An examination of fieldtrip strategies and their implementation within a natural history museum

Abstract

Although there have been numerous studies examining the impacts of science fieldtrips and the effects of particular instructional practices (such as previsit orientation or postvisit follow-up), few studies have carefully examined the teacher's perspective toward these experiences (Anderson & Zhang, 2003, Visitor Studies Today, 6(3), 6–11; Griffin & Symington, 1997, Science Education, 81, 763–779; Lucas, 2000, Science Education, 84, 524–544; Storksdieck, 2001, Visitor Studies Today, 4(1), 8–12). This investigation, part of a larger study aimed at describing teacher agendas for fieldtrips, looks closely at the instructional strategies used by teachers during the fieldtrip itself. Both survey methods and in-depth qualitative methods (interviews, observations) were used to create a categorization of strategies employed by upper elementary teachers from the greater Los Angeles area. Five overarching strategies were identified, including plan of action, structured engagement (such as tours or worksheets), unstructured engagement (such as teacher facilitation), event documentation, and supervision strategies. Suggestions for using this information to support teacher utilization of informal settings such as science centers, as well as ideas for further study, are also discussed. © 2006 Wiley Periodicals, Inc. Sci Ed 90:434–452, 2006