Understanding elementary teacher motivations for science fieldtrips

Abstract

This investigation sought to identify the motivations that comprise teachers' agendas when leading student fieldtrips to science museums or similar sites. A survey distributed to upper elementary teachers resulted in a variety of open-ended responses that were analyzed and coded to identify recurring themes. In addition, ten teachers planning to lead a school trip to a natural history museum were interviewed and observed. Interview and observation data were used to triangulate findings and refine descriptions of actual practice. Eight fieldtrip motivations were identified including to connect with the classroom curriculum, to provide a general learning experience, to encourage lifelong learning, to enhance interest and motivation, to provide exposure to new experiences, to provide a change in setting or routine, for enjoyment, and to meet school expectations. Results indicated that ‘connecting to the classroom curriculum’ was an important consideration, although teachers had different interpretations of what this meant. Further examination of the teachers' agendas suggested the influence of different contexts, including that of the school and the museum site. These findings lead to suggestions for facilitating school visits to informal settings by considering the teachers' fieldtrip perspectives and agendas. © 2005 Wiley Periodicals, Inc. Sci Ed 89:936–955, 2005