Journal of Geological Education · 1986 · 100 citations · 0 references
Field ActivitiesScience EducationCognitive ScienceTeachingStudent LearningHigher LevelsLearning SciencesEducationActive LearningLearning AnalyticsLearning-by-doingLearning EnvironmentActivity-based LearningEarth Science LaboratoryStudent Engagement
The study evaluates how field activities influence student learning and proposes that enhanced affective responses and increased engagement explain higher‑order learning gains. The instructor taught two identical earth‑science lab sections, one using a laboratory manual in the classroom and the other employing on‑site field activities. Students in the field‑based section achieved comparable lower‑order learning but significantly higher comprehension, application, analysis, and synthesis scores, indicating improved ability to understand and use information.
To evaluate the effects of field activities on student learning, different approaches were used by the same instructor in teaching two sections of earth science laboratory. One section involved primarily classroom activities that utilized a laboratory manual. Field-oriented, on-site activities were employed in the second section. The content was virtually identical in the two sections. Comparison of the two classes at the conclusion of the term revealed almost identical levels of lower-order learning (simple remembering of information). However, with regard to the more advanced operations of comprehension, application, analysis, and synthesis, the field-oriented class demonstrated significantly higher levels, suggesting an enhanced ability to understand and use acquired information. Two factors are proposed to account for the enhanced higher-order learning exhibited by the field-oriented class. One is the very positive effect of field activities on the affective responses of students toward the learning s...