try to maintain the Eurocentric concept of human being enhancement based on their

origin, color, religion, physical appearance, and cognition (Ruse, 2009b). Besides slavery and

colonialism, human zoos were an entertainment practice that survived from pre-Columbian

America until mid-twentieth century Europe, Asia, Australia, and the US to name a few under

the disguise of scientific research until 1958. Among many, in 1904, the government brought

over a thousand Philippines to the St. Louis World Fair to add to the display of the indigenous

culture. According to Johnson (2020), indigenous people were ordered to kill and eat dogs as

part of their “savage” culture. In 1906, the Bronx Zoo in New York maintained an exotic human

exhibit of an African boy and a monkey (Johnson, 2020). Those human displays, endorsed by

Eurocentric exploiters disguised by Darwinists, were trying to prove indigenous cultures as

inferior. These exhibits drew millions of visitors from all over the world.

Darwin’s (1889) studies challenged the Victorian dogma, arguing that species were

mutable and not created by God. Instead, based on empiricism, Darwin proposed that life

specimens had evolved from a common ancestor by adapting through natural selection and

genetically diverse species could arise from a common ancestor. Dewey (1910) wrote about the

two-thousand-year philosophy of nature and knowledge,

sou çã

“Rested on the superiority of fixed and final; treating change and origin as signs of defect

and unreality… the "Origin of Species" introduced a mode of thinking that in the end was

bound to transform the logic of knowledge, and hence the treatment of morals, politics,

and religion” (Dewey, 1910, p. 1-2).

Dewey (1910) was inspired by Darwinism and the scientific revolution that disrupted the

millenary concept of a static world. Today teachers, schools, districts, and government entities

are looking to solve new problems highlighted by redefining what education should entail and

embracing bilingualism and multiculturalism experiences as benefits to our educational system

and society as a whole.

Figure 2

I Am / Education / Works

Personal Interest in the Study

My own experience as a PK-12 student started when I entered kindergarten at, perhaps,

the best progressive school in Brazil. It was founded in the 1920s, and by the 1940s, educational

psychology was introduced at this school laboratory. It hosted PK-12 education, a teacher

preparation college, outdoor classrooms, and a hands-on farm research lab where we observed

life cycles with real animals in real-time. There I learned firsthand to create structures using not

toys but real tools. After I graduated from primary school, I was also lucky enough to attend

progressive schools during my secondary studies thanks to my best friend’s father, a geography

teacher. Professor Candido offered me a full academic scholarship at the private progressive

school where he taught.

When not in school, I grew up inside museums following my mother’s works with

anthropology, researching Brazilian folk culture, traveling to sites to record interviews and

capture images of performers and their performances, and participating in the making of

Brazilian Northeast regional oral history archives. After we moved to Rio, my mother worked at

archeological sites and curated various historical sites including Roberto Burle Marx’s House,

which recently became a World Heritage site. I enjoyed helping with museum activities such as

preserving artifacts, mounting exhibits, and guiding visitors.

After moving to New York, I promoted Brazilian cultural events in Manhattan. When my

son was born, I started a program to teach Brazilian children hands-on activities in language and

arts at cultural venues around the city, and as my child started his early school program, I

restarted my higher education and also taught school bilingual programs. However, I felt

restrained by the great amount of time that the students and I spent learning only inside the

classroom and tried to create experiential and personalized learning activities, often simulating

situations such as pretending to fly to Spain on a sightseeing tour, giving everyone a simulated

RT ticket with their name on it, and by employing visual, audio and tactile representations of the

landmarks, cultural events, and lifestyles I tried to promote full immersion in the experience. I

was very supportive and enthusiastic about manifesting actual school FTs, getting parental

approval, researching the venue in advance, discussing what was there to see with students,

fundraising to get it all for free to everyone, and creating pre-, during, and post- fun and relevant

educational activities.

My own PK-12 experiences served as an ingrained driving force that inspired me and

informed my path in higher education as a nontraditional student. I first earned a

multidisciplinary bachelor's with minors in anthropology, history, and Spanish while doing

internships at Lied Children’s Museum, The Liberace Museum, preservation at the Barrick

Museum, and investigating the Lied Library Special Collections’ archives; I then received an

interdisciplinary Master’s in Latin American and Chicano history, including public history, and I

was eventually invited into the doctoral program in teacher education, choosing the topic of field

trips and experiential learning for my specific area of research. Indeed, my decision was

informed by my great appreciation of the role in education that museums and other educational

sites play in reconstructing and preserving the culture and the history of different peoples.

Since 2018, I have designed FTs to see educational movies and exhibits. I actively

engaged in influencing/inspiring ethnically diverse and underprivileged students and their

educators. I also created outdoor FT learning programs whose mission was to inspire them

through learning critical values of well-being, sustainability, social justice, and equity in novel

settings beyond the classroom and into the real world. I have conducted FT activities with over

5,000 middle school girls to inspire them towards higher education and the possibility of having

STEM careers because these unique out of classroom educational activities allow students the

opportunity to literally see themselves interacting in different scientific and cultural settings and

with the people who work there.

! Sí, se puede! Sim, se pode! Yes, we can!

The Progressive Educational Movement in Brazil

In Brazil, Dewey inspired the New School Movement, led by Teixeira, based on practical

activity and democracy as important ingredients for education since the early 1920s. The

progressive school, where I attended my elementary education, was deeply influenced by

Dewey. It integrated K-12 education with meaningful experiential learning for students to the

Deweyan school lab as the pedagogical and psychometrics praxis for in-service and preservice

teachers’ docent program offered at my school since the 1920s as a pioneer program in Brazil.

The Brazilian philosopher Paulo Freire, well known for his revolutionary theory of critical

pedagogy, was inspired by Dewey’s principles of praxis (Carnoy, 1997; Freire, 1997; Stinson,

2016). Dewey holds a uniquely influential position in the evolution of progressive education in

Brazil.

Brief Review of Theoretical Framework

John Dewey, a prominent figure in the field of education, emphasized the importance of

experiential learning and democracy within schools. His philosophy, outlined in his work from

1938 (revised in 2015), advocated for a hands-on approach where students engage in practical

tasks related to the content being taught. Dewey believed that learning is most effective when

individuals are actively involved in experimentation and critical thinking. By fostering a

democratic environment that encourages collaboration and collective decision-making, Dewey

aimed to bridge the gap between theory and practice, emphasizing the role of experience in

shaping knowledge and understanding. The theoretical framework delves into Dewey's

educational theories, highlighting his views on the role of schools in preparing individuals for

life through continuous development and intellectual freedom.

Put the Practice into Focus

“The principle is students learn the best by performing tasks associated with the content

taught. Hands-on and creative activities gained prominence in the curriculum, and the

children were encouraged to experiment and think for themselves” (Dewey, 1938/2015).

In this context, democracy gains weight, being the political order that allows the further

development of individuals, the role of deciding together as a group the destination of where they

belong. Dewey (1938/2015) advocated democracy not only in the institutional field but also

within schools. Influenced by empiricism, Dewey (1938/2015) created a school laboratory linked

to the university where he taught to test teaching methods. He stressed the need to strengthen the

relationship between theory and practice, he believed the theoretical hypotheses would make

sense only daily (Dewey, 1938/2015). Another key point of Dewey’s Theory (1938/2015) is the

belief knowledge is constructed by consensus, which in turn is the result of collective

discussions. Learning happens by sharing experiences, which is fostered in a democratic

environment. Therefore, according to Dewey (1938/2015), the school must provide joint

practices and promote situations of cooperation, instead of dealing with children in isolation.

Dewey’s (1938/2015) great merit was to have been one of the first to call attention to the

thinking ability of students. Dewey (1938/2015) believed that educational process success would

happen if a group of people were communicating and exchanging ideas, feelings, and

experiences about the practical situations of everyday life. At the same time, he recognized as

societies grew complex, the distance between adults and children was extended too. Dewey’s

(1938/2015) Theory of Experience lays in two principles: interaction and continuity (p. 51). In

that, educational problems are too complex to be leveled by age group or divided into subject

matters that teach those from beginning to end, as traditional education does, but instead, start

with the problem of essential inquiry on individual freedom and social control and logically

develop new questions to be responded.

Hence a need for a progressive school, a place where people meet to educate and be

educated based on experience and reflection. For Dewey (1938/2015), the role of the progressive

school is to reproduce a miniature of the community, present the world in a simplified and

organized manner, and gradually drive the kids to the meaning and understanding of the most

complex things.

In other words, the school's goal should be to teach the child to live in the world, which

FTs can serve as a beneficial outlet for learning. However, it is more likely to find the typical

schoolroom is the one that has prevailed by fixed signals designed to be obeyed and limits

freedom of critical thinking and ethics (Dewey, 1938/2015). Learning just occurs when students

are placed before real problems, linking the past to future participation. Dewey (1938/2015)

suggests that desire is the first impetus to act upon and to find a purpose through philosophic

thought allows students to (1) observe reality and its detail, (2) remember similar experiences to

relate and discuss, and (3) reflect, find meaning and purpose to plan, evaluate, and decide into a

continued action (Dewey, 1938/2015). Educational FTs provide students with the medium to

associate reality with past experiences to reflect upon their application and continuity to ensure

the relevance of conceptual learning.

Figure 3

Dewey’s Process of Encouraging the Desire for Continuous Development for Change.

©Cecilia Turman, 2024. Based on Dewey (1938/2015, p. 60).

Education, in Dewey's (1938/2015) view, is a constant reconstruction of experience

through communication with each other that allows for accommodation and adaptation of

learning (p. 60), to make sense and enable new generations to meet the challenges of society. To

educate, therefore, is more than reproducing knowledge, it is encouraging the desire for

continuous development, preparing people to transform something. The educational experience

is, for Dewey, reflective, resulting in new knowledge, which is also the basis for Piaget’s

Cognitive Stages Theory (Piaget, 1964, p. 40).

According to Dewey (1938/2015), one should follow some essential points: the student is

in a real experimental situation, the activity has an interest, there is a problem to solve, and they

possess the knowledge to act on the situation and have the chance to test their ideas. Reflection

and action must be linked; they are part of an indivisible whole. Dewey believed only

intelligence gives man the ability to modify the environment around them. One of the main

lessons left by Dewey is there is no separation between life and education; education must

prepare people for life by promoting its constant development. Thus, traditional education does

not prepare children for life, but rather completing a fixed curriculum to be graded by exams that

allow students to proceed to the next school level. Students have different realities, part of their

individual experiences, that educators could expand through educational FTs to empower their

intellectual freedom and enable different futures they can choose.

Intellectual Freedom for Students

“Dewey’s works and philosophy also held great influence in the creation of the short-

lived Black Mountain College in North Carolina, an experimental college focused on

interdisciplinary study... Black Mountain College was the locus of the Black Mountain

Poets a group of avant-garde poets closely linked with the Beat Generation and the San

Francisco Renaissance” (Talebi, K., 2015, p.12).

Dewey (1938/2015) refers to a teaching practice based on the freedom of students to

develop their certainties, their knowledge, and their own moral rules. This does not mean

reducing the importance of the curriculum or the educator's knowledge. For Dewey (1938/2015),

the teacher should present the school content in the form of questions or problems, and never

give beforehand answers or ready solutions. Instead of starting with definitions and concepts

already developed, should use procedures that make students think and develop their concepts

and then confront the systematized knowledge.

Brief Review of the Educational Field Trip Literature

The 21st Century theories for teaching and learning developed from Dewey’s (1038/2015)

interdisciplinary curriculum in which all subjects are interconnected, emphasizing democratic

freedom and experiential learning by doing (Janse, 2019). Dewey’s Theory has transformed the

National Curriculum Standards, which were set to prepare students for “the economy rather than

democracy” (Tampio, 2017, p. 33). Dewey defended democracy and freedom of thought as tools

for the emotional and intellectual maturity of children (Dewey, 1916/2004). How often have you

heard about the need to value a student’s ability to think? To prepare them to question reality?

To unite theory and practice? Problematize? The American philosopher John Dewey

(1916/2004) and his progressivism revolutionized education worldwide.

Brief Review of Educational Field Trip Methodology

Among the methodologies done by others are the midcentury evolving fundamental

works reviewed by Behrendt and Franklin’s (2014) conceptual study which cites Orion and

Holfstein’s (1994) research findings and other works to support their views on FT pedagogical

methods on the works by Brady (1972) and a few others. The inclusion of pedagogical methods

to plan field trips into teacher education programs provides experience in their clinical

observations. This is one area I want to investigate since I strongly believe new teachers can

increase the number of field trips in urban schools through this practice. Usually, FTs, as in

many other field experiences, in teacher education programs for PSTs do not align the

pedagogical methods to design and conduct an educational FT.

Overview of Definition of Terms

This FT research design used a survey research approach method. This study takes a

cross-sectional quantitative survey methodology with 16 multiple-choice 5-point Likert scale,

one question chooses all that apply (CATA), and a qualitative 4 open response analysis

looking for themes. This survey research was created and adapted from existing literature and

intends to be applied to a pool of students enrolled in the Teaching and Learning programs at

UNLV College of Education.

Definition of Terms

In conducting survey research methodology, a comprehensive understanding of key

terms and concepts is essential to ensure the validity and reliability of the data collected. This

Definition of Terms segment delves into the foundational aspects of the survey research

approach employed in this study. By elucidating terms such as Cross-Sectional Quantitative

Survey, Survey Instrument, Validity, and Reliability, this section aims to provide clarity on the

methodology's intricacies. From the design of survey instruments to the assessment of validity

and reliability, each term shapes the effectiveness and accuracy of data collection within the

context of this research with a critical function it. Through a detailed exploration of these terms,

researchers and readers alike can gain a deeper appreciation for the methodological framework

underpinning the survey research approach utilized in this study.

Survey Research Approach

A survey research approach is appropriate for this study since its design allows for

gathering data from a group of respondents who share similarities by being all enrolled in a

teacher program. This method enables the researchers to obtain insights from individuals who

possess similar backgrounds and experiences within the educational field. The survey design

includes ten multiple choice 5-point Likert scale questions, one CATA question and five open-

ended questions to be responded to in exchange for one academic credit.

Cross-Sectional Quantitative Survey

This type of analysis is appropriate for this type of survey approach since data variables

collected at one given point are cross-examined. This method also allows for quantitative and

qualitative approaches. By combining quantitative metrics with qualitative insights, researchers

can gain a more holistic understanding of the survey results, enriching the depth and breadth of

their analysis.

Survey Instrument

Under the meticulous supervision of my committee, the survey instrument underwent a

thorough and careful design process to ensure its effectiveness in capturing relevant data. The

hypotheses guiding the survey were intricately crafted based on the underlying research

questions, aligning the instrument with the study's objectives. Iterative modifications were made

to the survey instrument until its accuracy and reliability were confirmed, reflecting a

commitment to precision and methodological rigor in data collection.

Validity

Prior to the dissemination of the electronic survey, thorough validation processes,

including content-expert and response validity checks with a small group of individuals, were

conducted to ensure the survey's accuracy and appropriateness. The pretesting phase, along with

peer validity assessments, were diligently carried out before the web survey was distributed,

guaranteeing that the questions posed were ethical, user-friendly, and sensitive to all

respondents. These meticulous validation steps not only uphold research integrity but also

contribute to the reliability and credibility of the conclusions drawn from the survey responses.

Reliability

The utilization of an electronic survey facilitates the automatic collection and recording

of data, ensuring efficiency and accuracy while considering the representativeness of sample

quality from the target population. By offering one academic credit in exchange for honest

responses, the survey incentivizes participation and encourages genuine feedback, enhancing the

reliability and validity of the data gathered. The consistent elicitation of information through

survey questions under standardized conditions contributes to the reliability of the results,

ensuring that responses are comparable and dependable across all participants.

Filling the Gap

Among several, the main benefits of educational FTs affect cognition, aesthetic, and

perception needs directly impact students’ abilities to achieve the betterment of physical and

mental health. FTs provide students locked in crowded classrooms with a better understanding of

the real world, decrease the student-prison pipeline by leveling up, and humanize the perception

of self and others. FTs provide students with invaluable lifelong experiences that affect long-

term episodic memory. The humanizing aspects of educational FT experiences allow students to

perceive and share a world outside the classroom that brings authentic experiences out of

mandatory subject performances, academic expectations, and behavior. FTs benefits could

contribute to decreasing internalized problems and lack of sense of belonging. As the population

grows the problems that affect humanity grow along. The world population has increased to 8

billion worldwide on the 15th of November of 2022 and is projected to reach 10.4 billion in 2080

according to World Population Prospects (United Nations, 2022). Education has the answer in a

growing system to choose between the pre-scientific age or the scientific method of possibilities

through experience (Dewey, 1938/2015).

Chapter Summary and Transition

In Chapter 1, I introduce the whole idea of educational FTs, Dewey’s Theory in it, and

my personal interest in the proposed study. I state the problem and make the case for educational

FTs research explaining its background problem found in the general literature. The purpose and

research questions explore teachers’ attitudes and beliefs in educational field trips, supporting

those with brief reviews of the educational FTs theoretical framework, literature done by others,

and their methodology. Following is the Literature Review in Chapter 2 that concludes with the

educational FTs benefit students in many ways such as benefits to cognition, aesthetic, and

perception needs, to physical and mental health, to students in crowded classrooms, decreasing

student-prison pipeline, to long-term episodic memory, to informal social and affective learning

that motivates input on subject learning, to create a multicultural platform, inclusion and

diversity needs, critical thinking, and social justice in field trips. We will now investigate

additional topics in the next chapter.

Chapter 2: Literature Review

Figure 4.

John Dewey – Library of Congress. Item cph.3a51565

“The museum should be used largely for practical work

in connection with all departments of the school.”

~Dewey (1903b, p. 343)

Review of the Chapter

The theoretical framework, research questions and hypotheses, problem statement and its

background as well as the literature were succinctly introduced and briefly reviewed in Chapter

1. Chapter 2 delves into reviewing the literature on the educational field trip and its impact on

PK-12 students to find what research has been done and identify gaps in the existing studies to

guide and support my research. This research project investigates how preservice teachers could

bridge their own PK-12 educational field trip experiences into creating a progressive teaching

and learning field trip experience for the benefit of their students as well as themselves. This

quantitative survey research study method and design, context and participants’ recruitment,

anticipated analysis, and the Institutional Research Board (IRB) Informed Consent protocol are

covered in Chapter 3. This research study was distributed, collected, analyzed, and defended

upon the approval of all members of my committee.

Field Trips Background Context

In fact, experiential learning in education started with Comenius during the 17th Century

(Rabecq, 1957), anthropological studies prove that homo sapiens learned from their senses of the

environment, as represented in petroglyphs and hieroglyphs of animals and the environment as

the homo species have evolved into our closer relatives developing a sophisticated cognitive

language system (Sherwood et al., 2008, pp. 437–8). FTs to the natural environment, before

classrooms ever existed, have been the medium for people to teach and learn their social-

political- economic-cultural status throughout the development of civilization in its geopolitical

contexts and folk expressions.

For instance, Kounin's (1970/1977) instructional framework offers a captivating journey

into the annals of educational history, where the tapestry of teaching practices is intricately

woven with the rich experiences of indigenous tribes. According to La-Grave (2020), these

trailblazers teaching and learning, Native American/Tribal pedagogy through history telling

their intimate connection with nature in a place-based learning, not only pioneered the concept

of Field Trips (FTs) and outdoor education but also unearthed profound insights into the

symbiotic relationship with their environment through their ways of knowing (2020). Through

their experiences and interactions with the natural world, these trailblazers uncovered valuable

insights that continue to shape modern educational approaches and environmental consciousness

applied to teaching (La-Grave, 2020).

. These experiences not only deepened their comprehension of the natural world but also

emphasized the passing down of ancestral wisdom across generations. This enduring legacy

remains a foundational influence on modern educational approaches, reflecting the profound

impact of historical insights on present-day Native/Tribal learning methodologies (Lindstrom, &

Anselmo, 2024).

Lauer’s (2012) study exemplified the holistic approach to situated learning experienced

by the Native tribes of Solomon Islands and holistic approach to learning that transcended mere

classroom instruction. Through oral traditions and experiential knowledge, these communities

imparted invaluable lessons on sustainable living, ecosystem stewardship, cultural preservation,

and tsunami survival. Their teachings underscored the intrinsic link between language

proficiency, lifelong skills, and a profound connection to nature—a synergy that forms the

cornerstone of effective learning (Lauer, 2012).

The significance of lifelong skills and language acquisition in Kounin's (1970/1977)

framework resonates deeply in the context of real-time nature hands-on exploration (Dewey,

1938/2015; Kounin,1970/1977). By actively engaging in discussions that unravel the mysteries

of the natural world, individuals not only enhance their cognitive abilities but also cultivate a

deep-seated appreciation for environmental interconnectedness (Kravcik et al. 2014). Skinner

(1974) aptly captures this transformative process, highlighting how immersion in nature fosters a

dynamic exchange of ideas that transcends traditional pedagogical boundaries.

Kounin’s (1970/1977) instructional framework serves as a beacon, merging historical

wisdom with experiential learning to create a comprehensive educational journey that fosters

curiosity, critical thinking, and a deep reverence for the complexities of life on Earth. By

exploring the perspectives of early explorers and indigenous tribes, we are granted a timeless

view of knowledge cascading through time—Kounin’s (1970/1977) narrative that fuels modern

educational strategies grounded in the enduring teachings of nature. This narrative not only

informs but also inspires present-day educational methodologies, emphasizing the intrinsic value

of connecting with nature’s profound lessons across generations.

The Meaning of Real World

According to Freire’s philosophy (1987), the meaning of the real world is about the

general thematic should be found in the (personal) relationship of an individual and the world in

which they live, and not in an isolated individual from reality or reality separated from the

individual. The thematic should focus on the person’s praxis and their action on reality. The

reality of the student is not the model we have created for them, with a content program we have

organized (Freire, 1987). This conception of multiple realities is related to the philosophic line of

Paulo Freire, who highlighted that reality is the single perception of the individual. This reality is

not A to B or A over B, but A with B measured by the world (Freire, 1987). It is important to

mention that content has deep roots in feelings and life, that understanding it as a behavior, and

that to perceive behavior is to intend and distinguish what makes it a phenomenon of significant

reality. To feel is more important than to know, understanding is to dialectically articulate the

feelings and knowledge into objective laws of reality. How is it possible to overcome extremes

in search of unity? On the one hand, the individual who feels, may not always understand. On

the other hand, the individual understands, but may not always feel. The two extremes define the

intellectual mistake that hides behind the belief of knowledge without comprehension and

without feelings.

Search Process

For my literature review, I used many of the essential works and examined the latest

developments in the field. I had to redo my searches, limiting it to a ten-year span. As well as to

maintain the essential theorists’ works, with a focus on educational FTs operational definition, in

my proposal for my literature review due to the scarcity of research scholarship on the topic.

I searched for the most updated results on field trips (FT). My results were consistent

with the novelty of the topics addressed in this study and a consistent trend in newer research

literature reviewing the fundamental works stated in this chapter such as Behrendt and Franklin

(2014); Bronfenbrenner (1994); Dewey (1903b; 1910; 1934/2005; 1938/2015); Falk and

Dickering (1997); Freeman (1995); Kravicik et al. (2004); Maslow and Lowery (1998); Orion

and Hofstein (1994) and many other FTs’ pioneers who innovated the concept of FTs as a

component of education. It is important to highlight that PK-12 field trip literature considerably

declined (Whitesell, 2015) from the NCLB (2002) until the ongoing Pandemic from 2019 to the

present when virtual field trips (VFTs) literature increased to contribute to teachers’ and

students’ remote teaching and learning during the lockdown and beyond.

In the dynamic field of education, staying abreast of essential literature is crucial for

informing and shaping newer research endeavors. To enhance my research methods and ensure a

comprehensive understanding of the latest developments, I have sought guidance from the

education research librarian and other experts on multiple occasions. By leveraging databases

and specialized tools, I meticulously searched, curated, and categorized the most recent

literature relevant to my areas of study, thereby fortifying the foundation of this research and

review process.

This research starts with a focus on PK-12 educational field trips to take students from

the classroom on an educational trip/journey as an enrichment program to complement the

required school curriculum and instruction. I looked at the significant literature on this chapter's

three domains: (1) educational field trips, (2) teachers’ attitudes and beliefs, and (3) the

multicultural platform by searching Academic Search Premier combined with ERIC, and

JSTOR. These database searches were limited to the past 10 years, academic journals, full text,

peer-reviewed, English, Portuguese, and Spanish languages. I tried to get a comprehensive view

of my topics of interest associated with school field trips in order to curate those findings. I used

Google Scholar to investigate the specifics of articles that I have selected and dig into newer

information not available in the searched databases, such as comparing publication year details

and searching for their respective DOIs to get their PDFs. Once they were retrieved and selected,

I annotated the bibliography into an Excel spreadsheet organized by each chapter and saved the

respective PDFs into two folders, one for the literature used and another for relevant not used

literature. I was later provided with a CrossRefs DOI query engine that facilitated completing my

citations. I used a flowchart organizer, in which I described the number of findings and how

many articles of relevance were used in each of the three domain topics and subtopics.

In my search process, it was common to find a large amount of non-relevant literature

that needed to be excluded from the main result, especially in Google Scholar where search

results were above 1 million mostly nonrelevant and duplicated. By searching my topics in

JSTOR, these numbers, however, were not higher than (n = 3,158) results per search when using

“school field trips” AND “educational field trips” that, for the most part, were not associated

with FTs and the topics descriptors carrying different meanings, foreign language, duplicated

and/or nonrelevant. To avoid duplicated records, I combined Academic Premier with ERIC

databases in my searches to identify and select the relevant ones and remove the non-relevant

ones to screen and retrieve the references that I used. I was surprised by the lower number of

results while searching for school field trips associated with the same descriptor “school field

trip” AND “educational field trip” on ERIC + Academic Premier after applying a ten-year time

filter, I found (n = 513) records that I screened about 50 to screen and retrieved from 10 to 2

average to include in my study. Most of my searches using a second descriptor yielded lower

result numbers such as: “race” (n = 10), “social justice” (n = 12), “multicultural” (n = 11), or

“multicultural education” (n = 6), “inclusion” (n = 13), “diversity” (n = 20), “prison” (n = 2) and

“prison pipeline” (n = 0), reflecting that most of the time these areas with low or no relevance.

These results also reflected a lack of scholarship in other areas associated with “field trips” AND

“physical health” (n = 3), “health” (n = 19), “mental health” (n = 9), “long term memory” (n =

1), “cognition” (n = 7), “benefits” (n = 56), “teacher perception” (n = 6), “perception” (n = 50),

“teacher experiences” (n = 22), “teacher-student relationships” (n = 13), museum education” (n

= 27), AND “Latinos” OR “Hispanics” (n = 6). I also had to search for foreign language articles

and found that Europeans and Middle Eastern countries are more advanced in this research area

of education and field trips.

Introduction to the Proposed Study

Behrendt and Franklin’s (2004) work defines an educational FT as an “instructional trip,

school excursion, or school journey” (Krepel & Duvall, 1981) away from the classroom and

other traditional environments, observing and interacting in different settings, conducting basic

research, and/or experiencing new activities conducted at unique venues that “cannot be

duplicated in the classroom” (Behrendt & Franklin 2004, p. 236). They also emphasized the

importance of the teacher's pedagogical role in organizing efficient FTs, which connect

classroom learning to hands-on experiences for students at the venue. Students get to use their

senses to internalize the abstract subject matter in a real-world context, as addressed in

educational FTs (Alam, 2020; Falk & Dierking, 1997).

Behrendt and Franklin (2014) suggest the role of teachers is to enhance students’

perceptions in authentic environments (p. 240) through experiential, collaborative, situated, and

personalized learning approaches for the pre-, during, and post-phases of an educational FT

(Behrendt & Franklin, 2014). Perhaps the most important phase of an educational FT is the

experiential discussions that follow because they create transformational knowledge. Baily et al.

(2014) mention what we learned and relearned individually/collectively should not be treated as

a learning outcome but as conceiving new learning since FTs are multilinear. According to

Michie (1998), educational FTs include five main planning purposes:

“(1) provide firsthand experience,

(2) stimulate interest and motivation in science,

(3) add relevance to learning interrelationships,

(4) strengthen observation and perception skills, and

(5) promote personal (social) development” (Mitchie, 1998, p. 2).

According to Orion and Hofstein (1991) and due in part to the removal of the typical

classroom limits, activities are typically seen by participants of all ages, genders, and abilities as

socializing experiences instead of just educational ones. Orion and Hofstein (1991) examined

how field trip learning influenced individual and social learning, as well as the adventure and

environmental aspects of field trip activities. Orion and Hofstein (1991) suggest three

components of the student’s perception of a field trip as a learning event:

“(1) understanding of concepts using field trips,

(2) the field trip as an instructional tool to enhance the learning of concepts, and

(3) the field trip as a motivation for learning” (p. 515).

Figure 5

First Domain: Educational Field Trips

FIRST

DOMAI

•

Educational field

trips'

benefits

improve

• cognition

• aesthetic

• intuition

Note. Illustration created by ©Cecilia Turman, 2024.

First Domain: Educational Field Trips

Benefits to Cognition, Aesthetic, and Perception Needs

There is an implicit justification for learning beyond the classrooms in Maslow’s seminal

work regarding the hierarchy of needs (Maslow & Lowery, 1998). The lower four levels on the

Needs Pyramid illustrate learning barriers that prevent the advancement of cognitive

development; these obstacles are challenging to break through. It is common knowledge that

exposure to culture and art are themselves a culmination point of cognition. One must wonder

why educated cities have more street art and public institutions than uneducated and

dehumanized ones. Self-actualization is directly tied to the levels in Maslow’s (1998) pyramid

(i.e., the levels of biological needs, safety, belongingness, and love (see Figure 3, below).

However, the two added levels of cognitive issues and aesthetic needs fill an important gap in

achieving self-actualization as shown by Maslow and Lowery’s (1998) Hierarchy of Needs

Pyramid (See Figure 2).

1 D

Figure 6

1st D Exposure to Cognitive and Aesthetic Levels Leads to Self-Actualization.

Hierarchy of Needs Pyramid with Added Levels. Source: Maslow & Lowery, 1998.

Promoting and supporting educational FTs from PK-12 schools represent a significant

development to reach out to all levels and justify educational FT’s learning value, which has not

been fully recognized. Falk and Dierking (1997), informed by contemporary research in

neuroscience and cognition, evaluated the effects and relationships of these fields in learning

from FTs. By using a qualitative approach to interview 128 participants (46 adults, 34 fourth

graders, and 48 eighth graders) on what they remembered from their PK-12 field trips. The

results have shown that except for 4 participants, the whole group remembered where, when, and

who participated in the FTs they had taken and some details of what happened. Nearly all

participants reflected upon their experiences after the FTs, and 96% of them often reflected on

their FT experiences. Falk and Dierking’s (1997) pivotal research shows convincing evidence

that affects cognition: physical, social, and environmental contexts have a deep relationship with

learning. Most of the participants could remember the content and all of them could remember

one or two things from their experience (Falk & Dickering 1997; Falk et al. 2012). Recently

Falk et al. (2012), wrote a conceptual review on traveling and learning, in which they draw a

historiography of travel learning since Aristotle by analyzing the cognitive outcomes from free

choice travel as life-long learning and wisdom based on praxis in search for identity.

Benefits to Physical and Mental Health

Educational FTs are becoming more popular in the U.S. as curriculum innovation seeks

to humanize and involve students with sustainability and environmental history. New school

building designs do not include “green areas, natural quiet areas, and exploration areas” (Derr,

& Tarantini, 2016; Freeman, 1995). Also, the lack of natural light profoundly affects

individuals’ physical development (Ott, 1973/2000; Poitras et al., 2016). Going out of the school

building into the world to visit a site with a group of colleagues is essential for widening the

scope of the student experience, thus helping to ensure a better future for all individuals (Falk &

Dierking, 1997). Novel learning environments offer unique alternatives that complement the

classroom setting. Young developing minds easily and quickly absorb and integrate this

information into their worldview. Nabors et al. (2009) state the importance for students to

connect to facts and information by using their senses in a joyful way to discover and observe

the reality behind the

ideas. Outdoor learning is part of necessary experiential learning, which depends on sensory-

based first-hand techniques such as touching and manipulating one’s environment (Behrendt &

Franklin, 2014).

Benefits to Students in Crowded Classrooms

Students spend the academic year confined in crowded classrooms, and after lunchtime,

they get 20 minutes of daily recess time in the school playground (Achilles, 1998). This

represents the only time they have contact with the real world. The socioeconomic status of at-

risk students does not allow them to go to museums or on vacations (Whitesell, 2015). Most of

them spend the academic year (AY) walking between their homes to their schools without the

benefits of mainstream middle-class students from rich urban areas who participate in real-world

activities. Not having access to real-world experiences contribute to increased social and

emotional problems which in turn causes high stress for students and their teachers (Maslow &

Lowery, 1998).

The mainstream activities for FTs for decades have been taking students to visit

institutions such as historical sites, national parks, zoos, and museums. According to DeWitt and

Storksdieck (2008), most of the field trips researched from 1970 to the 1990s tried to compare

experiential learning benefits and in-class instruction benefits by looking up cognition results and

didactic significance. Before the Sputnik Movement in education, there were very few concerns

about the school curricula, so educators could take their students on field trips. This was an

achievable goal except for the cost that prevented some students from participating. Dewey

(1934/1959) criticized the way art museums used to organize exhibits for their patrons, which

curated the art of the wealthy from the public experience expressed in artistic objects in an

inaccessible structured guided tour protocol boring for children and separated from public

education (pp. 11-12). Curators’ efforts did not always meet teachers’ curriculum standards

as much as they tried to include them without the benefit of teachers’ knowledge and

expertise.

Kelton (2015) argues that students’ and teachers’ interactions in the creation of an

exhibit, and their parents’ involvement in FTs since their roles are usually limited to being

passive chaperones. Parents could take a more active role in organizing educational family FTs

to parks or other institutions and record their tours to virtually share with the classroom. This

could also address the increasing number of students in-home study, who need experiential and

personalized learning, in which they could apply their real-life experiences by sharing them with

the class. Museums and other institutions offer virtual FTs and resources to be integrated into

students’ home studies from anywhere in the world to complement the curriculum.

Benefits to Decrease Student-Prison Pipeline

The humanizing, social, and affective aspects of educational FTs expose students and

teachers to dialogic and acceptance, which serves as an ecological approach to decrease the

racism, segregation, and hate dialogic that dramatically affects schools and communities all over

the globe. More specifically, the U.S. leads the world in school gun violence (Grabow & Rose,

2018) and high incarceration rates (Scott, 2017). The United States’ increasing student

population adds pressure for quick action by school administrators to develop additional

programs and increase innovative learning environments. The main concern is how fast school

districts’ response to innovation and change will positively impact education (Whitesell, 2015).

Maslow and Lowery’s (1998) Pyramid expose the critical needs of physiology, safety,

belonging, and esteem to then transition into the cognitive and aesthetic levels and be able to

achieve self-actualization. According to the National Center for Education Statistics (NCES,

2022), about 50.8 million PK-12 students were enrolled in public schools for fall 2019, from

which 12.3 million represented 25% of all students who qualified for the National Free Lunch

Program (NFLP) attending high poverty schools during the same fall 2019. It is logical to see

why there are huge gaps in students’ achievements. The humanizing aspects of educational FT

experiences allow students to perceive and share a world outside the classroom that brings

authentic experiences out of mandatory subject performances, academic expectations, and

behavior.

The student’s internalized problems and lack of sense of belonging to the world that they

do not access have increased as the population grows. Allen and Bowles (2012) mention the

importance of a sense of belonging to groups, especially to PK-12 school children that impacts

their performance and retention. The school's function of constructing influential social networks

that impact family and community well-being and mental health has not been prioritized.

Baumeister and Leary (1995/2017) compare the human sense of cultural belonging to the sense

of hunger, which humans experience on a daily basis (pp. 497-529). Between January 2009 and

May 2018, Grabow and Rose for CNN’s (2018) school shootings – US vs. World, recorded 288

school shootings on CNN news in the U.S. compared to local and national news and databases

from all G7 countries. Grabow and Rose's (2018) research for CNN stated that the U.S. has 57

times more school shootings than all other industrialized countries combined.

Grabow and Rose (2018) contend that mistreatment, dysfunctional families, mental

issues, psychological traumas, depression, suicidal tendencies, discrimination, retaliation,

bullying, rejection, and/or recognition needs are the major causes of school violence (National

Center for Juvenile Justice, 2017; Scott, 2017). Thus, increasing educational FTs could engage

students in a positive environment that will contribute to decreasing violence in schools as well

as the school-prison pipeline across high-poverty and minority racial groups of students.

Figure 7

Second Domain: Preservice Teachers’ Attitudes & Beliefs

•

Attitudes

Beliefs

SECOND

DOMAI

•

readiness

• preparedness

Note. Illustration created by ©Cecilia Turman, 2024.

Second Domain: Preservice Teachers’ Attitudes & Beliefs

Bronfenbrenner’s (1994) human development ecological model places the child in the

center that is interactive and influenced by the outer levels that start with the microsystem (2-

way relationship with family, school, peers, teachers, caregivers, faith – related to culture) and

progressively goes through the mesosystem (direct relationship with the part of child’s

microsystem such as family-school – related to culture), ecosystems (workplace or other places

that affects child’s outcomes), macrosystem (generational culture), and chronosystem (rites of

passage). Bronfenbrenner (1994) suggests that children’s environment considerably influences

their psychological and social life as they develop into adulthood. The ecological approaches

(Bronfenbrenner 1994; Kounin, 1970/1977) are among the trendy ones for new teachers because

they address behavior concerning classroom instruction instead of behavior and discipline

enforcement.

Chronosystem

Macrosystem

Exosystem

Mesosystem

Microsyste

CHILD

2 D

Figure 8

2nd D Bronfenbrenner’s Ecological Model Looks Like a Five-Skin Onion

Note. Based on Bronfenbrenner (1994, 39-40). Illustration created by ©Cecilia Turman, 2022.

Turanovic and Siennick (2022) in their systematic review for the National Institute of

Justice, which funded several scholarships to study school violence causes and consequences

found that predictors were peer-related causes. Rejection and discrimination were the main

predictors. Turanovic and Siennick (2022) conclude that peer acceptance/social preference and

social competence interventions for school violence may represent a solution if peer-based

components could challenge the development of relationships between peers. The whole school

approach cannot be more welcomed than fostered by educational FTs that offer a sense of

community belonging and bond participants together in an informal way of learning and

participating in a common social gathering.

Whole School Connected and Interactive Perception of Self and Others' Realities

The whole-school approach is the basis of FTs and becoming the way to decrease and

prevent violence in schools and communities. The whole school approach focuses on social

skills, school climate, and preventive intervention from the classroom to school-wide (Beaty-

O’Ferrall et al., 2010). A whole school management approach that includes the community was

used to increase climate and reduce antisocial behavior (Luiselle et al., 2005). Berg and Cornell

(2016) found that aggression and stress in a poor school climate disconnect novice teachers from

their dream careers. One reason that novice teachers leave the profession is the school

administration disconnect with novice teachers who are challenged in coping with issues of

confrontational students (Barmby, 2006).

Espelage (2014) suggests that the disconnect affects mental health, academic

achievement, and problem behavior. “Student and faculty behavior resides at the center of what

will become accounting education at this critical junction” (Forgaty, 2020). Educational FTs

provide students and teachers the socio-interaction they need for the perception of self and

others, in which the evidence of life, tools, and artifacts opens the windows to connect our inner

selves and understand the whole and interactive multidisciplinary subjects of others’ realities.

Therefore, education is the connection of multiple realities in a constant process of freedom that

historically happens through praxis to transform humanity (Freire, 1987).

Second Domain: Teachers’ Attitudes and Beliefs

The most significant characteristic of teachers’ attitudes and beliefs is perhaps the

integration of all subject matters into the socio-political-economic-cultural funds embedded in

educational FTs. It will be interesting to investigate how preservice teachers would transfer funds

to their future teachings informed by the perceptions from their own PK-12 educational

experiences. The biggest advantage of FTs is that they form lasting memories in the student’s

minds (Falk & Dierking, 1997); it is more than a learning environment, for it is a unique

alternative that complements the classroom setting. Finding teachers’ PK-12 educational field

trip experiences offers an important perspective. It is important to know your community to

build the right types of partnerships, in which teachers reflect on their time as students and draw

from past experiences to inform their current practice.

Teachers, however, are leaving the field in incredible numbers due to school violence

and lack of support (Choi, 2023). They also are looking to be welcomed by their peers as the

school climate is declining and they lack support from the administration to release the stress of

their students and themselves as well (Chen, 2022; Espelage et al. 2014)). It is necessary to

bridge preservice teachers into the whole school and ecological practice to get them feeling

connected and supported (Luiselli et al. 2005). Classrooms disconnected from the essential needs

of both teachers and students don’t appeal to the young preservice minded, who just joined the

profession with high expectations of better education (Espelage et al.2014).

Sleeter and Grant (1987) argue teachers must develop deep and broad cultural

competency in life that includes awareness, knowledge, attitude, and skills components in their

personal, professional, institutional, and social contexts with foci on sociocultural perspectives

transforming the lives of students who became teachers. Therefore, student empowerment and

democratic ideals support is enabled by teachers as mediators for change (Banks, 2004). Thus,

combining Banks's (2004), Sleeter and Grant's (1987) theories, and Acar-Ciftci's (2016) can

illustrate a multi-dimensional model of how cultural competencies intersect. The intersection

opens the door to exploring the components of race, gender, sexuality, language, geographic

regions, and types of schools (e.g., public, private) in which teachers conduct their PK-12

teaching in both traditional and non-traditional settings.

Informal Social and Affective Learning Motivates Input on Subject Learning

FTs can help students build theoretical constructs by acting as the backdrop for long-term

episodic memory, according to Orion (1993). According to the model suggested by Meredith et

al. (1997), the short-term effects of colloquial learning science have an impact on cognitive

development that helps to establish or strengthen long-term emotive qualities including beliefs,

preferences, ethics, and motivation. Ballantyne and Packer (2005) discovered that subjects can

connect meaningfully with ecological concerns, help translate theories into real-world scenarios,

and perhaps modify their conduct when they interact with natural settings. Pedretti (2002) argues

science centers and museums should present and represent science in an informal social-political

contemporary and even controversial context.

DeWitt and Storksdieck's (2008) literature review argued that FT’s informal scientific

experiences might elicit significant affective reactions that may also lead to beneficial affective

learning outcomes. According to Hofstein and Rosenfeld's (1996) review of the literature,

informal learning has a variety of affective consequences, and research has shown that scientific

experiences motivate science learning. Educational FTs are experienced social activities and

considered means of knowing that provide diverse experiences essential to meaningful learning

(Stolpe & Björklung, 2013). Experiential learning activities connect theory and practice that

engage participants in enthusiastic subject-learning claims (Stolpe & Björklung, 2013).

Planning Field Trips with Orion and Hofstein

Orion and Hofstein's (1994) essential contribution to educational FTs suggests three

critical factors in planning educational FTs. One: after choosing where to go, the educator needs

venue

activity

focus

novelty

space

to study the venue blueprint and get situated with the exhibits to guide the students. Two:

according to the major subject chosen in the venue, the educator needs to integrate the exhibits in

the venue into multidisciplinary subject activities (formal and/or informal). And three: the

educator needs to explore aesthetics and embedded messages in the venue’s novelty space to

build up feelings and perceptions for future discussions.

Figure 9

Critical Factors to Plan Educational FTs.

Note. Representation based on Orion and Hoftein’s (1994). Illustration created by

©CeciliaTurman2022.

By looking for these critical factors, the educator will set expectations of students’

behavior in a novelty space and give students the tools they need for a meaningful and

memorable experience. The novelty effect, however, is a measurable non-linear concept

observed by John Falk (1984) that can increase or decrease learning outcomes. Too much

novelty causes anxiety and too little results in boredom, therefore, moderate novelty is ideal for

optimal learning outcomes (Beuve-De Pauw 2018). Orion and Hofstein (1994) define novelty in

a learning environment that combines three novelty spaces: cognitive, geographical, and

psychological. According to Beuve-De Pauw et al. (2018) and DeWitt and Storksdieck (2008),

the concept of social novelty was later introduced by Cotton (2009) and Elkins and Elkins

(2007).

Planning Field Trips with Behrendt and Franklin

Formal FTs are primarily related to education and tend to be structured by fixed

schedules and programs, with activities designed by educators aligned to curriculum standards.

Informal FTs are related to interactive and less structured educational FTs. These informal FTs

emphasize exploration and research for school projects that give students a personalized

approach to learning by discovering and constructing knowledge rather than following rigid

program activities. Non-school-related FTs are related to family-organized exploration activities

at venues and sites that allow for participation in travel to historic sites, preservation,

conservation, survival, and sustainability programs among others.

formal FTs

informal FTs

non-school related FTs

Figure 10

Types of Educational Field Trips.

Note. Representation based on Behrendt and Franklin’s (2015, p. 236-7). Illustration created

by ©CeciliaTurman 2022.

Unfortunately, most students do not take advantage of non-school informal FTs, and,

commonly, many children never leave their neighborhoods unless they move due to the transient

nature of economic demands. (Metha, 2008; Whitesell, 2015) These gaps in FT accessibility are

due to impediments to the new educational agenda, liability, and funding. In turn, the gaps affect

underrepresented students, triggering the need to bring FT to the school site (or to recreate the

FT experience virtually) to create a more accessible environment. For example, during the

pandemic, the dependency on technology for FTs was considerably increased (Duskin, 2021)

Since the 1950s, museums and institutions have incorporated audio devices into their

tours, but with the advent of smart technologies, more and more institutions are innovating their

physical space by using handhelds as part of their exhibits. Goins and Egert (2013) explored with

the Getty Villa a prototype iOS gameplay application that combines the permanent collection

narrative that moves through the museum spaces creating a hybrid experience for the visitor.

According to Kravcik et al. (2004), accessing information by using handheld smart devices

related to educational FTs has proved effective for the digital generation.

Wang et al. (2013) argue that personalizing hybrid tours enable visitors to take advantage

of museums and libraries by exploring their digital collections' interests and even rating them.

Bautista and Balsamo (2016) argue about the institutional resistance to keep their tours

traditionally on-site in support of their dominant views and heritage control maintained by

influential local elites throughout the centuries in big metropolises. Museology, however, has

evolved open-site and open-ended as collections are becoming fully digitized and accessed

globally by the born-digital generation.

Planning Field Trips with Erickson and Lanning

In Table 2 see how to engage in a concept-based dialogue by subject areas. Table 2

illustrates how to use concepts based on subject areas in critical dialogue to be applied to topics

experienced in educational FTs to engage students, away from the classroom's highly structured

curricular concept teaching. When exposed to learning in the real world, teachers and students

need to delve into informal critical thinking dialogue to connect their previous learning to

critically analyze and perceive the novelty experience while unveiling facts in the real world.

Table 2

Subject Area Concepts Applied in Educational Field Trips.

Sciences Social Studies Literature Mathematics Music Visual Arts

Order Change/Continuity Motivation Number Rhythm Line

Organism Culture Perceptions Proportion Melody Color

Population Civilization Change Probability Tone Texture

Change Migration/Immigration Conflict/Cooperation Pattern Pattern Form

Note. Based on Erickson and Lanning’s (2014). Table created by © Cecilia Turman, 2022.

Erickson and Lanning (2014) suggest how to apply dialogue to subject areas (see Table

2) for constructing the concepts. Erickson’s approach is aimed at engaging students by applying

the facts and topics connecting to content-related concepts to reveal those concepts in new

problems. By posing new problems it helps to create a deeper understanding. The relationship

between what students will understand and explain to others from an educational FT should not

be entirely up to the venue narrative and their guided tours, but actively discussed between

teachers and students in collaborative discovery.

Epistemic

doubt

leads to

the

impetus

for

change

Epistemic

volition

leads to

responsib

ilit

y/action

for

change

Resolutio

strategie

s lead to

reflection

iscussion

for

change

Figure 11

Bendixen’s Integrative Model (IM)

Note. Based on Bendixen’s (2016). Illustration created by ©Cecilia Turman, 2022.

Bendixen's (2016) research showed that it is hard to change students’ epistemic

development, if not a teacher expert, with the power to impact and change students’ epistemic

cognition. Among recommendations are techniques such as scaffolding in which the instructor

directly models students into an epistemic assignment, or roles, or decentralizes his leadership to

provide a collaborative, communicative, and warm environment to foster everyone (p. 294).

Figure 12

Third Domain: Multicultural Platform

THIRD

DOMAI

•

Multicultur

Platform

• becoming

transformati

educator

Note. Illustration created by ©Cecilia Turman, 2024.

Third Domain: Multicultural Platform

The multicultural platform delves into the critical need for educators to undergo

specialized training in conducting educational field trips to enhance the academic achievement of

PK-12 students, particularly those from diverse and multicultural backgrounds (Zeichner, 2010).

The domain emphasizes the importance of addressing the cultural and bilingual aspects of

exhibits and curricula during field trips to cater to the needs of students from varied backgrounds

(Alcantara, 2016; Osorio, 2013). It highlights the personal journey of a Latina licensed bilingual

educator who recognizes the challenges faced by Latina/o students within an educational system

influenced by dominant colonial white mentalities (Osorio, 2013).

Furthermore, the domain underscores the significance of incorporating culturally relevant

pedagogy (CRP) introduced by Ladson-Billings (1995) and ethnic studies into educational field

trips to promote diversity, inclusivity, and critical thinking among students (Banks, 2012). It

PK-12

3 D

advocates for a revision of history that accurately represents the experiences of Brown and Black

students, emphasizing the role of teachers in fostering effective citizenship and thoughtful

engagement in a democratic society (Ladson-Billings, 2012). Moreover, the multicultural

platform sheds light on the disparities faced by Latinx/Hispanic students in academic

performance and dropout rates, emphasizing the need for tailored educational approaches that

address their unique challenges (NCES, 2022). It calls for a reevaluation of teacher preparation

programs to equip educators with the skills to design multicultural curricula and accommodate

diverse student needs during field trips (Fu et al., 2017).

Figure 13

3rd D  Major Culturally Responsive Relevant Topics Addressed.

Note. Illustration created by © Cecilia Turman, 2024.

Deconstructing the Institutionalized Narrative

Educational field trips must address exhibits and curricula' multicultural and bilingual

aspects (Banks & Banks, 2004; Billings-Laden, 1995). I taught Spanish while doing my

bachelor's in multicultural studies and then got a master’s in Latin America/Chicano history and

cultural anthropology. As a Latina licensed bilingual educator, I became worried about Latina/o

kids in a dominant colonial white mentality school-prison pipeline system. I wanted to make a

difference in my students’ future after seeing most bilingual programs in public schools

disappear while the number of brown students greatly increased during this cultural wipe

(Robinson, 2022). It is sad to see Portuguese and Spanish-fluent kids losing their first language

the moment they enter the school system just to be labeled to their disadvantage as EL

(Anderson, 2015. It is common to hear Latinx students saying that they do not understand

Spanish just because they want to blend into the White-dominant culture.

During the 1990s, ethnic studies evolved as an important part of the school curriculum

demanding teachers assist students develop democratic values and be able to act globally,

nationally, regionally, and locally. Gloria Ladson-Billings (1995), introduced to the academia

the culturally relevant pedagogy (CRP) to describe a form of teaching that calls for engaging

learners considering their diversity. However, ethnic studies and multicultural education were

constantly attacked by assimilationist educational authorities and neo-conservatives (Banks,

2012). The history of Brown and Black students needs to be revised by their teachers not only in

the classroom, but also in the community cultural spaces such as museums, zoos, botanical

gardens, and other institutions.

Inclusion and Diversity Needs

The specific needs of students, particularly in diverse settings, societies, and subject

matter can be addressed through educational field trips. Students need to be exposed to cultural

diversity to increase racial tolerance and mutual acceptance (Alcantara, 2016; Osorio, 2013;

Zeichner, 2010). Getting students involved with prospective careers at the local community level

exercises their citizenship, awakens their political intelligence, and contributes to individual and

collective positive change (Ladson-Billings, 1995). As an educator, I feel that a large part of my

role is to provide tools for my students who reach out for meaningful knowledge to develop real-

life skills, putting the practice into focusing on using the imagination with hands-on activities.

The curriculum then aligned to FTs to boost students’ critical thinking and experiential learning

activities hands-on activities (Fu et al., 2017). In this context, democracy gains weight by

producing a social and political reality that allows for the further development of individuals

(Dewey, 1916/2004).

Of all student populations in ESL, bilingual, and EL programs, when Latinx and Hispanic

represented 75% of the American population by the Census of 2010, which nowadays it

surpassed the White majority. According to a congressional NCES (2022) study, the Hispanic

and Latina/o student population systematically gets lower grades. They are perceived by their

teachers as having inferior academic skills and low achievement in reading and math

standardized tests compared to their peers. They have, however, higher school attendance and

higher dropout rates than American-born students (NCES, 2022). Latina/o students, despite their

high attendance, struggle at high school to pass their proficiency exams. Also, many of them

must join the workforce earlier, explaining the higher dropout rates. The recent pandemic altered

this trending reality in the Census of 2020 when the government enacted emergency lockout

status and temporarily waived the proficiency exams for American high school students.

Bringing Back the Best PK-12 Experiences from Educators

To meet these challenges, fundamental changes need to occur in teachers’ preparation

and development programs to learn how to design and implement multicultural curricula,

materials, and instructional and informal assessment practices that include interacting with the

real world and discussing the narrative from the environments that are not offered inside the

school classroom conceptual and basal learning. Disabled students (McGlynn & Kelly 2017;

Stephens et al., 2015) need to be accommodated in educational FTs, and teachers need to adapt

the educational FTs activities after contemplating its instructional purposes by considering basic

student needs and multicultural diversity in an ecological approach.

Field Trips’ Multicultural Awareness and Action

John Oliver (2022) presented a story about museums on his program Last Week Tonight

worth watching. That is one story in many that impacted the audience and had to be repeated due

to high demand. The story covers how museums are a vestige of Western civilization

colonialism and that just in the 21st century have they started to come to terms with the fact that

Europeans and Americans looted their colonies’ national treasures and made them part of

Western museums’ collections. Oliver (2022) proves that many museums did not research what

they call treasure artifacts’ provenance, which is the ethical curation for any museum collection,

without knowing where they came from or even well knowing they were stolen (e.g., the Elgin

Marbles from the Greek Parthenon). In America, cultural appropriation via museums continues.

Most of the artifacts of the Native Americans are not owned by the Native Americans. In

America, Native Americans have had their artifacts appropriated by museums. Tribes like the

Shoshoni, feel that these artifacts are more than just art; they are part of their history and cultural

tradition. Even worse, Oliver (2022) shows how museums keep most of the pieces in storage and

not on display, so Native Americans can't even see their historical artifacts unless they get

special permission from museums to go into their storage rooms to see them. According to

Oliver (2022), it has been and continues to be difficult for the original owners to get their

cultural artifacts back to share and reconnect with their heritage despite the ever-growing

movement to repatriate those artifacts echoing the voices of peoples and cultures from all over

the globe.

Investigating and inquiry the venue before the FT visit is always recommended to find out about

the integrity of the exhibit.

Addressing the Gaps in the Literature

Preservice teachers receive no training on how to conduct the educational FTs and are not

aware of how to properly carry them out. Kelton’s (2015) unique research design on educational

FTs offered students, parents, museum curators, and educators the opportunity to be a part of

exhibits in a symbiotic interaction of Math and curriculum integration to create a museum

exhibit at both school and museum (Kelton, 2015). In regard to aesthetics, Freeman (1995)

suggested that a special emphasis on designing to accommodate learning is what the outdoor

classroom needs to be successful. Transforming abstract concepts into concrete exercises should

be taken seriously as a pedagogical method across time (Turman, 2018). By their very nature,

FTs connect students’ observations of the environment to concrete tactile understanding (Guller

et al., 2013).

However, the most important value of FTs is the investigation of the long-term

educational impact FTs have on students’ social experiences as opposed to museums’ curated

narratives. Despite the difficulties in assessing this approach, as there is still a gap, DeWitt and

Storksdieck (2008), mention that very few studies have assessed long-term and affective

memory, such as Bransford et al. (1999), the extensive work of Dierking (2002) developing the

FTs studies, and the works of Falk & Storksdieck (2005), observing the prior and post FT visits

were improved. Learning has significantly impacted memory in experiences applied to his

students and observing the relationships in their cultures and communities. Despite Erickson and

Lanning’s (2014) inclusion of culture as a concept only in the social studies field, the old works

of Whitehead (1929), a mathematician educator, and philosopher, concerned that subject

teaching is not linear and needs culture as a starting point that leads to the knowledge required

by the individual to become a self-developed expert in an ever-changing world.

This study also intends to further analyze and use scholarly research data on achievement

gap reduction in at-risk students associated with motivation and interest outcomes on how field

trips impact behavior and cognition. According to Whitesell (2015), most student populations do

not experience educational FTs, which the author considers to be an important channel to

humanize and cultivate students’ collective experiences. Moore et al. (2015) argue that designing

FTs enhanced by technologies allows for less structured and more informal FT experience. The

use of smart technologies provides the opportunity for perceptions at a personalized level

emphasizing students’ interests as opposed to traditional school FTs (Turman, 2018). There are

many avenues to achieve this goal such as cost-free campus FTs outdoor exploration around the

school targeted at exploring a specific topic, classroom creation of museum exhibits, and

traveling exhibits shared by local colleges However, Behrendt and Franklin (2014) emphasis is

on science teacher education programs and abstains from the multicultural aspects of educational

FTs. Above all, the gaps in the multicultural platform related to educational field trips are huge.

The number of field trip studies available involving social justice, critical multiculturalism,

multicultural or ethnic studies, bilingualism, and many aspects of multicultural education is

almost nonexistent.

Chapter Summary and Transition

Chapter 1 is this study introduction and covers the problem background to be addressed,

my purpose was to explore PSTs' educational FTs' experiences setting their positions and values

carried out to their adulthood. The research questions and hypotheses were developed, as the

philosophical roots of educational FTs. In Chapter One, John Dewey’s Theory of Art as

experience (1934/1959), and Experience and education (1938/2015) provided the foundation for

this study, his views of traditional v. progressive education. As well as my interest in this study

shows the influences of Dewey and the progressive educational movement in Brazil. Also, there

is a brief review of the FT theoretical framework, literature, and methodology. In Chapter Two,

the literature reviewed Bronfenbrenner’s (1994) Ecological Mode review and renewed the

theoretical framework laid down by Dewey (1934; 1938) transitioning into the literature, and

methodology, as well as my interest in this study as I observed the influences of Dewey and the

progressive educational movement in Brazil. Chapter 2 is dedicated to my study and the types of

field trips, traditional, informal, educational, and non-school related FTs. For my study purpose,

I divided educational FTs into domains. The first domain is about educational FTs and the

benefits to cognition, aesthetics, perception needs, physical and mental health, and students in

crowded classrooms. It also addresses the benefits of decreasing the student-prison pipeline. The

second domain is about teachers’ attitudes and beliefs. I want to explore their experiences on

long-term episodic memory, informal social and affective learning motivating input for subject

learning and planning educational FTs. The third domain is on FTs multicultural platform field

to be expanded through inclusion and diversity, special needs, and bilingualism.

Chapter 3: Methods

Chapter 3 is dedicated to the methods used in this study, descriptions of the participants

and sampling strategies, the survey research approach, the survey instrument, its development,

the analysis, and the conclusion. This Chapter investigated school field trip (FT) planning,

implementation, preferences, and concerns through the lenses of preservice teachers (PSTs)

during their own PK-12 educational experiences. A quantitative (QUAN) cross-sectional survey

research collected data from 130 preservice teachers enrolled in research courses offered by the

teaching and learning program hosted by a large research university in the Southwestern United

States during the spring and fall semesters of 2023. It was a purposive sample, inclusive and

representative that developed an appropriate use of a correlational design to describe the extent

of the relationship among variables related to outcome variables that cross-validated findings

within a single survey (Fraenkel, 2015; Suen, et al. 2014).

In addition, a comparative analysis between preservice teachers, who have participated in

field trips during their PK-12 experience, and the ones who have not, analyzed their participation

concerning their educational context that influenced their professional trajectories. This study

learned about the experiences and concerns of PSTs who were exposed to PK-12 school during

their PK-12 educational contexts to understand their diversity and relationships in the data from

PSTs related to school FTs, how they perceived and were concerned with planning and

implementing school FTs, and the involvement of teacher preparation programs to benefit their

future classrooms.

Methodological Foci of the Relevant Research

This study methodology uses a research survey with eleven multiple-choice questions

with a 5-point Likert scale questions, one Check All that Apply (CATA) style question, and four

open-ended questions. The connection between Pace and Tesi’s (2004) research questions and

my survey and research questions are illustrated in Chapter 3. The relationship between RQs

and SQs is addressed in Chapter 1. The research survey will be administered to all enrolled

participants in the Teaching and Learning (T&L) Subject Pool where students from the College

of Education may choose this survey in exchange for one academic credit (1cr.) upon

completion.

Participants and Sampling Strategies

Participants were first recruited through a recruitment letter in the form of an email (i.e.,

recruitment email), asking participants to participate in the survey research. Within the

recruitment, participants were made aware of the study and its purpose as well as additional

internal review board required information (i.e., consent form) for participating in the current

research study. For example, the consent form and survey were completed online, and the benefit

of participating is intrinsic in value. Participants are also made aware of the reasons for their

selection, which is based on course enrollment in a teacher development program. Participant

response data is drawn from a pool of PSTs attending (i.e., purposive sampling) a large urban

research university located in the Southwestern United States that hosts approximately 255

undergraduate and graduate degrees. The Teaching and Learning Department offers subject pool

participation for students in specific classes representing the population unit for analysis and is

inclusive of preservice teachers enrolled in research courses part of PK-12 teacher program that

also includes various PK-12 subject matter areas along with respective pedagogies for PSTs

from January to December of 2023. Participants automatically earned one research credit (1 cr.)

towards their course in exchange for their responses upon completion of the survey research

study available at the Teaching and Learning Subject Pool.

Determination of Sample Size, Power, and Precision

When using G*Power 3 (Faul, et al., 2007) to calculate how much sample is needed, the

result is 55 participants for simple regression (Power = .80, Alpha = .05, and medium effect size

f2 = .015) while considering two predictors (or relational variables) results in a needed sample of

68 and three predictors a sample of 77. In observing relationships among study variables during

correlation analysis, the necessary sample size is 84 with the same conditions expressed for

simple linear regression. The use of regression modeling or correlation analyses can address the

needed statistical power for research question 3. Thus, with a sample of 130 participants, there is

sufficient statistical power in observing an effect among quantitative investigation as well as

allowing for 15% or more attrition loss through incomplete responses or nonresponses.

Participant Characteristics

Participants were enrolled in courses with research requirements during spring and fall

terms of 2023. Part of the teaching preparation programs these courses qualified PST students for

the Teaching and Learning Department Subject Pool (T&L SP) where they accessed and chose to

complete surveys in exchange for research credits. This survey was completed from the T&L SP

directly into Qualtrics and their 1 research credit was immediately assigned as they submitted the

survey. Table 3 provides a comprehensive summary of the demographics of preservice teachers

(N = 130) based on various variables. The key demographic characteristics were related to field

trip and study location, higher education, teaching status, teaching school type, teacher grade

level, gender, as well as other categories that can be found in Table 1. Results illustrated that

90.00% of the participants studied at a public school, while 10.00% went to private, 9.23% went

to charter, 8.46% went to urban, 7.69% went to religious, 5.39% went to at-risk, 4.62% went to

rural, 0.77% went to military, 0.77% went to professional/trade schools, and 0.77% went to

school abroad. Also, 83.85% of the participants were in undergraduate programs, and 14.63%

were in graduate programs. Related to teaching, 56.15% were preservice teachers, 17.69% were

substitute teachers, and 16.92% were in other teaching roles. Preservice teachers (PST) profiling

indicated that 33.08% were teaching in public schools, 11.54% in private schools, and 10.77% in

charter schools. Among grade levels, 54.62% taught at the elementary school level, 35.39% at

the high school level, and 8.46% at the middle school level. Lastly, 72.87% were female, 22.48%

were male, and 3.88% identified as non-binary/3rd gender or preferred not to say. In summary,

the general PST profile was non-teaching, White European, undergraduate-level women with

public schooling field trip experience. They were predominantly the 18- to 24-year-old age

group representing 74.62% of the sample, followed by the 24–34-year-old age group

representing 15.39% of the sample size 5 times smaller than the first age group (See Table 3).

Table 3

Summary of Preservice Teacher Demographics

Variable frequency Percent

PK-12 Education

Public 117 90.00%

Private 13 10.00%

Charter 12 9.23%

Urban 11 8.46%

Religious 10 7.69%

At Risk 7 5.39%

Rural 6 4.62%

Military 1 0.77%

Professional/Trade 1 0.77%

Abroad 1 0.77%

Higher Education

Undergraduate 109 83.85%

Graduate 19 14.63%

Teaching Status

Preservice Teacher 73 56.15%

Substitute Teacher 23 17.69%

Other 22 16.92%

Teacher of Record 12 9.23%

Instructor/Not PK-12 Setting 6 4.62%

Teaching School Type

Not Teaching 74 56.92%

Public School 43 33.08%

Private School 15 11.54%

Charter School 14 10.77%

At Risk School 6 4.62%

Religious School 3 2.31%

Professional School 2 1.54%

Urban School 2 1.54%

Rural School 1 0.77%

Teach Grade Level

Elementary School 71 54.62%

High School 46 35.39%

Middle School 11 8.46%

Teach Subject

Elementary Generalist 51 39.23%

ELA 25 19.23%

Social Studies 25 19.23%

Mathematics 19 14.62%

Arts 16 12.31%

Special Education 16 12.31%

Science 14 10.77%

Other 13 10.00%

Elementary Specialist 11 8.46%

World Languages 7 5.39%

Multicultural/Ethnic Studies 7 5.39%

Physical Education 6 4.62%

Health 3 2.31%

Trade/Tech Education 3 2.31%

TESOL 1 0.77%

Gender

Female 94 72.87%

Male 29 22.48%

Non Binary/3rd Gender 5 3.88%

Prefer not to say 1 0.77%

Age Group

18 -24 97 74.62%

25 - 34 20 15.39%

35 - 44 7 5.39%

45 - 54 4 3. 08%

55 - 64 1 0.77%

Race

White European 67 51.54%

Hispanic Latinx 44 33.85%

Asian American 22 16.92%

American Black/African American 19 14.62%

Hawaiian Native/Pacific Islander 9 6.92%

American Indian/Alaskan Native 1 0.78%

Indian/South Asian 1 0.78%

Other 1 0.78%

Ethnicity

White European 62 47.69%

Hispanic: Mexican, Chicano/a, or Mexican 30 23.08%

American 18 13.86%

Asian- Far East, South East 16 12.31%

African American 9 6.93%

Pacific Islander 6 4.62%

Hispanic: Spanish Origin 5 3.85%

Hispanic: Central American 4 3.08%

Hispanic: South American 2 1.54%

Hispanic: Caribbean 2 1.54%

White N. African 2 1.54%

Native American 1 0.77%

Latino- Non Hispanic

Language

English 119 91.54%

Spanish 30 23.08%

Samoan 2 1.54%

French 2 1.54%

Portuguese 2 1.54%

Tagalog 2 1.54%

Mandarin 2 1.54%

Romanian 2 1.54%

Korean 1 0.77%

Flemish 1 0.77%

Japanese 1 0.77%

African American Vernacular English 1 0.77%

Total 127 100.00%

Note. The average missingness was 2.54%.. Table created by © Cecilia Turman, 2024.

Demographics

The demographic questions were designed to capture the unique characteristics of the

participants, including their age group, ethnic and race identification, sex language(s) spoken,

educational experience as a student, current educational status, teaching experience, subject

areas, and grade levels. Given the potential for several different analyses with the independent

variables listed in Table 3, and depending on the frequency analysis results, some interesting

demographic characteristics that were not initially analyzed may be correlated with the impact of

field trips’ (FTs)experiences with the participants’ own educational experiences and these

demographic characteristics could be considered as dependable variables.

The demographic questions were worded in the first person so the participants feel

welcomed and comfortable in providing their answers, without feeling judged, and most of the

questions were Likert-style, offering numerous choices for all applicable options based on the

U.S. Census from 2010, 2020, and 2022, which considered diversity and inclusion of several

categories for intersectional analysis; however, the U.S. Census does not include questions about

sexual identity, so those options were drawn from the rationale for sexual orientation

recommended for scientific surveys and research by WebMD (WebMD Eds., 2022).

Unfortunately, it was not possible to change the Likert-style questions to open-ended/string

questions before the survey distribution, which allowed participants to write their preferences,

but the intersectional study was not part of the current research and was recommended for future

studies. There was no intent or context of offense, however, the choice of words is important in

this ever-changing world, as it creates awareness of unconscious bias and helps reshape the

language into more friendly and sensitive terms, and IRB-approved informed consent and survey

questionnaires were downloaded in its integrity from Qualtrics into a Microsoft Word document

(See Appendix B).

Research Questions

The research questions for this study, derived from Pace and Tesi's (2004) qualitative

case study, are centered on understanding the impact of field trips (FTs) on preservice teachers.

The research questions for this study are as follows:

1. What are PS teachers’ experiences with school FTs as PK-12 students?

2. What, if any, plans to implement FTs in the classroom do PS teachers have?

3. What is the relationship between PS teachers’ own experiences with FTs and their plan

to implement FTs as teachers?

4. What are the benefits that PSTs have experienced participating in FTs as students?

5. What are the perceived benefits that PSTs have regarding FTs for PK-12 students?

The development of these research questions is essential for gaining a comprehensive

understanding of the implications of field trip experiences on preservice teachers' professional

development and their potential impact on future teaching practices. The hypothetical

possibilities associated with each research question provide a framework for exploring the

multifaceted nature of field trip experiences and their potential influence on educational

philosophies, career choices, and teaching practices.

This approach aligns with existing literature that emphasizes the implication of field trips

in teacher preparation programs and highlights the need to prepare preservice teachers for

planning and orchestrating successful field trip experiences (Anderson et al., 2010). Therefore,

by addressing these research questions, this study aims to contribute to the ongoing discourse on

the role of future educators in shaping the perspectives and practices of field trips.

Survey Research Approach

The research study is informed and guided by Pace and Tesi (2004) in their survey

research concerning educational FTs. Pace and Tesi (2004) analyzed adults’ perceptions of K-12

FTs' impact on their educational experiences. The authors’ case study involved four adult men

and four adult women whose ages ranged from twenty-five to thirty-one. These participants

recorded memories of FTs when they were K-12 students. The participants disclosed the FTs had

educational as well as social effects on them. The social information supplied by the participants

was recorded in chart form. It included twelve topics: (a) museums, (b) places of historical

interest, (c) institutions for animal exhibitions, (d) trips that lasted more than one day, hands-on

activities that fostered student kinetic involvement, (f) specific educational experiences, (g)

specific social experiences, (h) departure from the normal classroom routines, (i) comical

memories, (j) career and contact with the workforce, (k) different cultural situations and

experiences, and (l) revisiting those places after they were out of school. The diagram also listed

how eight participants responded to these twelve topics.

The results indicated FT that involved students’ active participation made it easier for

them to remember and understand the intended lessons and attain their educational benefits. The

FTs that lasted more than one day served to bond the students socially with others at a deeper

level. Most subjects related a sense of togetherness with other students as well as the chaperones

and teachers due to their active involvement together. Science and history ideas were ingrained

by visiting museums, historical interest sites, and animal exhibition sites. Ultimately, the results

indicated FT experiences that bring students into relevant places other than the classroom served

to educate them successfully and enhance their ability to interact with others in novel settings.

The outline for Pace and Tesi's (2004) initial interview consisted of questions designed to

recall and reflect upon memories of field trips taken by adults while in K-12 grades. Based on

the author’s personalized probing questions, the interview responses were to encourage the

respondent to add specific beliefs. Thus, Pace and Tesi (2004) described the methodology of

interview questioning on K-12 FT experiences and impacts on adult life, as used to inform the

development of this study and QUAN survey. Some survey questions were adapted to my line of

inquiry and turned into a 5-point Likert scale to customize the survey to the proposed study. The

connection between Pace and Tesi’s (2004) research questions and my survey and research

questions are illustrated in Table 4.

Table 4

Pace & Tesi (2004) RQs vs. This Study RQs & SQs

Pace & Tesi’s (2004) RQs PST PK-12 FT Experiences RQs & SQs

Q1. Could you tell me something about field trips

you took part in K-12 grades? (p. 35).

RQ1, RQ4, RQ5

SQ1, SQ2,

Q2. What impact do you think these experiences

had on your overall education? (p. 35). RQ2, RQ3

SQ2, SQ3, SQ10, SQ15

Q2.a. What impact did it have on your life? (p. 35). RQ4, RQ5

SQ4, SQ15

Q3. What was your favorite and why? (p. 35). SQ11, SQ14

Q4. Have you returned to any of the places you

visited on a field trip since? (p. 35). SQ11

Q5. If someone were to ask you what field trips

their children should take part in, where would you

tell them to go? (p. 35).

SQ11

Q6: Is there anywhere you would have liked to go

on a field trip that your school did not take you

to? (p. 35).

SQ11

Q6.a: Why or why not? (p. 35). SQ13, SQ16

Note. RQ = Research Question; SQ = Survey Question; Q = Question. Table created by ©

Cecilia Turman, 2022.

The study at hand builds upon the research questions (RQs) posed by Pace & Tesi (2004),

expanding them into more specific survey questions (SQs) to gain a deeper understanding of

preservice teachers’ experiences with field trips during their K-12 education (See Table 2). For

instance, Pace & Tesi's (2004) first question about participants' memories of K-12 field trips is

expanded into RQ1, RQ4, and RQ5, with corresponding survey questions SQ1 and SQ2. Their

second question about the impact of these experiences on participants' overall education is

addressed in RQ2 and RQ3, with SQ2, SQ3, SQ10, and SQ15 providing more detailed data.

Similarly, the question about the impact of field trips on participants' lives is explored in RQ4

and RQ5, with SQ4 and SQ15 offering further insights. Other questions from Pace & Tesi's

study, such as favorite field trips, revisiting field trip locations, and recommendations for future

field trips, are also incorporated into the survey questions. This approach allows for a more

comprehensive exploration of the research topics, providing both quantitative and qualitative

data to inform the study's findings.

Teacher PK-12 Field Trip Educational Experiences Survey

The use of gathering many responses can help in descriptively capturing the experience

PSTs have concerning FTs (Bhattacharjee 2012). Survey questions have been thoughtfully

constructed and peer-reviewed to reduce the inherent limitations of survey use or to make sure

the survey design doesn’t operate with a small scope (Schaeffer, N. C., & Dykema, J. 2011). I

first looked at the literature with content-area experts providing feedback on how the survey

questions feel and flow. In addition, a potential pool of participants (3-5) was utilized to conduct

response validity to increase question measurement validity. These participants for response

validity were given access to the survey. The approach taken to create the survey (e.g., using

Qualtrics with multiple reminders to non-respondents) and disseminate it online will help in

reducing distraction and increasing response rates, which are common in other methods of

administration, questionnaire formats, and scheduling caused by subjects and data collector

interactions that could depend on multi-variables and time consumption issues. According to

Fraenkel and Wallen (2015), this quantitative survey approach offers the smallest margin for

data error input and nonresponse compared to other methods.

Table 5 presents a comprehensive mapping of research questions (RQs) to survey

questions (SQs), both Likert-scale and open-ended, across five key research areas related to

preservice teachers' experiences and perspectives on school field trips. The first research

question explores preservice teachers' experiences with school field trips as PK-12 students.

Chapter 4 provides descriptive insights into these experiences through SQ1, SQ5, and SQ6.

Open-ended questions like SQ13 and SQ12 further delve into their concerns about planning

future school field trips and the specific types of field trips they experienced.

Further, Table 5 illustrates the second research question investigates the plans of

preservice teachers to implement field trips in their future classrooms. Likert-scale questions like

SQ9 and SQ10 assess their knowledge about designing field trips and their views on the need for

specific instruction in teacher preparation programs. SQ14, an open-ended question, seeks

detailed plans for future classroom field trips. While the third research question examines the

relationship between preservice teachers’ own experiences with field trips and their plans to

implement them as teachers, SQ1 and SQ11 measure the importance they place on field trips in

education and their intentions to implement them. Open-ended questions like SQ13 and SQ15

gather their concerns about planning and the elements they believe make a successful field trip.

Additionally, from Table 5, the fourth research question focuses on the benefits that

preservice teachers have experienced by participating in field trips as students. SQ2, SQ3, and

SQ7 assess the positive impacts of field trips on their education, understanding of coursework,

and social skills. SQ16 queries their agreement with the statement that field trips helped them

make real-world connections. Leaving the fifth research question to look at the perceived

benefits that preservice teachers have regarding field trips for PK-12 students. SQ4 and SQ8

explore their beliefs about the life impact of field trips and the enhancement of field trips with

technology. SQ16 is repeated to measure their agreement on the educational value of field trips

in making content connections.

The survey encompasses a diverse array of response options, such as the Likert scale and

open-ended questions necessitating thorough explanations and examples. This methodical

approach enables a comprehensive grasp of preservice teachers' perceptions and experiences

concerning school field trips, contributing to both the descriptive and analytical aspects of the

research. The utilization of varied response formats empowers the researchers to gain nuanced

insights into the multifaceted nature of preservice teachers' attitudes and encounters with field

trips, thereby enriching the depth and breadth of the study's findings.

Table 5

Connection of Research Questions (RQs) to the Introductory Question (IQ) and the Survey

Questions (SQs)

Research

Questions (RQs)

Survey Questions Likert (SQs L) Survey Questions Open-Ended

OE & CATA

RQ1.What are

PS teachers’

experiences

with school

FTs as PK-12

students?

IQ. Have you ever participated in

educational field trips during

your PK-12 educational

experiences?

SQ1. I remember the field trips I

took while in school.

SQ5. I have experienced gender-

specific school field trips (for

example, including only girls).

SQ6. The experiential aspect of

field trips helps me to shape my

teaching philosophy.

SQ12. I experienced PK-12 school

field trips to;

museums/planetariums/historic

sites/zoos/botanical

gardens/aquariums/farms/factories/lab

oratories/movie theaters/expert

presentations/ethnic

restaurants/institutions/overnight

camping/others.

SQ16. “School field trips that I

experienced as a student helped me

make real-world connections to course

content.” Would you agree or disagree

with this statement?

RQ2. What, if

any, plans to

implement FTs

in the classroom

do PS teachers

have?

SQ9. I know where to find

information for designing and

implementing school field trips

for my current or future students.

SQ11. School field trips are an

important part of my student’s

education. I will implement field

trips for my current/future

students.

SQ13. What are your concerns about

planning school field trips for your

future students?

SQ14. How would you plan and

implement a school field trip for your

future classroom?

RQ3. What is

the relationship

between PS

teachers’ own

experiences

with FTs and

their plan to

implement FTs

as teachers?

(SQ4, SQ11, SQ2, SQ3)

SQ4. I believe that my PK-12

school field trip experiences had

a positive impact on my life.

SQ11. School field trips are an

important part of my student’s

education. I will implement field

trips for my current/future

students.

SQ13. What are your concerns about

planning school field trips for your

future students?

SQ14. How would you plan and

implement a school field trip for your

future classroom?

SQ15. What should a successful

school field trip include?

SQ2. School field trips had a

positive impact on my overall

education.

SQ3. The school field trips I

participated in as a student helped

me understand my coursework.

(SQ10, SQ7, SQ9)

SQ10. Teacher preparation

programs should include specific

instruction in how to plan,

coordinate, and implement school

field trips.

SQ7. School field trips are

valuable learning experiences for

students’ social communication,

discussions, and debates.

SQ9. I know where to find

information for designing and

implementing school field trips for

my current or future students.

RQ4. What are

the benefits that

PSTs have

experienced

participating in

FTs as students?

SQ2. School field trips had a

positive impact on my overall

education.

SQ3. The school field trips I

participated in as a student

helped me understand my

coursework.

SQ7. School field trips are

valuable learning experiences for

students’ social communication,

discussions, and debates.

SQ15. What should a successful

school field trip include?

SQ16. “School field trips that I

experienced as a student helped me

make real-world connections to course

content.” Would you agree or disagree

with this statement?

RQ5. What are

the perceived

benefits that

PSTs have

regarding FTs

for PK-12

students?

SQ4. I believe that my PK-12

school field trip experiences had

a positive impact on my life.

SQ8. I have experienced school

field trips enhanced with

technology.

SQ16. “School field trips that I

experienced as a student helped me

make real-world connections to course

content.” Would you agree or disagree

with this statement?

Note. Multiple choice: (a) Definitely not; (b) Probably not; (c) Might or might not; (d) Probably

yes; and (d) Definitely yes; Check all that apply (CATA); and open-ended (OE) worded as,

“Please explain your response in 3-4 sentences and provide examples.”

Survey Instrument

The quantitative research survey was available to UNLV Teaching and Learning Subject

Pool’s (T&L SP) participants from January 2023 to December 2023. During this period,

participants choose this Qualtrics [Version XM] survey study by signing into the T&L SP to

directly enter their responses into 25 multiple-choice and 4 open-ended questions. The data

collected was exported to Excel. After cleaning and coding, the dataset was saved as a CSV file

and imported into Jeffreys’s Amazing Statistics Program (JASP) for statistical analysis.

The quantitative survey instrument has undergone preliminary validity assessment (i.e.,

face, content expert, and response). Survey questions were vetted and underwent several expert

reviews (i.e., content and face validity) to provide feedback on survey questions. Also, 3-5

potential participants were asked to fill out the survey while explaining to me how they were

interpreting the survey questions. This process (i.e., response validity) of meeting with survey

takers helped in reducing any misunderstanding or misinterpreting of survey questions. These

validity efforts were taken to ensure the survey was in optimal readiness for dissemination to

PSTs. Where applicable, reliability analysis will be examined from participant responses to

continue strengthening the psychometric properties of the survey.

XLSX

CSV

JASP

ANOVA

The incorporation of inductive coding techniques is evident in the literature. For instance,

in a study on early childhood preservice teachers' perceptions, researchers employed open coding

and negotiated discrepancies to create a revised coding scheme for analyzing qualitative data.

Similarly, other studies have utilized inductive analysis through open coding to analyze

qualitative data from open-ended survey questions, highlighting the widespread application of

these techniques in educational research (Ari, et al., 2022; Moss, 2020).

Figure 14

Methods Applied for Data Analysis.

Note. Methods for Data Analysis. Illustration created by ©Cecilia Turman, 2024.

Data Analysis

The utilization of quantitative questionnaires serves as a pivotal tool for gathering

structured data to explore various aspects of preservice teachers' engagement with field trips

(FTs) and their educational backgrounds. This study delves into a comprehensive questionnaire

divided into two parts: demographic questions (DQs) and survey questions (SQs). The DQs

encompass twelve nominal variables, including details on participants' teaching status, gender,

race, ethnicity, and age group, while the SQs delve into eleven ordinal variables assessing the

impact of FTs on memory, education, knowledge, and other pertinent aspects. Through the

application of descriptive statistics, Likert plots, and correlations using JASP software, this

research aims to provide valuable insights into the perceptions and experiences of preservice

teachers regarding field trips. Additionally, an open-ended questionnaire component further

enriches the study by allowing participants to elaborate on their responses, enabling a deeper

understanding of their concerns, organizational abilities, and the integration of classroom

learning with outdoor experiences.

Quantitative Questionnaire

Part I of the survey questionnaire was dedicated to DQs consisting of twelve nominal

variables that assessed preservice teachers’ participation in FTs and their PK-12 education,

higher education, teaching status, teaching school, teaching grade, teaching subject, gender,

sexual orientation, race, ethnicity, and one ordinal variable to assess their age group. Part II of

the survey questionnaire was dedicated to survey questions (SQs) consisting of eleven ordinal

variables that measured the impact of FTs on the memory, education, knowledge, life, gender-

specific FTs, teaching philosophy, learning value of FTs, technology-enhanced FTs, finding

resources for FTs, learning to implement/organize FTs in teacher prep program, offer FT for

future students, their own FTs places. Descriptive statistics in the items included Likert plots,

regression, and correlations (Fraenkel & Wallen, 2015) calculated by entering the dataset on

JASP (JASP Team 2024).

Open-Ended Questionnaire

In the Part I questionnaire, the last question DQ12 asked participants’ languages/dialects,

and in the Part II questionnaire the last four questions, SQ13, SQ14, SQ15, and SQ16, asked

participants to answer and explain their responses in 3 to 4 sentences. Those open-ended

questions were first analyzed by inductive coding (Thomas 2006) and then categorized into

nominal variable datasets entered into JASP for additional analysis that allowed for additional

descriptive statistics, and plots assessing preservice teachers’ major concerns, ability to organize

and implement FTs, needs and how it connects what is learned in the classroom to what is

outdoors. The most representative statements provided by participants on the topics analyzed

were also brought to illustrate their respective research questions (See Table 6).

Table 6

Summary of Data Collection and Analysis for Research Questions

Research Question Data

Method Research Question Question Question Type Analysis

Type

QUAN RQs RQ1. What are PS teachers’

experiences with school FTs

as PK-12 students?

IQ, Q1, SQ1

SQ5, SQ6

SQ12

Likert/Ordinal

CATA/Nominal

Frequency,

Likert plots

Categorizing

RQ2. What, if any, plans

to implement FTs in the

classroom do PS teachers

have?

SQ9, SQ10

SQ11

Likert/Ordinal Frequency,

and

Likert plots

RQ3. What is the

relationship between PS

teachers’ own experiences

with FTs and their plan to

implement FTs as teachers?

RQ4. What are the benefits

that PSTs have experienced

participating in FTs as

students?

(SQ11, SQ4)

(SQ11, SQ4

SQ2, SQ3)

SQ11

(SQ10, SQ7)

and SQ9)

SQ2. SQ3

SQ7

Likert/Ordinal Correlation,

Regression,

Frequency,

Likert plots

ANOVA

Likert/Ordinal Frequency,

and

Likert plots

RQ5. What are the

perceived benefits that PSTs

have regarding FTs for PK-

12 students?

SQ4, SQ8 Likert/Ordinal Frequency,

and

Likert plots

QUAN DQs Demographic characteristics

related to PSTs. DQ1,

DQ2, DQ3,

DQ4, DQ5,

DQ6, DQ7,

DQ8, DQ9,

DQ10,

DQ11

DQ12

CATA/Nominal

OE/String

Frequency,

and

Likert plots

IC and

Categorizing

QUAL RQs RQ1 SQ16 OE/String IC and

Categorizing

RQ2 SQ14 OE/String IC and

Categorizing

RQ3 SQ113 OE/String IC and

Categorizing

RQ4, RQ5 SQ15

SQ16

OE/String IC and

Categorizing

Note. The four OE questions were inductively coded and categorized into nominal variables for

quantitative analysis.

Conclusion and Transition

Chapter 3 described the quantitative research survey design, the research questions (RQs)

relationships to the survey questions (SQs), and the purposive population sample characteristics

in the demographic questions (DQs) results from 130 participants surveyed by Qualtrics

[Version XM] through their access to the UNLV’s Teaching and Learning Subject Pool. The

survey questions described in Chapter 3 reflected PSTs diversity and an interesting purposeful

impact on their own PK-12 educational FTs’ experiences that were reflected their survey

questions’ responses about the impact in their life, in education, in their philosophy, and their

concerns on the various aspects involving the organization, management, and implementation of

FTs such as collaboration between teachers, administrators, as well as their most popular visited

FT venues (e.g., museums and zoos) among PSTs.

The statistical data analysis method also explored the perceived PSTs’ real world, under

their own PK-12 FT experiences, to find if educational FTs have contributed to their well-off or

funds of knowledge, talents, funds, academic success, improvement and knowledge enrichment,

skills, attainments, constructive feelings, beliefs, and meaning in their lives. In Chapter 4 the

researcher analyzed the results of this well-designed research survey using JASP software to run

descriptive statistics for the open-ended questions inductive coding (IC) was used to categorize

responses allowing for frequency and percentage description of data along with participants’

sentiments towards the thematic categories chosen to be coded. Moreover, Chapter 4 revealed in

depth the quantitative survey questions results related to each research question.

Chapter 4: Results

Field trips are an integral part of the educational experience, providing students with

practical learning opportunities outside the classroom. To assess preservice teachers on their

field trips experiences as PK-12 students, their field trips as future teachers, the relationship

between being on field trips as a student and organizing field trips for their future students, the

benefits they have experienced, and the benefits they have perceived in field trips. The results

for these research questions (RQs) were reported in Chapter 4 dedicated to the results and its

findings analyzed in Chapter 5.

Research Questions

1. What are PS teachers’ experiences with school FTs as PK-12 students?

2. What, if any, plans to implement FTs in the classroom do PS teachers have?

3. What is the relationship between PS teachers’ own experiences with FTs and their plan

to implement FTs as teachers?

4. What are the benefits that PSTs have experienced participating in FTs as students?

5. What are the perceived benefits that PSTs have regarding FTs for PK-12 students?

Quantitative Questionnaires

Interpretation of Research Questions (RQs)

The first research question delves into the multifaceted realm of field trip experiences and

their impacts on prospective teachers (PSTs). The data reveals a rich tapestry of memories,

reflections, and influences stemming from educational excursions during participants' formative

years. Memory plays a pivotal role in shaping individuals' perceptions of field trips, with

responses ranging from unequivocal recollection to nuanced uncertainty.

Figure 15

Relationship Between RQ1 and Topics Assessed

Note. Illustration created by ©Cecilia Turman, 2022.

Topics Assessed in RQ1

What are PS teachers’ experiences with school FTs as PK-12 students?

All participants were asked an introductory question (IQ) before answering

demographics and survey questions. “Have you ever participated in educational field trips

during your PK-12 educational experiences?” The descriptive statistics suggest that 78% of

preservice teachers, who were once PK-12 students themselves, likely benefited from field trips

during their formative years (see Table 7). Table 7 presents the frequencies and percentages for

PSTs’ participation in field trips during their PK-12 education. The data shows that 77.69% of

participants responded “Yes” to the introductory question, while 20.00% responded “No”. The

missing data accounted for 2.31% of the total responses.

In summary, the survey results indicate that the majority of preservice teachers had a

prior had prior experiences with educational field trips as PK-12 students, which may have

influenced their perceptions and attitudes towards field trips in their own teaching practices.

Table 7

Frequencies and Percent for PSTs’ Participation in Their PK-12 Field Trips.

Frequency Percent

Yes 101 77.69%

No 26 20.00%

Missing 3 2.31%

Total 130 100.00%

Note. The missingness was 2.31%.

The survey results showed that the majority of preservice teachers (PSTs) had

participated in educational field trips during their own PK-12 school experiences. Specifically,

the Yes/No Likert plot for the introductory question (IQ) revealed that 80% of PSTs had

participated in such field trips, while 20% had not. The QUAN results from some Likert scale

survey questions (SQL) further corroborated these findings. The descriptive analysis and

frequency calculations, conducted using JASP statistical software, were derived from the dataset.

Memory of Field Trips

In exploring the impact of field trips on memory, participants were asked to reflect on

their school experiences through the survey question SQ1: “I remember the field trips I took

while in school.” Among the 130 participants, the distribution of responses varied intriguingly.

A mere 0.77% unequivocally stated “Definitely not” recalling their field trips, perhaps indicating

a lack of memorable experiences or personal preferences (See Table 8). Conversely, a significant

40.00% expressed “Probably yes,” suggesting a moderate level of remembrance with past field

trips.

Table 8

Frequencies and Percent for Impact on PSTs Memory of Field Trips.

Frequency Percent

Definitely not 1 0.769

Probably not 7 5.385

Might or might not 26 20.000

Probably yes 52 40.000

Definitely yes 43 33.077

Missing 1 0.769

Total 130 100.000

Note. The missingness was 0.77%.

The middle ground was occupied by 20.00% who selected “May or may not,”

showcasing a degree of uncertainty or variability in memory retention regarding school field

trips. Meanwhile, 33.08% firmly affirmed “Definitely yes,” highlighting a substantial portion of

participants whose memories were vividly intertwined with the enriching experiences of

educational excursions. Interestingly, only one response was missing from this introspective

survey, symbolizing a near-complete engagement with the topic at hand.

Overall, these findings painted a vivid picture of how field trips can leave lasting

imprints on individuals' memories, evoking a spectrum of emotions and reflections on their

educational journey. The Likert plot for the impact on PSTs’ memory of FTs showed that 74%

of participants remembered the FTs they took in their PK-12 schooling, while only 6% did not

and 20% were neutral about remembering. Interestingly, the 20% neutral result in this item

matched the same percentage of respondents’ results for the “Yes/No” IQ, who responded no to

“Have you ever participated in educational FTs during your PK-12 educational experiences?”

Gender-Specific Field Trips

The question “I have experienced gender-specific school field trips” elicited a range of

responses from the 130 participants, shaded light on their past encounters with this particular

aspect of educational outings. The results unveiled a striking pattern in the responses, with a

significant majority of 76.9% adamantly stating “Definitely not” when recalling gender-specific

school field trips (See Table 9). This overwhelming response reflected the prevalence of co-

educational school settings (COED), in the quasi-absence or avoidance of once popular gender-

specific school excursions within the educational experiences of the participants.

Table 9

Frequencies and Percent for Gender-Specific Field Trips

Frequency Percent

Definitely not 100 76.92%

Probably not 14 10.77%

Might or might nor 8 6.15%

Probably yes 2 1.54%

Definitely yes 5 3.85%

Missing 1 0.77%

Total 130 100.00%

Note. The missingness was 0.77%.

A notable 10.8% indicated “Probably not,” hinting at a level of uncertainty or ambiguity

surrounding the occurrence of gender-specific school field trips in their past. Meanwhile, 6.2%

opted for “Might or might not,” showcasing a segment of participants whose memories or

awareness of such trips fell within a realm of uncertainty. In contrast, a mere 1.5% leaned

towards “Probably yes,” indicating a minority who potentially recalled instances of gender-

specific school field trips. Additionally, 3.8% firmly asserted “Definitely yes,” representing a

smaller yet distinct group who vividly remembered and acknowledged experiencing such

segregated outings during their school years.

Remarkably, out of the 130 participants, 129 actively responded to the question,

demonstrating a high level of engagement and interest in reflecting on this specific aspect of

their educational past. These findings offer a nuanced glimpse into the varied encounters

individuals have had with gender-specific school field trips, reflecting diverse perspectives and

memories within the sample group. All in all, the Likert plot acknowledged that 94% have not

participated while only 6% have participated in gender-specific FTs.

Field Trips Informing Teaching Philosophy

Delving into the impact of experiential field trips on shaping teaching philosophies,

participants were prompted to reflect on this connection through the survey question: “The

experiential aspect of field trips helps me to shape my teaching philosophy.” Within a sample of

130 individuals, diverse perspectives and insights emerged, painting a rich tapestry of

experiences and beliefs. Among the respondents, a small yet notable 5.4% firmly stated

“Definitely not,” indicating a clear disconnection between field trip experiences and their

teaching philosophy development. This minority perspective suggested a lack of influence or

relevance attributed to experiential learning outside the classroom (See Table 10).

A further 12.3% expressed “Probably not,” hinted at a level of skepticism or uncertainty

regarded the impact of field trips on their teaching philosophy. In contrast, a significant 32.3%

selected “Might or might not,” showcased a segment of participants whose views fell within a

realm of ambiguity or fluctuation in acknowledging this connection. Interestingly, 29.2% leaned

towards “Probably yes,” indicated a substantial portion who recognized the potential influence of

experiential field trips on shaping their teaching philosophy. Moreover, a compelling 20%

confidently affirmed “Definitely yes,” highlighting a sizable group whose teaching beliefs were

significantly impacted by immersive field trip experiences (See Table 10).

Table 10

Frequencies and Percent for Informing the Impact of Field Trips on PSTs’ Teaching

Philosophy.

Frequency Percent

Definitely not 7 5.39%

Probably not 16 12.31%

Might or might not 42 32.31%

Probably yes 38 29.24%

Definitely yes 26 20.00%

Missing 1 0.77%

Total 130 100.00%

Note. The missingness was 0.77%.

Notably, out of the 130 participants, 129 actively responded to the question, underscoring

the engagement and interest in reflecting on the profound influence of experiential learning

outside traditional classroom settings. The Likert plot acknowledged that 50% of PSTs informed

that their PK-12 field trips shaped their teaching philosophy, 33% were neutral, and 18% did not,

however, 20% of the sample have not participated in field trips as responded to the initial

question (IQ).

Field Trip Experiences by Preservice Teachers

The survey question “I experienced PK-12 school field trips” provided a comprehensive

insight into the diverse array of field trip encounters among the 130 participants. The responses

were rich and varied, spanning a wide range of destinations and activities, each contributing to

unique and memorable experiences. Results were displayed from the most to the least visited

venues in a decrescent order (See Table 11).

● Museum: 78.46% of participants had a music-related field trip experience.

● Historic Site: 56.15% engaged with history through visits to historic sites.

● Overnight Field Trip: 42.31% embarked on overnight field trip adventures.

● Zoo: 42.31% of participants visited a zoo during their field trips.

● Aquarium: 40.00% explored an aquarium as part of their educational outings.

● Botanical Garden/Greenhouse: 27.69% immersed themselves in botanical wonders.

● Campground: 27.69% enjoyed the outdoors with campground visits.

● Planetarium: 27.69% had the opportunity to visit a planetarium.

● Institution: 26.15% visited various institutions for educational purposes.

● Science Fair: 26.92% engaged with scientific concepts at science fairs.

● Movie Theater: 26.92% experienced cinema outings as part of their educational journey.

● Factory: 14.62% explored the inner workings of a factory.

● Restaurant: 13.08% explored culinary delights through restaurant visits.

● Laboratory: 9.23% participated in hands-on activities in a laboratory setting.

● Expert Lecture: 8.46% benefited from expert lectures during their field trips.

These responses painted a vivid picture of the diverse and enriching field trip experiences

that have shaped the educational journeys of the participants, offering a glimpse into the breadth

of learning opportunities and memories created outside the traditional classroom setting.

Table 11

Frequencies and Percent for PSTs’ PK-12 Field Trips’

Venues/Places.

Frequency Percent

Museum 102 78.46

Historic Site 73 56.15

Overnight FT 55 42.31

Zoo 55 42.31

Aquarium 52 40.00

Botanical Garden 36 27.69

Campground 36 27.69

Planetarium 36 27.69

Institution 34 26.15

Science Fair 35 26.92

Movie Theater 35 26.92

Factory 19 14.62

Restaurant 17 13.08

Laboratory 12 9.23%

Expert Lecture 11 8.46%

Missing 5 3.85%

Total 130 100.00

Note. The missingness is 3.84%. The following variables have more than

10 distinct values and are omitted in the OE/String variable SQ12.16.

Transitioning from the exploration of PSTs' experiences with school field trips as PK-12

students, which unveiled the profound impacts of these educational excursions on memory,

personal development, and teaching philosophies, the focus now shifts toward understanding the

future perspectives and intentions of PSTs regarding the implementation of field trips in their

classrooms. This transition marks a pivotal juncture in examining the continuity of experiential

learning practices and the potential evolution of pedagogical approaches among prospective

teachers. The forthcoming research question seeks to unravel the plans, if any, that PSTs have to

integrate field trips into their teaching practices, thereby bridging past experiences with future

educational endeavors.

Figure 16

Relationship Between RQ2 and Topics Assessed

Note. Illustration created by ©Cecilia Turman, 2022.

Topics Assessed in RQ2

What, if any, plans to implement FTs in the classroom do PS teachers have?

Implementing Field Trips

Survey results revealed diverse levels of confidence among educators’ responses to

(“School field trips are an important part of my student’s education. I will implement field trips

for my current/future students.”). Results with 2.31% expressed uncertainty (“Definitely not”)

and 2.31% indicated hesitancy (“Probably not”). Additionally, 16.15% showed mixed confidence

(“Might or might not”), while 38.46% displayed intent to plan and implement FTs (“Probably

yes”) and 38.46% assured (“Definitely yes”) to create enriching field trip experiences for their

future students (see Table 12). The Likert plot acknowledged that (79%) of PSTs plan to

implement FTs for their future students while (17%) were neutral, and only (5%) would not plan

nor implement FTs.

Table 12

Frequencies and Percent for PSTs’ Plans to Implement FTs.

Frequency Percent

Definitely not 3 2.31%

Probably not 3 2.31%

Might or might not 21 16.15%

Probably yes 50 38.46%

Definitely yes 50 38.46%

Missing 3 2.30%

Total 130 100.00%

Note. The missingness was 2.30%.

Readiness to Implement and Find Field Trips’ Resources

Exploring the preparedness of educators in designing and executing school field trips for

their students, the Survey Question (“I know where to find information for designing and

implementing school field trips for my current or future students”) elicited a diverse range of

responses from a sample of 130 participants. The distribution of responses unveiled intriguing

insights into the confidence and readiness of educators in this domain. Notably, 23.1%

unequivocally stated “Definitely not,” indicating a significant portion lacking clarity on sourcing

information for field trips. Similarly, 23.8% expressed “Probably not,” suggesting a level of

uncertainty or inadequacy in knowledge acquisition for trip planning. In contrast, 20.8% selected

“Might or might not,” showcased a segment with varying degrees of confidence in their ability to

access relevant information. Interestingly, 23.8% leaned towards “Probably yes,” indicating a

substantial group with some level of preparedness in this aspect.

Moreover, a notable 6.2% confidently affirmed “Definitely yes,” highlighting a smaller

yet distinct cohort well-equipped to design and implement enriching field trip experiences for

their students (See Table 13). The Likert plot acknowledged that (31%) of PSTs were ready to

implement and where to find resources on how to design a field trip, (21%) were neutral, and

(48%) were not ready to implement FTs or to find resources to design FTs.

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Table 13

Frequencies and Percent for Readiness/Resources for Implementing Field Trips

Frequency Percent

Definitely not 30 23.08%

Probably not 31 23.85%

Might or might not 27 20.77%

Probably yes 31 23.85%

Definitely yes 8 6.15%

Missing 3 2.39%

Total 130 100.00%

Note. The missingness was 2.31%.

Teacher Preparation Programs Instructing on Field Trip Implementation

In exploring the perspectives of educators on the integration of specific instruction

related to planning, coordinating, and implementing school field trips within teacher preparation

programs, a survey question posed the statement (“Teacher preparation programs should include

specific instruction in how to plan, coordinate, and implement school field trips.”). The

responses from a sample of 130 participants unveiled a rich tapestry of viewpoints and attitudes

toward the incorporation of this aspect into teacher training curricula (See Table 14). Notably, a

mere 1.5% unequivocally stated “Definitely not,” indicating a small minority opposed to the

inclusion of such instruction. Similarly, 2.3% expressed “Probably not,” suggesting a slight

hesitation towards this educational component. In contrast, 9.2% selected “Might or might not,”

which showcased a segment with varying levels of uncertainty regarding the necessity of

specific field trip planning guidance in teacher preparation programs. Remarkably, 29.2% leaned

towards “Probably yes,” indicating a substantial group in favor of this inclusion. The majority

opinion was resoundingly clear, with 55.4% affirming “Definitely yes,” highlighting a

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significant cohort

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advocating for dedicated instruction on planning and executing school field trips as an integral

part of teacher training. The Likert plot acknowledged that 87% of the sample advocated for

training on organizing FTs to be offered in teacher preparation programs while 9% were neutral

and 4% did not agree.

Table 14

Frequencies and Percent for PSTs’ Need Training on Organizing FTs’

Offered in the Teacher Prep Program.

Frequency Percent

Definitely not 2 1.54%

Probably not 3 2.31%

Might or might not 12 9.24%

Probably yes 38 29.24%

Definitely yes 72 55.39%

Missing 3 2.31%

Total 130 100.00%

Note. The missingness was 2.31%.

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Figure 17

Relationship Between RQ3 and Topics Assessed

Note. Illustration created by ©Cecilia Turman, 2022.

Topics Assessed in RQ3

What is the relationship between PS teachers’ own experiences with FTs and their plan

to implement FTs as teachers?

The FTs Impact of PSTs’ Experiences and Their Intentions to Implement FTs

In an exploration of the correlation between individuals’ perceptions of the impact of

their PK-12 school field trip experiences and their intentions to implement field trips for their

students, a sample of 130 participants provided insightful responses (See Table 15). The

statistical analysis revealed Pearson's correlation coefficient I of 0.198, indicating a positive but

relatively weak relationship between these two variables. With a p-value equal to 0.027, the

correlation was deemed statistically significant, suggesting that the observed relationship is

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unlikely to have occurred by chance. Furthermore, the 95% confidence intervals (95% CI)

ranging from 0.023 to 0.361 provide a range within which the true correlation coefficient is

likely to fall. See Table 15.

Relationships Between PSTs Perceptions of FTs and the Impact on Education

Further exploration of correlation analysis among the survey questions provides valuable

insights into the relationships between perceptions of PK-12 school field trips and their impact

on education. Pearson's correlation coefficients reveal varying degrees of association between

different aspects of field trip experiences and attitudes toward implementing them for students.

For example, the correlation between Survey Question 2 (“I believe that my PK-12 school field

trips experiences had a positive impact on my life”) and Survey Question 3 (“School field trips

had a positive impact on my overall education”) yielded a moderate positive correlation with a

Pearson's r of .470 (95% CI = .323, .594, p < .001). See Table 15.

Preservice Teachers’ FT Experiences Facilitated Coursework Understanding

Survey Question 4 (“The school field trips I participated in as a student helped me

understand my coursework”) demonstrated a strong positive correlation with Survey Question 2

(r = .626; 95% CI = .507, .722, p < .001) and Survey Question 3 (r = .450; 95% CI = .299, .579,

p < .001). See Table 15.

Field Trip Value and Implementation

Furthermore, (see Table 15) the correlation between Survey Question 11 (“School field

trips are an important part of my student’s education. I will implement field trips for my

current/future students”) and the other questions demonstrated weaker associations. While

Question 11 showed a modest positive correlation with Survey *Question 4 (r = .198; 95% CI =

.023, .361, p = .027) and Survey **Question 2 (r = .378; 95% CI = .218, .518, p < .001), it

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exhibited a slightly stronger relationship with Survey ***Question 3 (r = .221; 95% CI = .048,

.380, p = .013).

Table 15

Pearson's Correlations for Field Trip Value and Implementation

Variable SQ4 SQ11 SQ2 SQ3

1. SQ4 Pearson’s r —

p-value —

Upper 95% CI —

2. SQ11 Pearson’s r 0.198 —

p-value 0.027 —

Upper 95% CI 0.361 —

3. SQ2 Pearson’s r 0.626 0.378 —

p-value < .001 < .001 —

Upper 95% CI 0.722 0.518 —

4. SQ3 Pearson’s r 0.450 0.221 0.470 —

p-value < .001 0.013 < .001 —

Upper 95% CI 0.579 0.380 0.594 —

Note. Weak of SQ11 = *SQ4, **SQ2 Vs. Stronger of SQ11 = ***SQ3

Note. *I believe that my PK-12 school field trip experiences had a positive impact on my life.

Note. ** School field trips had a positive impact on my overall education

Note. ***The school field trips I participated in as a student helped me understand my

coursework.

PSTs’ Experiences as Students Transition into Implementing FTs as Teachers

Additionally, exploring the significance of school field trips in students’ education, a

survey question posed “School field trips are an important part of my student’s education. I will

implement field trips for my current/future students” to 130 participants unveiled a spectrum of

attitudes towards implementing field trips for current or future students. Among the responses, a

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mere 2.3% firmly stated “Definitely not,” while another 2.3% expressed hesitation with

“Probably not.” Interestingly, 16.2% fell into the category of "Might or might not," showcasing a

segment with varying levels of uncertainty regarding the importance of field trips. In contrast, a

substantial 38.5% leaned towards "Probably yes," indicating a significant group acknowledging

the value of field trips in education. Remarkably, 38.5% emphatically affirmed "Definitely yes,"

highlighting a strong cohort committed to integrating field trips into their students' educational

experiences. These findings underscored the diverse perspectives on the role of field trips in

education and emphasized the importance of incorporating experiential learning opportunities to

enrich students' educational journeys. See Table 16.

Table 16

Frequencies and Percent for Importance to Implement FTs for Students

Frequency Percent

Definitely not 3 2.31%

Probably not 3 2.31%

Might or might not 21 16.15%

Probably yes 50 38.46%

Definitely yes 50 38.46%

Missing 3 2.31%

Total 130 100.00%

Note. The missingness was 2.31%.

As a result, the experiences of preservice teachers with field trips as students, coupled

with the lack of guidance on their effective use, may influence their plans to implement field

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trips as teachers. Preservice teachers who have had positive experiences with field trips as

students may be more inclined to incorporate them into their teaching practices, provided they

receive the necessary support and training to do so effectively. The Likert plot acknowledged

that 79% of PSTs perceived FTs as an important part of their PK-12 education and will

implement FTs, only 5% do not see the value and will not implement FTs for their current or

future students, while 17% remained neutral.

Preservice Teachers’ Attitudes on FT Importance for Students’ Education

The regression analysis aimed to explore the factors influencing preservice teachers'

attitudes toward the importance of school field trips for their students’ education, as indicated by

SQ11 (see Table 17). The results revealed that the model accounted for .48% of the variance in

preservice teachers' perceptions.

Table 17

Model Summary for PSTs Attitudes on FT Importance for Students’ Education.

Model R R² Adjusted R² RMSE

H₀0.000 0.000 0.000 0.928

H₁0.476 0.227 0.208 0.826

The ANOVA test (see Table 18) indicated a significant overall relationship between the

independent variables (SQ7, SQ9, SQ10) and the dependent variable (SQ11), with F (3, 126) =

12.017, p < .001.

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Table 18

ANOVA for PSTs Attitudes on FT Importance for Students’ Education

Model Sum of Squares df Mean Square F p

H₁Regression 24.583 3 8.194 12.017 < .001

Residual 83.874 12 0.682

Total 108.457 12

Note. The intercept model is omitted, as no meaningful information can be shown.

Within the three independent variables, SQ10, which signifies the conviction that teacher

training programs must encompass detailed guidance on organizing and executing field trips,

surfaced as the predominant predictor, boasting a substantial beta coefficient of .379 alongside a

highly noteworthy p-value of less than .001. These findings underscore a compelling and

affirmative correlation between this particular variable and the proactive stance of preservice

teachers towards integrating field trips into their educational strategies for the benefit of their

students.

In contrast, SQ7, which pertains to the value of field trips for social communication and

debates, showed a weaker but non-significant relationship with a beta coefficient of .171 and a p-

value of .048. On the other hand, SQ9, related to knowing where to find information for

designing field trips, exhibited a negligible effect with a beta coefficient of .070 and a non-

significant p-value of .389. See Table 19.

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Table 19

Coefficients for SQ7, SQ9, and SQ10

Model Unstandardized St Error Standardized t p

H₀(Intercept) 4.110 0.082 49.926 <.001

H₁(Intercept) 1.288 0.504 2.557 0.012

*SQ7 0.210 0.105 0.171 2.001 0.048

**SQ9 0.051 0.059 0.070 0.865 0.389

***SQ10 0.403 0.090 0.379 4.486 <.001

Note. *School field trips are valuable learning experiences for students’ social communication,

discussions, and debates.

Note. **I know where to find information for designing and implementing school field trips for

my current or future students.

Note. ***Teacher preparation programs should include specific instruction in how to plan,

coordinate, and implement school field trips.

These findings indicate that while the belief in the importance of teacher preparation

programs including field trip instruction strongly influences preservice teachers' intentions to

implement such experiences, other factors like recognizing the value of field trips for social

learning and knowing where to find information have less impact on their attitudes towards

incorporating field trips into their teaching practices.

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Figure 18

Relationship Between RQ4 and Topics Assessed

Topics Assessed in RQ4

What are the benefits that PSTs have experienced participating in FTs as students?

PSTs’ Education Impact from Field Trips

In a comprehensive survey involving 130 participants reflecting on the impact of school

field trips on their overall education, a diverse range of responses emerged, shedding light on the

varied perceptions individuals hold regarding this educational experience. Among the

respondents, a mere 2.3% expressed a definitive negative stance, stating that field trips definitely

did not have a positive impact on their education. A slightly larger proportion, 4.6%, indicated

that field trips probably did not contribute positively to their educational journey.

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Interestingly, a significant portion of the participants, 13.8%, remained neutral in their

assessment, suggesting that school field trips might or might not have influenced their education

positively. In contrast, an equal percentage of 39.2% firmly believed that field trips probably had

a positive impact, while an additional 39.2% were unequivocal in their assertion that field trips

definitely played a beneficial role in their overall education (see Table 20). The Likert plot

acknowledged that 79% of PSTs had their education positively impacted by FTs, 14% were

neutral, and 7% did not have their education impacted by FTs.

Table 20

Frequencies and Percent for Field Trips Impact on PSTs’ Education

Frequency Percent

Definitely not 3 2.31%

Probably not 6 4.62%

Might or might not 18 13.85%

Probably yes 51 39.23%

Definitely yes 51 39.23%

Missing 1 0.77%

Total 130 100.00%

Note. The missingness was 0,77%.

PSTs’ Field Trip Experience and Preparatory Coursework

In a survey encompassing 130 participants reflecting on the impact of school field trips

on their comprehension of coursework, a rich tapestry of perspectives emerged, illuminating the

diverse ways in which individuals perceive the educational value of these field trips Within this

cohort, a small but notable 6.2% unequivocally stated that the school field trips they engaged in

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as students did not aid in their understanding of coursework. A larger segment, comprising

20.8% of respondents, expressed a belief that these outings probably did not contribute

significantly to their academic grasp. See Table 21.

Interestingly, a substantial portion of 31.5% adopted a neutral stance, indicating that the

school field trips they partook in might or might not have played a role in enhancing their

understanding of coursework. In contrast, a considerable 26.2% asserted that these experiences

probably did assist them in comprehending their studies better. Notably, 14.6% of participants

enthusiastically affirmed that the school field trips they participated in as students definitely

helped them grasp their coursework more effectively (see Table 21). The Likert plot

acknowledged that 41% of PSTs positively experienced understanding of their coursework by

their participation in FTs, 32% were neutral, and 27% did not see FT experiences impact their

coursework or perhaps they have not participated in FTs during their PK-12 schooling.

Table 21

Frequencies and Percent for Impact of FTs on Coursework Understanding Experienced by

PSTs.

Frequency Percent

Definitely not 8 6.15%

Probably not 27 20.77%

Might or might not 41 31.54%

Probably yes 34 26.15%

Definitely yes 19 14.66%

Missing 1 0.77%

Total 130 100.00%

Note. The missingness was 0.77%.

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FTs and Enhancing Student Communication Skills

The data revealed a spectrum of opinions, with 2.3% expressing definite skepticism,

9.2% leaning towards uncertainty, and a significant 35.4% acknowledging the potential

variability in the impact of such experiences. Notably, a majority of 52.3% recognized the value

of field trips in enhancing social skills and fostering meaningful interactions (see Table 22).

Table 22

Frequencies and Percent for FT Value for Students’ Communication Skills

Frequency Percent

Probably not 3 2.31%

Might or might not 12 9.23%

Probably yes 46 35.39%

Definitely yes 68 52.31%

Missing 1 0.77%

Total 130 100.00%

Note. The missingness was 0.77%.

The Likert plot acknowledged that 88% of PSTs recognized the value of FTs for

students’ communication skills and 12% were neutral or not sure.

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Figure 19

Relationship Between RQ5 and Topics Assessed

Topics Assessed in RQ5

What are the perceived benefits that PSTs have regarding FTs for PK-12 students?

The research findings from the survey data provide valuable insights into the perceived

benefits of “What are the perceived benefits that PSTs have regarding FTs for PK-12 students?”

The responses regarding the positive impact of field trip experiences on individuals' lives reveal

a spectrum of viewpoints, ranging from skepticism to unwavering conviction. While a minority

expressed doubts or reservations about the impact of these outings, a significant majority

affirmed the transformative power of hands-on learning outside the classroom.

Moreover, the exploration of technology-enhanced school field trips among participants

highlights varying levels of exposure and engagement with digital tools during educational

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excursions. From limited utilization to enthusiastic endorsement, these perspectives underscore

the evolving landscape of educational practices and the potential for technology to enhance

learning outcomes and foster student engagement beyond traditional classroom settings. Overall,

these findings offer PSTs valuable insights into the diverse impacts and possibilities associated

with integrating technology and experiential learning through field trips, emphasizing the

importance of leveraging innovative approaches to enrich students' educational experiences and

promote holistic development.

Field Trip Belief as a Positive Impact

From the current survey involving 127 participants reflecting on the impact of their PK-

12 school field trip experiences, a diverse range of perspectives emerged. The question posed

was: “I believe that my PK-12 school field trip experiences had a positive impact on my life.”

The responses painted a vivid picture of the lasting influence these educational outings had on

individuals.

Among the respondents, 2.3% expressed a firm stance of “definitely not” experiencing a

positive impact from their field trip experiences. This minority viewpoint suggests that for some,

these excursions may not have left a lasting impression or contributed significantly to their

personal growth. Slightly more respondents, at 3.1%, indicated that they “probably not” felt

positively impacted by their school field trips. This group likely harbors some reservations or

uncertainties about the value derived from these outings, hinting at a more nuanced perception of

the experiences. See Table 23.

A notable portion, comprising 12.3% of participants, fell into the category of “might or

might not” believing in the positive impact of their field trip experiences. This group appears to

acknowledge the potential influence of such outings but remains uncertain about the extent to

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which they benefited from them. Moving towards more affirmative responses, 31.5% of

participants stated that they “probably yes” felt a positive impact from their school field trips.

This segment recognizes the value and significance of these experiences in shaping their lives,

albeit with some degree of reservation. The majority opinion, encompassing 48.5% of

respondents, emphatically declared that they “definitely yes” and believed in the positive impact

of their PK-12 school field trip experiences. The Likert plot acknowledged that 82% of PSTs

believed their lives were positively impacted by their PK-12 FTs, 13% were neutral, and 6% did

not believe FTs impacted their lives.

Table 23

Frequencies and Percent for PSTs Belief on FTs’ Positive Impact in their Lives

Frequency Percent

Definitely not 3 2.31%

Probably not 4 3.08%

Might or might not 16 12.31%

Probably yes 41 31.54%

Definitely yes 63 48.46%

Missing 3 2.31%

Total 130 100.00%

Note. The missingness was 2.31%.

Field Trips Enhanced with Technology

In a survey involving 127 participants reflecting on their experiences with school field

trips enhanced by technology, a rich tapestry of perspectives emerged. The survey question

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posed was: “I have experienced school field trips enhanced with technology.” The responses

shed light on the prevalence and impact of technological integration in educational outings.

A segment of 13.1% of respondents expressed a definitive stance of “definitely not”

having experienced school field trips enhanced with technology. This group's perspective

suggests a lack of exposure or limited utilization of technological enhancements during their

educational excursions, indicating a potential gap in leveraging digital tools for enriching field

trip experiences. A larger cohort, comprising 23.1% of participants, indicated that they “probably

not” encountered technology-enhanced school field trips. This group likely experienced minimal

or sporadic integration of technology during their outings, hinting at missed opportunities for

leveraging digital resources to enhance learning and engagement. See Table 24.

A significant portion, representing 24.6% of respondents, fell into the category of “might or

might not” having experienced technology-enhanced school field trips. This group's response

suggests a mixed or uncertain level of exposure to technological enhancements during their

educational excursions, reflecting varying degrees of integration across different experiences. On

the more affirmative side, 23.1% of participants stated that they “probably yes” had encountered

technology-enhanced school field trips. This segment acknowledges the presence of technology

in some of their educational outings, indicating a moderate level of exposure to digital tools

aimed at enhancing learning and engagement during field trips. A notable 13.8% of respondents

emphatically declared that they “definitely yes” had experienced school field trips enhanced with

technology (see Table 24). The Likert plot acknowledged that 38% of PSTs used technology

tools to enhance their PK-12 FTs, 25% were neutral, and 37% did not use technology devices

during their PK-12 FTs.

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Table 24

Frequencies and Percent for FTs Enhanced by Technology

Frequency Percent

Definitely not 17 13.08%

Probably not 30 23.08%

Might or might not 32 24.62%

Probably yes 30 23.08%

Definitely yes 18 13.85%

Total 130 100.00%

Note. The missingness was 2.29%.

Chapter Conclusion and Transition

The results of this research were intimately related to the framework and literature topics

expressed in the three domains that served to establish the organization of the methods, results,

and findings. The results also brought serious implications for teaching practices and future

studies addressing the needs revealed for discussion in Chapter 5.

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Chapter 5: Discussion

Chapter 5 provides a thorough review and assessment of the research results, the

conceptual framework, and the relevant literature that served as a foundation and inception for

this study. The findings are thoroughly examined, explained, and reflected upon to discuss the

implications for teaching practices and identify the areas for future studies addressing the needs

revealed through this investigation. Only by integrating everything it is possible to see the big

picture, deconstruct it, and put it together with a not narrow view of the world, but with a vision

that brings a broad perspective and expands with each step towards a tangent dream.

Review of Research Questions

Figure 20

The Impact

A preservice teacher wrote:

“My field trips made me realize that the things I studied weren’t just words on a page,

but real-life objects and animals that you could see, hear, and touch.

My visit to the planetarium was the best example of this,

it really expanded my knowledge of not just astronomy but science overall.”

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Topics Evaluated in RQ1

What are PS teachers’ experiences with school FTs as PK-12 students?

Review of Research Question 1 leveraged the potential benefits of field trips based on

their impact on students and extrapolates how preservice teachers' positive experiences with field

trips as PK-12 students may influence their approach to teaching and learning. The study

surveyed 130 participants, revealing intriguing insights.

Memory of Field Trips

Research Question 1 (RQ1) delves into the experiences of Preservice (PS) teachers with

school Field Trips (FTs) during their PK-12 schooling. The Likert plot for the impact on PSTs’

memory of FTs shows that 74% of participants remembered the FTs they took in their PK-12

schooling, while only 6% did not and 20% were neutral about remembering. Notably, 40.00%

expressed a moderate level of remembrance and positive associations with past field trips, while

33.08% vividly recalled and valued their educational excursions.

Interestingly, a significant 20% were uncertain about their memories of field trips. In

contrast, when asked about gender-specific school field trips, a majority of 76.9% adamantly

stated they had not experienced such outings, reflecting the prevalence of co-educational

settings. Moreover, the impact of experiential field trips on shaping teaching philosophies varied

among participants, with 20% affirming a strong connection and 5.4% indicating no influence.

Coincidently, the 20% neutral result in this item matched almost the same percentage of

respondents’ results for the “Yes/No” IQ, who responded no to “(Have you ever participated in

educational FTs during your PK-12 educational experiences?).”

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Field Trips Informing Teaching Philosophy

Notably, out of the 130 participants, 129 actively responded to the question, underscoring

the engagement and interest in reflecting on the influence of experiential learning outside

traditional classroom settings. The Likert plot acknowledged that 50% of PSTs informed that

their PK-12 field trips shaped their teaching philosophy, 33% were neutral, and 18% did not,

however, 20% of the sample have not participated in field trips as responded to the initial

question (IQ). Moreover, the connection between experiential field trips and teaching

philosophies unveiled a complex interplay between personal experiences and professional

beliefs. Participants showcased a range of responses, from skepticism to profound affirmation of

the influence of field trips on shaping their teaching philosophies.

The research on preservice teacher (PST) field trips to high-needs and diverse school

contexts suggests that these immersive experiences can have a significant impact on shaping

PSTs’ perceptions and attitudes. The study found that the majority of PST participants reported a

positive change in their perspectives on teaching in diverse and urban schools after the field trip

experience.

Key aspects of the field trip that were identified as impactful include:

1. Opportunities to observe teaching and learning in an actual classroom setting. This

allowed PSTs to gain a more realistic and functional understanding of the teaching

process, beyond just textbook knowledge.

2. Exposure to a new, more diverse school context that differed from their own educational

backgrounds. This helped broaden PSTs’ perspectives and challenged any preconceived

notions they may have had about high-needs schools.

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3. Gaining knowledge about the innovative programs and job opportunities offered by the

districts. This expanded PSTs’ awareness of the possibilities and potential of this school

settings.

These immersive, real-world experiences outside the traditional classroom setting can

significantly inform and transform educators’ pedagogical approaches in several ways:

1. It can help PSTs develop a more nuanced and empathetic understanding of the challenges

and realities faced by teachers in diverse, high-needs contexts. This can shape their

instructional strategies and classroom management techniques.

2. Exposure to innovative programs and teaching practices in these school settings can

inspire PSTs to incorporate similar approaches and technologies into their own teaching,

expanding their pedagogical repertoire.

3. The field trip experience may challenge PSTs' preconceptions and biases, leading them to

adopt more inclusive, culturally responsive teaching methods to better serve all students.

Observing effective teaching in action can provide valuable modeling and mentorship

opportunities, informing PSTs' own evolving teaching philosophies and practices.

In essence, the field trip data highlights how immersive, real-world learning experiences

outside the traditional classroom can profoundly shape and transform pre-service teachers'

pedagogical approaches, better preparing them to meet the diverse needs of students in a variety

of educational contexts. This exploration underscores the transformative power of immersive

learning experiences outside traditional classroom settings in informing educators' pedagogical

approaches.

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Gender-Specific Field Trips

Exploring the realm of gender-specific school field trips through a survey question,

participants were prompted to reflect on their personal experiences. Notably, the majority

remembered their field trips, underscoring the lasting imprints these educational outings leave on

individuals' memories. Remarkably, out of the 130 participants, 129 actively responded to the

question. These findings offered a nuanced glimpse into the varied encounters individuals have

had with gender-specific school field trips, reflecting diverse perspectives and memories within

the sample group. All in all, the Likert plot acknowledged that 94% have not participated while

only 6% have participated in gender-specific FTs.

Gender-specific school field trips emerged as a distinct aspect of participants’ educational

past, with responses reflecting the prevalence of co-educational school settings (COED), in the

quasi-absence of once popular gender-specific school excursions. The data highlighted diverse

perspectives on gender-specific experiences, ranging from clear disassociation to vivid

recollection, offering insights into the impact of such outings on individuals' educational

journeys. Interestingly, schools became COED in 1945 with the end of WWII (Cambridge

Dictionary, 2024).

Field Trip Experiences by Preservice Teachers

The survey also explored the diverse array of field trip encounters among participants,

showcasing a range of destinations and activities. The most visited venues included museums

(78.46%), historic sites (56.15%), overnight field trips (42.31%), zoos (42.31%), and aquariums

(40.00%). Participants also engaged with botanical gardens/greenhouses, campgrounds,

planetariums, various institutions, science fairs, and movie theaters as part of their educational

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journey. Pace and Tesi’s (2004) study also found museums as the most visited FT venues among

all options, similar to the ones used for inquiry in this study.

On the other hand, the three less visited venues with 8.5% went to field trips that offered

expert lectures such as tour guides, almost 9% went to hands-on activities in lab settings, and

restaurants got a little more than 10% of visits, where PSTs explored delights during their PK-12

schooling years. Restaurants are great venues for foreign language, life skills, and cultural

diversity field trips There also was a music-related field trip experienced by 1 text response.

These findings offer a nuanced glimpse into how field trips can play a pivotal role in shaping

teaching philosophies, choosing their area of study with varied perspectives and degrees of

impact evident within the sample group.

Reflections on Research Question 1. Drawing from the insights of Research Question 1

(RQ1), actionable practices lean towards enhancing field trip experiences, Falk and Dierking’s

(1997) research found that from128 participants, 96% not only remembered their FTs’

experiences, but also Orion (1993) works argues that FTs constructs acts as a backdrop for long-

term epistemic memories, which backs this study findings that FT experiences improved

memory retention among participants, Turanovic and Siennick’s (2022) conclude that school

violence could be solved by peer-based components fostered by educational FTs that offer a

sense of community belonging fostering positive associations, surprisingly 96% of participants

have not participated in gender-specific FTs which is represented by over 74% of participants in

18-24 age group, that interestingly contrasts with the fact that schools became COED in 1945

with the end of WWII (Cambridge Dictionary, 2024). Orion and Hofstein (1991) works also

found the impact on teaching philosophies, and diversifying field trip destinations (1991), my

quantitative found that 50% of 130 PSTs credited their teaching philosophies to FTs. They had

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experienced in their schooling. It is imperative to implement a structured approach to planning

and executing field trips (Berhrendt & Franklin, 2004) that cater to the diverse interests and

learning styles of Preservice Teachers (PST). Introducing pre-field trip orientation sessions to

establish clear learning objectives and incorporating post-trip reflection activities can

significantly reinforce key takeaways from these educational excursions (Alam, 2020; Falk &

Dierking, 1997; Krepel Duvall, 1981; Mitchie, 1998).

Overall, RQ1 provided valuable insights into Maslow and Lowery’s (1998) top of

Hierachy of Needs Pyramid, self-actualization, reflecting theimpact of field trips on memory,

gender-specific experiences, teaching philosophies, and the diverse range of educational outings

that contribute to the rich tapestry of preservice teachers' formative years in PK-12 schooling.

The comprehensive insight into participants’ field trip encounters further enriched the narrative,

of diverse destinations and activities that have shaped their educational journeys, supporting, and

justifying FTs educational learning value (Falk & Dierking, 1997). From music-related trips to

visits to zoos, historic sites, and science fairs, each experience contributed uniquely to

participants’ learning and personal growth. These experiences may have contributed to their

holistic understanding of academic concepts and enhanced their engagement with the curriculum

(Mitchie, 1998).

This study surveyed 130 participants, revealing intriguing insights. Notably, 40.00%

expressed a moderate level of remembrance and positive associations with past field trips, while

33.08% vividly recalled and valued their educational excursions. Interestingly, a significant 20%

were uncertain about their memories of field trips. In contrast, when asked about gender-specific

school field trips, a majority of 76.9% adamantly stated they had not experienced such outings,

reflecting the prevalence of co-educational settings. Moreover, the impact of experiential field

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trips on shaping teaching philosophies varied among participants, with 20% affirming a strong

connection and 5.4% indicating no influence.

The responses revealed a diverse range of sentiments, capturing the essence of nostalgia

and recollection associated with educational field trips expressed by participants in the brief

text/string response option “other” to the study question that asked the venues they went during

their schooling. Research has shown that well-organized field trips can have a positive impact on

students’ academic performance, critical thinking skills, and cultural awareness (Falk &

Dierking, 1997). Therefore, it is plausible that preservice teachers, drawing from their positive

encounters with field trips as students, recognize the value of such experiential learning activities

and may incorporate them into their teaching practices to enrich the educational journey of their

students. That lifelong learning and wisdom is based on praxis in search for identity (Falk et al.,

2012; Falk & Dierking, 1997).

Figure 21

The Plan

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“Through research and careful planning, I would choose destinations that enhance learning

and offer interactive experiences for students outside the classroom.

The ultimate goal is to provide students with enriching and engaging opportunities.

to deepen their understanding of the subjects they are studying.”

Topics Evaluated in RQ2

What, if any, plans to implement FTs in the classroom do PS teachers have?

Research Question 2 findings suggest that preservice teachers often lack instruction in the

effective use of field trips and face challenges in planning and justifying field trips in terms of

measurable educational standards, management, support and collaboration, and safety guidelines.

Implementing Field Trips

Research Question 2 (RQ2) focuses on the plans preservice teachers (PST) have

regarding implementing field trips (FT) in the classroom. The survey results from 130

participants revealed a spectrum of responses. Notably, 2.31% expressed uncertainty about

implementing FTs, while 2.31% indicated hesitancy. In contrast, 38.46% were confident and

assured about planning and implementing enriching field trip experiences for their future

students. The findings highlighted a high demand among Preservice Teachers (PSTs) to

incorporate FTs into their students' education, with 79% planning to implement FTs and only 5%

not intending to do so. They showed that 100 out of 127 preservice teachers represent the need to

be equipped with experiential learning resources, highlighting the role of practical training in

shaping impactful educational experiences.

Readiness to Implement and Find Field Trips’ Resources

Research Question 2 findings suggest that preservice teachers often lack instruction in the

effective use of field trips and face challenges in planning and justifying field trips in terms of

measurable educational standards. Although a handbook could be developed to address these

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concerns, providing research-based teaching strategies for learning in informal learning

environments, Research has shown (Griffin 2004; Griffin & Symington 1997) that most teachers

don’t use resources for FTs even if the guidebook is in their classroom. The Likert plot

acknowledged that (31%) of PSTs were ready to implement and where to find resources on how

to design a field trip, (21%) were neutral, and (48%) were not ready to implement FTs or to find

resources to design FTs.

Teacher Preparation Programs Instructing on Field Trip Implementation

Based on research findings, it can be inferred that preservice teachers may benefit from

structured guidance and training on the effective use of field trips, Anderson et al. (2010) argues

advocate for FT training in teacher preparation programs and found in their research that

teachers are too busy to look for resources/guides with instructions on how to do things

(Anderson et al., 2010). including how to integrate them into the curriculum and maximize their

educational value (Fu et al., 2017; Zeichner, 2010). Orion & Hofstein (1994) highlights the need

for teacher education programs to incorporate comprehensive instruction on planning and

implementing field trips, as well as strategies for linking field trips to academic standards and

enhancing student learning through these experiences.

On Chapter 4 of this dissertation, the results of the regression model found that within

the three independent variables, the study question (“Teacher preparation programs should

include specific instruction in how to plan, coordinate, and implement school field trips.”),

which signifies the conviction that teacher training programs must encompass detailed guidance

on organizing FTs is supported by , surfaced as the predominant predictor, boasting a substantial

beta coefficient of .379. These findings underscore a compelling and affirmative correlation

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between this particular variable and the proactive stance of preservice teachers toward

integrating FTs into their educational strategies to benefit their students (see Table 19).

The frequencies and percentage findings from the same questions responses from a

sample of 130 participants unveiled a rich tapestry of viewpoints and attitudes toward the

incorporation of this aspect into teacher training curricula. Furthermore, opinions on integrating

field trip planning instruction in teacher preparation programs varied, with a majority

advocating for such training to enhance student learning experiences. The Likert plot

acknowledged that 87% of the sample advocated for training on organizing FTs to be offered in

teacher preparation programs while 9% were neutral and 4% did not agree, see on Table 14.

This underscores the evolving landscape of experiential education and emphasizes the need for

comprehensive support to foster safe and engaging educational environments through field trips.

Moreover, when asked about readiness to implement and find resources for field trips,

responses varied among participants. While 23.1% lacked clarity on sourcing information, 6.2%

were well-equipped to design and implement engaging field trip experiences. The survey

emphasized the importance of equipping educators with the necessary resources and knowledge

to enhance experiential learning opportunities for their students. Furthermore, exploring the

integration of specific instruction related to planning FTs within teacher preparation programs,

the majority of participants (55.4%) advocated for dedicated instruction on organizing field trips

as an integral part of teacher training. This highlights the significance placed on incorporating

practical training in shaping impactful educational experiences beyond traditional classroom

settings. In conclusion, the research sheds light on the varying levels of confidence, readiness,

and advocacy among PST regarding implementing FTs in the classroom, emphasizing the value

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of experiential learning and the need for comprehensive preparation in providing enriching

educational experiences for students.

Reflections on Research Question 2. The quantitative findings stressed the value of FTs

for students’ education and created a high demand to plan and implement FTs. This finding was

statistically significant and justify the educational learning value of FTs, which has not been

fully recognized through the qualitative interviews research method used by Falk and Dierking

(1997) results acknowledged the intrinsic value but could not prove back then. The data also

highlights the value of field trips in enhancing students’ learning experiences and the potential

impact of field trips on students’ academic performance, critical thinking skills, and cultural

awareness, which were FTs positive aspects recognized by Stolpe & Björklung’s (2013) works.

Ballantyne and Parker (2005) highlight the strengthen of long-lasting emotive qualities of FTs

including beliefs, preferences, ethics, and motivation connects subjects meaningfully and helps

translating theories into a real-world scenario (2005). The study on prospective teachers’

readiness for implementing field trips uncovers a varied landscape of preparedness and

perspectives. Readiness and preparedness for implementing FTs are also points stressed in

Anderson’s (2010) works. The 127 participants who actively engaged with the question about the

readiness to implement FTs underscored the importance of equipping educators with the

necessary resources and knowledge to enhance experiential learning opportunities for their

students, shaping, engaging, and creating impactful educational experiences beyond the confines

of traditional classroom settings are found in Table 14 and Chen (2022) argues the lack of

support from school administrators (2022). While the findings provided insight into the plans of

preservice teachers to implement field trips in the classroom, the importance of providing

preservice teachers with the necessary guidance and strategies, which were advocated by

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Anderson et al. (2010), to effectively incorporate field trips into their teaching practices is still

needed.

Figure 22

The Concerns

A preservice teacher wrote:

“I struggle with understanding the legality of planning a field trip. There is a lot of behind the

scenes, like finding bussing, the timing, the consent forms, ratios, that confuse me.

I, also, struggle with finding a field trip that will fit directly into my curriculum appropriately.

I currently teach 7th grade US history, but we only go to the Civil War, so finding a location

in Las Vegas that is not only relevant but age appropriate can be a struggle.”

Topics Evaluated in RQ3

What is the relationship between PS teachers’ own experiences with FTs and

their plan to implement FTs as teachers?

Research Question 3 explored the relationship between PSTs' own experiences with FTs

and their plans to implement FTs as teachers. The study analyzed responses from 130

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participants, revealing a positive but relatively weak correlation (r = 0.184) between individuals'

perceptions of their PK-12 school field trip experiences and their intentions to implement field

trips for their students. Findings suggested that preservice teachers' own experiences with field

trips can influence their plans to implement field trips as teachers. The data highlights that field

trips can have a profound impact on students, exposing them to real-world experiences,

enhancing their social skills, and tying together information developed in the curriculum.

The FTs Impact of PSTs’ Experiences and Their Intentions to Implement FTs

This correlation was statistically significant, indicating a meaningful relationship beyond

chance. With a p-value equal to 0.027, the correlation was deemed statistically significant,

suggesting that the observed relationship is unlikely to have occurred by chance. Furthermore,

the 95% confidence intervals (95% CI) ranging from 0.023 to 0.361 provide a range within

which the true correlation coefficient is likely to fall.

These findings suggest there is a discernible connection between individuals who

perceive positive impacts from their own school field trip experiences and their commitment to

incorporating field trips into their students’ education. While the correlation is modest, it

underscores a trend where personal experiences with field trips may influence educators’ beliefs

in the value of such experiences for their students. This insight highlighted the potential

importance of personal experiences in shaping educational practices and emphasizing the role of

experiential learning in fostering educators' dedication to providing enriching opportunities for

their students.

Relationships Between PSTs Perceptions of FTs and the Impact on Education

The correlation between Survey Question 2 (“I believe that my PK-12 school field trips

experiences had a positive impact on my life”) and Survey Question 3 (“School field trips had a

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positive impact on my overall education”) yielded a moderate positive correlation with a

Pearson's r of .470 (95% CI = .323, .594, p < .001. This suggests a meaningful relationship

between personal experiences of field trips and their broader educational impact, indicating that

individuals who perceive a positive influence on their lives also tend to acknowledge the

educational value of these outings.

Preservice Teachers’ FT Experiences Facilitated Coursework Understanding

Survey Question 4 (“The school field trips I participated in as a student helped me

understand my coursework”) demonstrated a strong positive correlation with Survey Question 2

and Survey Question 3 (both variables showed 95% CI and p < .001). Findings suggest a robust

connection between comprehending coursework through field trips and the perceived personal

and educational benefits gained from these experiences. It underscores the significance of hands-

on learning in improving academic understanding and overall educational achievements.

Field Trip Value and Implementation

These findings suggest that attitudes towards implementing field trips for students may be

influenced by personal experiences, perceptions of educational impact, and understanding of

coursework through such experiential learning opportunities. The correlation analysis reveals the

intricate web linking individual past experiences, beliefs about educational benefits,

understanding of coursework, and intentions to integrate field trips into teaching practices. This

interconnectedness emphasizes the significance of reflective practice and the utilization of

experiential learning opportunities to boost student engagement and academic success within

educational environments.

By recognizing these connections, educators can tailor their approaches to maximize the

impact of field trips on student learning outcomes and overall educational experiences. The data

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emphasizes the value of planning field trips to make them as meaningful as possible, relating

them to the curriculum, and completing follow-up activities to enhance the learning experience.

Furthermore, the data indicates that preservice teachers are often not instructed in the effective

use of field trips, and planning field trips is perceived as time-consuming and challenging.

PSTs’ Experiences as Students Transition into Implementing FTs as Teachers

With 127 participants actively engaging with the question, these findings underscore the

diverse perspectives on the role of field trips in education and emphasize the importance of

incorporating experiential learning opportunities to enrich students' educational journeys. The

Likert plot acknowledged that (79%) of PSTs perceived FTs as an important part of their PK-12

education and will implement FTs, only (5%) do not see the value, and will not implement FTs

for their current or future students, while (17%) remained neutral.

As a result, the experiences of preservice teachers with field trips as students, coupled

with the lack of guidance on their effective use, may influence their plans to implement field

trips as teachers. Preservice teachers who have had positive experiences with field trips as

students may be more inclined to incorporate them into their teaching practices, provided they

receive the necessary support and training to do so effectively.

Preservice Teachers’ Attitudes on FT Importance for Students’ Education

The regression analysis aimed to explore the factors influencing preservice teachers'

attitudes towards the importance of school field trips for their students' education, as indicated by

Survey Question 11 (“School field trips are an important part of my student’s education. I will

implement field trips for my current/future students”) within the three independent variables,

SQ10, which signifies the conviction that teacher training programs must encompass detailed

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guidance on organizing and executing field trips, surfaced as the predominant predictor, boasting

a substantial beta coefficient of .379 alongside a highly noteworthy p-value of less than .001.

These findings underscored a compelling and affirmative correlation between this

variable and the proactive stance of preservice teachers towards integrating field trips into their

educational strategies for the benefit of their students. These findings indicate that while the

belief in the importance of teacher preparation programs including field trip instruction strongly

influences preservice teachers' intentions to implement such experiences, other factors like

recognizing the value of field trips for social learning and knowing where to find information

have less impact on their attitudes towards incorporating field trips into their teaching practices.

With 127 participants actively engaging with the question, these findings underscore the diverse

perspectives on the role of field trips in education and emphasize the importance of incorporating

experiential learning opportunities to enrich students' educational journeys.

Reflections on Research Question 3. Further correlation analysis highlighted varying

degrees of association between different aspects of field trip experiences and attitudes toward

implementing them for students. For instance, there was a moderate positive correlation between

participants' belief in the positive impact of their school field trip experiences on their lives and

the impact on their overall education (r = 0.470). Additionally, when conducting regression

analysis aimed to identify factors influencing Preservice Teachers' (PSTs) attitudes towards the

importance of school field trips for their students’ education, focusing on Survey Question 11

(SQ11).

The regression model explained 22.6% of the variance in PSTs' perceptions. Among the

independent variables, SQ10, which emphasized the necessity of detailed guidance on organizing

field trips in teacher training programs, emerged as the primary predictor with a substantial beta

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coefficient of .392. In contrast, SQ7, focusing on the value of field trips for social

communication and debates, showed a weaker but non-significant relationship with a beta

coefficient of .153. Similarly, SQ9, related to knowing where to find information for designing

field trips, had a negligible effect with a beta coefficient of .067.

These regression results suggest that while the belief in the importance of teacher

preparation programs including field trip instruction strongly influences PSTs' intentions to

implement such experiences, other factors like recognizing the value of field trips for social

learning and knowing where to find information have less impact on their attitudes towards

incorporating field trips into their teaching practices.

Overall, RQ3 results underscore the transition from PS teachers' experiences as students

to their intentions to implement FTs as educators. It highlighted the diverse perspectives on the

role of field trips in education and emphasized the importance of incorporating experiential

learning opportunities to enrich students' educational journeys. These findings indicate that

while the belief in the importance of teacher preparation programs including field trip instruction

strongly influences preservice teachers' intentions to implement such experiences, other factors

like recognizing the value of field trips for social learning and knowing where to find

information have less impact on their attitudes towards incorporating field trips into their

teaching practices.

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Figure 23

The Success

A preservice teacher wrote:

“A successful school field trip should be engaging, educational, and

fun to prevent boredom and misbehavior among students.

Activities such as visiting interactive museums, attending plays, or

exploring historical sites can enhance learning experiences.”

Topics Evaluated in RQ4

What are the benefits that PSTs have experienced participating in FTs as students?

Preservice teacher responses to Research Question 4, suggest that preservice teachers

have experienced several benefits from participating in field trips as students. These benefits

include exposure to real-world experiences, enhanced social skills, and a deeper understanding of

academic concepts.

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PSTs’ Education Impact from Field Trips

This rich tapestry of responses underscores the nuanced perspectives individuals hold

regarding the value of school field trips in shaping their educational experiences. In a

comprehensive survey involving 130 participants reflecting on the impact of school field trips on

their overall education, a diverse range of responses emerged, shedding light on the varied

perceptions individuals hold regarding this educational experience. The Likert plot

acknowledged that (79%) of PSTs had their education positively impacted by FTs, 14% were

neutral, and (7%) did not have their education impacted by FTs.

PSTs’ Field Trip Experiences Impact on Coursework Understanding

This intricate mosaic of responses underscores the nuanced and varied impact that school

field trips can have on students' academic learning experiences, showcasing the multifaceted

nature of educational enrichment beyond traditional classroom settings. The Likert plot

acknowledged that (41%) of PSTs positively experienced understanding of their coursework by

their participation in FTs, (32%) were neutral, and (27%) did not see FT experiences impact their

coursework or perhaps they had not participated in FTs during their PK-12 schooling.

Field Trips and Enhancing Student Communication Skills

Furthermore, when it comes to enhancing student communication skills, a majority of

52.3% recognized the value of field trips in fostering social skills and meaningful interactions.

The data revealed varying opinions, with some expressing skepticism (2.3%), uncertainty

(9.2%), and acknowledgment of potential variability in impact (35.4%). The Likert plot

highlighted that 88% of PSTs acknowledged the value of FTs for enhancing students'

communication skills.

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Reflections on Research Question 4. Research Question 4 (RQ4) investigated the

benefits that preservice teachers (PSTs) have experienced from participating in Field Trips (FTs)

as students. The survey results revealed diverse perspectives on the impact of school field trips

on their education and coursework comprehension. Regarding the impact on overall education,

responses varied with 39.2% firmly believing that field trips had a positive impact, while an

equal percentage asserted that field trips played a beneficial role.

In contrast, 4.6% felt that field trips probably did not contribute positively, and 13.8%

remained neutral. While a substantial majority perceived these excursions as beneficial, a notable

minority expressed reservations or uncertainty. Such diversity in viewpoints highlights the

complex interplay between experiential learning opportunities like field trips and their perceived

impact on individuals' educational journeys. The Likert plot indicated that 79% of PSTs had their

education positively impacted by FTs.

In terms of understanding coursework, opinions differed as well. While 14.6%

enthusiastically affirmed that field trips definitely helped them grasp their coursework better,

20.8% believed these outings probably did not significantly contribute to their academic

understanding. The Likert plot showed that 41% of PSTs experienced a positive impact on their

coursework understanding due to FT participation.

In a thought-provoking survey involving 130 participants explored the educational value

of school field trips in fostering social communication, discussions, and debates among students,

a mosaic of viewpoints unfolded. The Likert plot acknowledged that (88%) of PSTs recognized

the value of FTs for students’ communication skills and (12%) were neutral or not sure.

Interestingly, no respondents unequivocally endorsed the statement, hinting at a nuanced

landscape of perceptions within the surveyed group.

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This survey underscores the complexity and diversity of perspectives surrounding the

role of school excursions in nurturing students’ social communication abilities. Overall, RQ4

provided insights into the diverse benefits PSTs have experienced from participating in FTs as

students, emphasizing the positive impact on education, coursework comprehension, and student

communication skills.

Topics Evaluated in RQ5

Figure 24

The Benefits

A preservice teacher wrote:

“Field trips can be beneficial for students by providing hands-on experiences and

opportunities to make real-world connections to classroom learning.

While some trips may not directly relate to course content,

experiences like visiting museums, aquariums, or historical sites can enhance learning

by providing a different perspective and building connection”

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What are the perceived benefits that PSTs have regarding FTs for PK-12 students?

For Research Question 5, the perceived benefits of field trips for PK-12 students, as

understood by preservice teachers, encompassed a range of valuable outcomes. These included

the exposure of students to real-world experiences, which allowed them to connect classroom

learning to practical, authentic situations. Additionally, field trips are seen to enhance students'

social skills by providing opportunities for interactive learning in diverse environments (cite?).

Furthermore, preservice teachers believe that field trips contribute to a deeper

understanding of academic concepts, as they allow students to engage with course material in a

tangible, experiential manner. Research has also shown that well-organized field trips can have

a positive impact on students' academic performance, critical thinking skills, and cultural

awareness, further underlining the perceived benefits of these experiences for PK-12 students.

Field Trip Belief as a Positive Impact

From the current survey involving 127 participants reflecting on the impact of their PK-

12 school field trip experiences, a diverse range of perspectives emerged. The Likert plot

acknowledged that 82% of PSTs believed their lives were positively impacted by their PK-12

FTs, 13% were neutral, and 6% did not believe FTs impacted their lives. This resounding

endorsement underscores the profound influence these outings had on nearly half of the

participants, highlighting the transformative power of hands-on learning outside the classroom.

Overall, this survey encapsulates a spectrum of viewpoints regarding the impact of PK-12

school field trips on individuals’ lives, ranging from skepticism to unwavering conviction. It

underscores the multifaceted nature of educational experiences and how they can shape one's

perspective and personal development in diverse ways.

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Field Trips Enhanced with Technology

In a survey involving 127 participants reflecting on their experiences with school field

trips enhanced by technology, a rich tapestry of perspectives emerged. Interesting result

considering the 18-to-24 young age group of 75% of participants, who grew up in the digital era.

The Likert plot acknowledged that 38% of PSTs used technology tools to enhance their PK-12

FTs, 25% were neutral, and 37% did not use technology devices during their PK-12 FTs. This

group's response highlights a strong affirmation of the positive impact and value brought about

by integrating technology into educational excursions, showcasing the potential for digital tools

to enhance learning outcomes and foster engagement among students.

Overall, this survey encapsulates a range of perspectives on the integration of technology

in school field trips, from limited exposure to enthusiastic endorsement. It underscores the

evolving landscape of educational practices and the potential benefits that technological

enhancements can bring to enriching students' learning experiences outside the traditional

classroom settings.

Reflections on Research Question 5. Research Question 5 (RQ5) delves into the

perceived benefits that Preservice Teachers (PSTs) associate with Field Trips (FTs) for PK-12

students. The survey data provided valuable insights into PSTs' perspectives on the impact of

FTs, particularly in relation to technology-enhanced educational excursions. The responses

reflect a spectrum of viewpoints, with a significant majority affirming the transformative power

of hands-on learning outside the classroom. While some expressed doubts or reservations, the

majority recognized the positive impact of FT experiences on individuals' lives. The exploration

of technology-enhanced FTs highlighted varying levels of exposure and engagement with digital

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tools, showcasing the evolving landscape of educational practices and the potential for

technology to enhance learning outcomes and foster student engagement.

Implications

Implications for RQ1 based on the descriptive statistics from the survey question

regarding participation in educational field trips during PK-12 schooling revealed that a

significant majority (78%) of preservice teachers likely benefited from such experiences during

their formative years. This suggests a strong foundation of firsthand experience with field trips

among preservice teachers, potentially influencing their perceptions and attitudes toward

incorporating these experiences into their future teaching practices. Furthermore, the analysis of

memory recall related to field trips showcased a diverse range of responses, with varying

degrees of remembrance and emotional connections to past educational excursions. These

findings underscore the profound impact that field trips can have on individuals' memories and

educational journeys, highlighting the importance of experiential learning in shaping educators'

perspectives and practices.

Implications for Teachers' Attitudes and Beliefs in Field Trip Implementation (RQ2)

indicate survey results on educators' attitudes towards implementing field trips reveal a spectrum

of confidence levels, with a notable portion expressing uncertainty or hesitancy. For example, a

significant percentage displayed intent and assurance in planning enriching field trip

experiences for students, indicating varying degrees of readiness among teachers. These findings

underscore the importance of addressing educators' confidence and preparedness to ensure the

successful integration of field trips into academic settings.

Exploring teachers' readiness to find resources for field trips highlighted a diverse range

of responses, with a considerable portion lacking clarity or expressing uncertainty in accessing

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relevant information. While some educators exhibited confidence in their ability to source trip-

related information, a notable segment displayed varying levels of preparedness. These results

emphasize the need for equipping teachers with the necessary resources and knowledge to

enhance experiential learning opportunities effectively.

The perspectives on incorporating field trip instruction within teacher preparation

programs revealed mixed attitudes, with a majority advocating for dedicated training on

planning and executing school excursions. While a small minority opposed this inclusion, a

significant cohort supported the integration of specific guidance on field trip planning into

teacher training curricula. These insights underscore the importance of aligning teacher

preparation programs with the evolving educational landscape to empower educators in

providing enriching and impactful learning experiences beyond traditional classroom

boundaries.

Implications for the multiple regression conducted for RQ3 indicate the significant

influence of specific teacher preparation programs that incorporate guidance on planning and

executing field trips, as evidenced by the strong positive relationship with preservice teachers'

intentions to implement such experiences. This underscores the pivotal role of tailored training in

shaping educators' attitudes toward integrating field trips into their teaching practices.

Additionally, the findings highlight the nuanced impact of different factors, indicating that while

beliefs in comprehensive teacher training strongly drive intentions to implement field trips,

aspects like recognizing the value of field trips for social learning and knowing where to find

information play a lesser role in influencing preservice teachers' attitudes towards incorporating

field trips into their educational strategies.

Preservice teachers' reflections on the benefits (RQ4) derived from their participation in

field trips as students unveil a spectrum of positive outcomes, such as exposure to real-world

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scenarios, enhanced social skills, and a more profound comprehension of academic subjects.

This varied set of advantages not only highlights the diverse impact that school excursions can

have on individuals' educational paths but also emphasizes how these experiences shape

understanding and enhance learning beyond the confines of traditional classrooms. The

multifaceted nature of these benefits underscores the significance of experiential learning in

enriching students' educational journeys and fostering a holistic approach to academic

development.

While a significant majority of preservice teachers perceive field trips as valuable for

their educational development, a notable minority expresses reservations or uncertainty about the

benefits. This diversity in viewpoints highlights the intricate relationship between experiential

learning opportunities like field trips and their perceived influence on individuals' academic

growth. The nuanced perspectives within this survey emphasize the complexity and richness of

experiences that field trips offer in enhancing student communication skills and fostering

meaningful interactions among peers.

Implications of preservice teachers' perceived benefits of field trips for PK-12 students

(RQ5) indicate preservice teachers' perceptions of the benefits of field trips for PK-12 students

reveal a multifaceted impact on educational experiences. The exposure to real-world situations

during field trips enables students to bridge theoretical knowledge with practical applications,

fostering a deeper understanding of academic concepts. Moreover, these outings are recognized

for their role in enhancing students' social skills through interactive learning in diverse

environments, contributing to holistic development.

The endorsement of well-organized field trips by preservice teachers underscores the

transformative power of experiential learning beyond traditional classroom settings. This

1 3

educational FTs

1 DOMAIN • FT benefit

PST ' Attitudes & Beliefs

2 DOMAIN • PST readiness to

FTs

3 DOMAIN • a transformati

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positive impact extends to students' academic performance, critical thinking abilities, and

cultural awareness, emphasizing the significant benefits these experiences offer. The integration

of technology into field trips further amplifies their value, showcasing the potential for digital

tools to enrich learning outcomes and student engagement, reflecting the evolving landscape of

educational practices.

Preservice teachers' convictions regarding the advantages of field trips for PK-12 students

underscore the significant impact of these experiences on personal growth and outlook. These

outings play a pivotal role in shaping students' perspectives and fostering holistic development

through hands-on learning opportunities. The survey's depiction of varying viewpoints, ranging

from doubt to strong belief, emphasizes the intricate and diverse nature of educational encounters

that transcend the confines of conventional classroom settings.

Figure 25

Filling the Gaps

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First Domain: Educational Field Trips

Maslow and Lowery’s (1998) Pyramid of Needs (Figure 2) offered a foundational

structure that underpinned the importance of learning outside traditional educational settings, the

hierarchy of needs delineated the obstacles to cognitive growth that could be formidable to

surmount the levels of biological needs, safety, belongingness, and love. However, higher levels

of needs were added to foster self-actualization but also bridged gaps in cognitive development,

as highlighted in Maslow’s pyramid (1998) and Falk and Dierking’s (1997) research in

neuroscience and cognition. Among many, a representative statement was chosen to illustrate

their sentiment and relevance to long-term memories.

FTs Benefits to Cognition, Aesthetic, and Perception Needs

Exposure to culture and art, often encountered through educational FTs, stood as a

pinnacle of cognitive and aesthetic enrichment enhancing students’ comprehension and

appreciation across various subjects. Therefore, self-actualization. PSTs perceived the benefits

and impact provided by FTs during their PK-12 schooling with opportunities that engaged them

with real-world experiences. PSTs had their cognitive abilities and creativity enhanced, and they

perceived their holistic development beyond PK-12 academic knowledge. Among many, a

representative statement was chosen to illustrate their sentiment and relevance to long-term

memories.

These experiences contributed significantly to PSTs’ overall growth and offered them a

platform to apply theoretical knowledge in practical settings. They envisioned themselves as

educators who could benefit from FT education included in their teacher education to incorporate

field trips into their practices. They believed that FTs helped address cognitive issues and

aesthetic needs, but also played a major role in filling crucial gaps in achieving self-actualization

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as outlined in Maslow's (1998) pyramid. One must wonder why educated cities have more street

art and public institutions than uneducated and dehumanized ones. Among many, a

representative statement was chosen to illustrate their sentiment and relevance to long-term

memories.

Second Domain: Teachers’ Attitudes and Beliefs

PSTs believed that educational field trips played a crucial role in shaping the educational

experiences of students and future educators. The implications drawn from descriptive statistics

on preservice teachers’ participation in field trips during their PK-12 schooling reveal a

significant benefit derived from such experiences. A substantial majority of preservice teachers

(78%) have likely gained valuable insights from these excursions, indicating a strong foundation

of firsthand experience that can influence their teaching practices positively. Among many, a

representative statement was chosen to illustrate their sentiment and relevance to long-term

memories.

Memory recall associated with field trips emphasized the profound impact these

experiences had on individuals. The diverse range of responses, varying levels of remembrance,

and emotional connections to past educational excursions underscored the importance of

experiential learning that shaped a new perspective for the practice among future educators.

These findings highlighted how FTs significantly contributed to enriching the memories of their

educational journeys, and ultimately the desire to enhance the quality of education provided by

their own teachers’ practices when asked to look back and remember their experiences and look

ahead to implement field trips to their future students. The findings prompted no hesitation in

providing and improving field trips as a very influential, affective, and memorable experience.

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Among many, a representative statement was chosen to illustrate their sentiment and relevance to

long-term memories.

Educational field excursions are vital for enhancing students' educational paths through

hands-on, real-world learning experiences that enrich conventional classroom teachings. These

trips serve to complement academic lessons and promote a more profound comprehension of

subjects via engaging interactive activities. Consequently, supporting the inclusion of field trips

in education underscores the importance of providing educators with the essential skills to

effectively plan and conduct meaningful educational trips for their students. Among many, a

representative statement was chosen to illustrate their sentiment and relevance to long-term

memories.

Survey Results on Educators' Attitudes

Survey results on educators' attitudes towards school field trips revealed a spectrum of

responses, reflecting varying levels of confidence and readiness among teachers. A notable

portion, 2.31%, expressed uncertainty about implementing field trips, while an equal percentage

indicated hesitancy. However, a significant majority, comprising 38.46%, were resolute in their

commitment to creating enriching field trip experiences for their students. These findings

underscore the importance of addressing uncertainties and enhancing educators' confidence in

utilizing field trips as an educational tool. Among many, a representative statement was chosen

to illustrate their sentiment and relevance to long-term memories.

Readiness to Implement Field Trips

Exploring educators' preparedness in designing and executing school field trips unveiled

intriguing insights. A substantial portion, 23.1%, lacked clarity on finding information for trip

planning, while 23.8% expressed uncertainty or inadequacy in knowledge acquisition. In

150

contrast, 20.8% displayed varying degrees of confidence, and 23.8% showcased some level of

preparedness. Moreover, a distinct cohort of 6.2% demonstrated high confidence in their ability

to design enriching field trip experiences. These results emphasize the need to equip educators

with resources and knowledge to enhance experiential learning opportunities beyond traditional

classroom settings. Among many, a representative statement was chosen to illustrate their

sentiment and relevance to long-term memories.

Third Domain: Multicultural Platform

Analysis on intersectionality among the RQs results could not be accurately drawn

without following up with respondents. Further interviews and qualitative analysis were needed

on more socio-economic-cultural-personal depths from PST schooling experiences to compare

their experiences and views as future educators concerning culturally relevant teaching (CRT)

they have received as students to address transformative CRT methods applied now. Quantitative

results suggested that PSTs expect to learn and apply CRTs along with curriculum standards and

safety management to plan and implement effective educational FTs as future educators. Among

many, a representative statement was chosen to illustrate their sentiment and relevance to long-

term memories.

Becoming a Transformative Educator

For PSTs, there is no doubt about the value of FTs for their future students, but to get

PSTs' insights on their inputs on how they perceived multicultural significance into the

educational value of their FTs by assessing focus groups and interviews on the subject. It is

important to find out if they cared or not for their multicultural values as students or just

gratefully accepted the given standardized values. Moreover, CRT values were brought up after

their collective experiences or offset with no discussion about if their FTs were memorable, or

151

just fun fading mainframe memory. It is important to find what could be transformed from their

own experiences as students into their future experiences as transformative teachers. Among

many, a representative statement was chosen to illustrate their sentiment and relevance to long-

term memories.

Importance of this Research for the Teacher Education Program

Teacher Training Programs. Given the diverse levels of confidence and readiness

among educators regarding field trips, teacher preparation programs play a crucial role in

instructing teachers on effective implementation strategies. By providing training on designing,

planning, and executing field trips, these programs can empower teachers to create impactful

learning experiences outside the classroom. Such initiatives are essential for fostering

experiential learning, engaging students in hands-on activities, and broadening their educational

horizons. Thus, the use of educational field trips is not only about enriching students' learning

experiences but also about empowering educators to effectively integrate experiential learning

into their teaching practices. By addressing uncertainties, enhancing preparedness, and providing

comprehensive teacher training programs, schools can ensure that field trips become a valuable

and integral part of education, fostering holistic student development and engagement with

diverse learning. Among many, a representative statement was chosen to illustrate their

sentiment and relevance to long-term memories.

Recommendations for Further Study

A Call for Teacher Training in All Areas of the Three Domains. Given the evident

benefits of educational field trips for both students and teachers, there is a compelling need for

comprehensive teacher training programs that emphasize the integration of experiential learning

into pedagogical approaches. Educators must be equipped with the skills and knowledge to

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effectively plan, execute, and debrief field trips to maximize their educational impact. These

training programs should focus on fostering a deep understanding of how experiential learning

enhances student engagement, critical thinking, and overall academic achievement. By investing

in such training, schools can ensure that field trips become powerful tools for enriching the

educational experience and promoting holistic learning outcomes.

Expanding on the importance of advocating for educational field trips, it becomes evident

that these experiences not only enrich students' learning but also play a crucial role in fostering

cognitive development and promoting holistic education. By emphasizing the value of firsthand

experiences in shaping educators' perspectives and teaching practices, we can actively contribute

to creating a more engaging and effective learning environment for students at all educational

levels. Recognizing the significance of integrating real-world encounters into education can lead

to a transformative educational approach that enhances students’ overall academic growth and

personal development. Moreover, my recommendation for future studies brought the need for

serious research connecting field trips to:

oIntersectionality in FTs,

ogender-specific FTs,

oculturally relevant FTs,

oEnglish, ESL, and EL FTs

oForeign language FTs,

oCulture in FTs,

oFTs for the arts,

oSpecial Ed FTs,

oTechnology enhancing FTs,

oFTs & outdoor education,

oFTs to the school yard,

oInformal FTs,

oFormal FTs

oFTs for the military,

oDemocracy & civics in FTs,

oFTs to prevent violence,

oIntegration of curriculum,

oFTs for specific purposes.

FT for the

H &

I in

L in

FTs C in

G -

S FT S in

(FT

FT '

(FT )

T '

for

in FT

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Figure 26

Need for new research and program creation connecting educational field trips to critical areas

and subjects.

Note. Research and program creation connecting educational FTs to critical areas and subjects.

My Reflections

Is my intention to dedicate my future studies to preservice teachers’ training and the

development of field trip educational projects and programs interconnected to field trip domains.

I am looking for a collaboration to expand the field of field trips in education and to include FT’s

training in teacher preparation programs. Pre-service teachers (PSTs) stand at the threshold of

their teaching careers, poised to embark on a journey that holds immense promise and potential.

As they navigate the transition from student to educator, PSTs are enveloped in a transformative

experience that not only shapes their professional identity but also equips them with a diverse

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array of benefits. These benefits extend far beyond the confines of the classroom, permeating

various facets of their personal and professional lives.

Limitations

A quantitative study may lack the rich information from chosen preservice teachers who

were involved in educational FTs during their own educational experiences, the contexts, and the

details that place with participants’ accounts of specifics and consequences of their experiences

to others, and themselves. It also lacks a follow-up since this is a one-time survey offered by the

Department of Teaching and Learning pool of students who chose to respond to it in exchange

for one credit (1cr). Therefore, there is no way to track down potential respondents other than

through their responses to the survey. Although most of the studies carried out in this area are

qualitative and focus on FTs to places and impact on students’ outcomes, they lack focus on

teachers’ own FT experiences and metacognition.

Significance

This study added evidence of educational FT experiences' impact on long-term memory,

and the influence of FTs on preservice teachers' educational philosophy, career, preferences on

FT types, and gender-specific awareness. The perceptions of PSTs' previous knowledge and

inspiration to design and implement educational FTs, as well as PSTs' advocacy for the

educational FT as a field emerged as a call to be included in the teacher education programs and

the optimization of desirable educational FTs as a functional part of teacher education

curriculum or even as a training program. PSTs' responses also included the beliefs on the

importance of FTs for students’ education and life, as well as PSTs' concerns about planning

educational FTs and the specific needs for a successful educational FT. The positive impact of

FTs on education to better understand coursework concepts. As well as providing a valuable

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learning space for social communication, discussions, and debates through real-world

connections to course content.

And finally, the positive impact of FTs on participants’ lives and the use of technology

to enhance the learning experience. As well as FTs as a medium to make real-world connections

signifying the major point of John Dewey’s Theory of Art, Experience, and Nature (Alexander,

2012) in education supports the theoretical framework for this study.

Conclusion

FTs offer a unique learning environment and an alternative that complements the

classroom in inventive and informal ways (Kelton, 2015). Consequently, preservice teachers’

educational experiences can dramatically improve their involvement in teacher preparation

programs and better FT effectiveness based on their previous experiences and training (Baily, &

et al., 2014). Change in FTs can contribute to social justice needs to become an active part of

the teacher education programs and advocate for inclusion and transformation. Enabling and

empowering preservice and new teachers with an inclusive and intersectional approach to FT

design can meet the educational needs of both students and teachers, as well as the school and

the community, and could contribute to teacher satisfaction and better retention rates among

students.

Teaching Beyond Classroom Walls Preservice Teachers' PK-12 Field Trip Journeys

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