(Skkn mới nhất) using field trips in project based learning suggestions for efl high school teachers and students

sa ng ki en ki nh ng hi em w n lo ad th yj uy TEACHING INNOVATION ip la an lu n va USING FIELD TRIPS IN PROJECT-BASED ll fu LEARNING: SUGGESTIONS FOR EFL HIGH m oi SCHOOL TEACHERS AND STUDENTS at nh z z vb k jm ht m co l gm SUBJECT: ENGLISH School year: 2022-2023 sa ng ki en ki nh ng NGHE AN DEPARTMENT OF EDUCATION AND TRAINING hi HA HUY TAP HIGH SCHOOL em - - w n lo ad th yj uy TEACHING INNOVATION ip la an lu n va USING FIELD TRIPS IN PROJECT-BASED ll fu LEARNING: SUGGESTIONS FOR EFL HIGH m oi SCHOOL TEACHERS AND STUDENTS at nh z z vb m School year: 2022-2023 co Email: thanhtraguyen686@gmail.com l Cell phone: 0916070905 gm School: Hà Huy Tập High School k Author: NGUYỄN THANH TRÀ jm ht Subject: English sa ng ki en TABLE OF CONTENT ki nh ng PART 1: INTRODUCTION hi em 1.1 Rationale 1.2 Aims of the study w 1.3 Scope of the study n 1.4 Organization of the study lo ad PART 2: CONTENT th yj 2.1 Theoretical Background uy 2.1.1 Overview of Field Trip ip 2.1.1.1 Definitions of Field Trip la lu 2.1.1.2 Steps of a Field Trip an 2.1.1.3 The Role of Teacher and Learners in the Field Trip va n 2.1.2 Overview of Project-based Learning ll fu 2.1.2.1 Definitions of Project-based Learning oi m 2.1.2.2 Characteristics of Project-based Learning at nh 2.2 The Relationship between Field Trip and Project-based Learning 10 z 2.3 Solutions and Discussion 11 z 2.3.1 A Connection between Collaborative Field Trips and Project-based Learning 11 vb jm ht 2.3.2 Demonstration of Productions from Projects After the Field Trip 13 k 2.3.3 Discussion 43 PART 3: CONCLUSION 45 REFERENCE 48 APPENDIX 1: SURVEY FOR TEACHERS APPENDIX 2: PRODUCTS OF PROJECTS BASED LEARNING FROM STUDENTS m 3.2 Teaching Implication 47 co 3.1 Conclusion 45 l gm 2.3.4 Feedback of Using Field Trips in Project-based Learning 44 sa ng ki en PART 1: INTRODUCTION ki nh 1.1 Rationale ng A classroom without walls is entirely possible, and from what we know, it is engaging students all the time, all across the country, in schools that use placebased learning It can start as a simple field trip with an idea to go out into the world and experience something beyond the limitations of the classroom Field trip can be defined as a journey by a group of people to a place away from their normal environment When done for students, as it happens in several school systems, it is known as school trip or school tour According to DeWitt & Storksdieck (2008), field trips provide opportunities for more affective learning including feelings and attitudes They also foster thinking skills, and they set up a substructure for future learning by raising awareness In addition, field trips, which aim to meet children’s needs for direct and meaningful learning through research, problem-solving and on-the-spot observation, have been found to support permanent, positive changes in their knowledge, skills and attitudes Such trips are among the most effective means of providing children with opportunities to learn experientially about natural environment and of magnifying the benefits of classroom education At the same time, this experience makes positive contributions to teachers regarding planning a trip, coordination of students, time management, and collaboration with other teachers It is true that field trips are important for all development domains, including social-emotional development, and if carefully prepared, can provide rich experiences for students For instance, whether students are visiting a local library to learn more about their community’s history or visiting a museum to then build their own micro-museum exhibits, project-based learning offers both teachers and students a pathway for thinking outside the walls By planning instruction in correlation with experience, teachers can add authenticity and deeper layers of meaning and engagement for students Last but not least, with a trip that further supports the community, the relationship between its residents and the schools comes full circle The matter of fact I mentioned above inspired me to choose the topic “Using Field Trips in Project-based Learning: Suggestions for EFL High School Teachers and Students” Hopefully with this study, teachers can use it as a source of reference in their teaching process hi em w n lo ad th yj uy ip la an lu n va ll fu oi m at nh z z vb k jm ht - To observe the subject in its natural state and possibly collect samples - To suggest stages of field trips used in lessons to enhance EFL learners in conducting projects - To explore the perception of teachers and learners to this approach in practice m - To provide a brief review of field trip and project-based learning co The aims of the study are as follows: l gm 1.2 Aims of the study sa ng ki en 1.3 Scope of the study ki nh The study pays a focus on the stages of field trips used for enhancing the projectbased learning at upper secondary level Therefore, the study is conducted on the subject of teachers and learners coming from some high schools in Vinh city The innovation of this study is that field trip is beneficial to be applied in the language classroom as it presents more effective active project-based learning It is true that the modern approach in learning a language is that we need to build classroom without walls This may sound antithetic to our assumptions about traditional schools because after all, a school is the place where students go to learn, and classrooms are the place where teachers instruct students However, when students have been on a school field trip, then they have already experienced a classroom without wall Also, the learners’ experience is strengthened, project-based learning is used more efficiently and more interactively, peer learning is enhanced, greater control of content delivery, assimilation of knowledge can be observed and students can learn on demand In the light of project-based learning after the field trips, students work in groups on a project which involves the use of the target language, or put another way, hands-on projects that involve them in the entire process of learning This approach to learning can motivate students and create positive communication and collaboration as they develop language, content, and thinking skills ng hi em w n lo ad th yj uy ip la an lu n va ll fu m oi 1.4 Organization of the study at z Part 1: Introduction nh The study will consist of the following parts: z vb This part consists of the rationale, aims, scope, and organization of the study jm ht Part 2: Content k This part mentions the theoretical background of the topic with an overview of field trip as well as project-based learning It also suggests some stages before, while and after the field trips to evaluate students’ demonstration of skills and knowledge, their performance and products as well as their attitude during learning process The application of these techniques is on the scale of units for students at high school Additionally, the perception of teachers and learners to this approach will be discussed and identified This part also shows a demonstration of using field trips to support learners in completing projects in some periods of English lessons The data collected from the study will be discussed more in detail in this part m co In order to convey an overall conclusion of the study, Conclusion reviews the main findings of the study As for the implication of the study, some suggestions are recommended to contribute to the success of assessing students’ outcomes l gm Part 3: Conclusion sa ng ki en PART 2: CONTENT ki nh 2.1 Theoretical Background ng 2.1.1 Overview of Field Trip hi em 2.1.1.1 Definitions of Field Trip A field trip is considered as a didactical and pedagogical tool that in, a broad sense, motivates the students, stimulates the interest in discovering something more about a particular subject It also enhances the strengthening of competences related to themes already studied in classroom context As a result, in the specific case of second language learning (SLL), the field trip assumes a greater role in the way the learning and teaching process is understood, especially when promoting the correlation between the theory and the practice of a language learning, between the school context and the real context A single field trip can embrace and contain several themes and, subsequently, several different curricular units, as it fuels the discovery and the comprehension of the whole view of the reality (Monteiro, 2002) [1] Actually, the number of goals of a field trip are greater than the ones that can be reached in classroom contexts considering similar periods of time The teaching inside the classroom in association with the field trips enables "learning to know, combining general broad culture with the possibility of studying in depth a reduced number of matters: learn to learn, to benefit from opportunities offered by lifelong learning." (UNESCO, 2010, p.31) [2] w n lo ad th yj uy ip la an lu n va ll fu oi m at nh It is believed that the field trip is a resource with a never-ending set of educational potentials, as it can happen in different places, such as museums, historical sites, exhibitions, companies, zoos, hospitals, government agencies, amusement parks, fire stations, outdoor activities, among many others z z vb k jm ht In any of the cases mentioned, the first objective is always to discover something, to add more knowledge This acquisition is then completed in a fun ludic way Furthermore, this type of activities not only strengthens interpersonal relationships among the members of the participating group, but it also facilitates the relations with the people of the place we are visiting According to Montero, 2002 at a certain point in the teaching – learning process, a field trip provides students with experience and knowledge that can enhance their academic performance This type of field trip is seen as a source of enrichment as it provides students with real experiences in the way of doing and acting In other words, it favors discovery and the broad comprehension of reality There is no doubt that this field trip offers a learning opportunity that enables the development of different work techniques as well as socialization among learners It is considered as an active learning process as it allows the brain to learn better when students build their own knowledge in direct interaction with the environment and cultural of the local by consolidating the contents taught in the classroom Field trips also arouse curiosity in students and desire to expand cultural knowledge m co l gm sa ng ki en ki In short, field visit or outdoor learning is any learning activity, exercise or simulation that can be done outside the classroom environment It is believed that this type of learning does work, as long as the field visit is planned and executed well Therefore, clear objectives, skilled facilitation, a plan to transfer the knowledge gained back to the work and credible evaluation must be drawn before the trip nh ng hi em 2.1.1.2 Steps of a Field Trip w n It is believed that the purpose of the field trip is usually an observation for education, non-experimental research or to provide students with experiences outside their daily activities The value of this activity is that learners can observe the subject in its natural state and possibly collect sample for educational aim Field trips are most often done in three steps: preparation, during the field trip (activities) and after the field trip (follow-up activities) lo ad th yj uy ip la • The preparation stage an lu In order to make a fieldtrip successful, a good preparation is necessary Therefore, the preparatory activities might include: n va Research on and selection of field trip visit sites fu ll In term of pedagogical method, there could be various objectives in regards to the site and the field visit Teachers often take the time to learn about the destination and the subject before the trip such as visiting a project that demonstrates the theoretical practices that students have been taught in their course, i.e a project where water management, sanitation and agriculture are linked successfully because this will motivate participants and further foster their understanding Students can also visit a site with problems in regards to water management and sanitation, i.e a slum with a lacking water or sanitation access This helps students to understand the problems and respective solutions oi m at nh z z vb k jm ht m - Number of participants: How many participants take part in the fieldtrip? - Date and time: When will the fieldtrip take place? What is exact meeting point and departure time? - Access: What is necessary that participants reach the site? Do you need a bus transport, or participants arrive individually at the site? Traffic jam and other problems also should be expected in the plan - Catering / Overnight stay: Is an overnight stay required? What about food? - Equipment: Do you need any special equipment such as shoves, watering cans, gloves, etc./ Do participants require special clothing (rain jacket, good shoes, boots, etc.) co In order that the field visit runs smoothly, teachers also need to concern the following issues: l gm Logistical Preparation sa ng ki en Preparation of an Instructional Document ki nh This step reveals the objectives and learning outcomes of the trip This phase of any field trip is considered the most demanding and time consuming However, it is significant to the success of the experience for learners It is true that the participants given pre-trip instruction can learn and retain more from a field trip than those who receive no preparation In the field visit instruction document the following information should be included: ng hi em w n - General information: obtain a rough map for reference lo ad - Schedule and timeline: including exact hours for meeting points, and contact numbers th yj - Specific information: Review of existing information on the project site, experiences, and potentially some important documents on the subject uy ip la - Questions: Identify and prioritize a list of key questions and potential sources for the answer such as key informants, sites to visit, things to observe Clearly identify sensitive issues These will be based on the purpose of the visit (to size up a reported problem or to check program implementation), as well as the review of background information an lu n va ll fu • During the field trip stage (activities) m oi It is necessary to have a field coordinator for the field visit Activities that happen on the field trip often include lectures, tours, worksheets, videos and demonstrations Therefore, it is important to have a designated person who can facilitate the whole visit and take the responsibility for the whole planning of the program This person should be an expert on the subject, so he/she can really provide participants with additional information and can answer upcoming questions At the same time, participants have to be asked to collect all the information they read, hear, observe, see and feel Teachers can provide specific questions in the overview document Encourage the participants to be open-mined and flexible They may have to adjust their expectations and plans on arrival Teacher should also encourage students to build relationships with the group members and to respond to their needs and interests as much as possible at nh z z vb k jm ht m co In this stage, teachers should allow time for students to relax especially when your field visit has been to a site that is emotionally challenging, provide enough time for participants to exchange experiences and to answer questions Occasionally, teachers may provide time after the visit so that students can prepare their presentation or feedback on what they learned through the visits The nest day, or any time after the visits, students could reflect on the learning Students should be encouraged to exchange these experiences and ask questions so that everyone can learn from the experience They key to enhancing any trip for a student is the value l gm • After the field trip stage (follow-up activities) sa ng ki en ki of talking about it, expressing one’s opinions, listening to others’ points of view and participating in a respectful discussion of the experience Teachers should also organize hands-on activities to help student share their experiences and learn from others Some suggestions may include: nh ng hi em Invite the learners to recall their field trip experiences - To begin, involve the class in a casual conversation about the trip What interesting things did they see and hear? w n - Suggest to the students that they draw something they remember from the trip Then they can dictate or write a few words about their drawings The drawings can be the basis for more discussion about the trip lo ad th yj - Let children report on specific tasks they carried out or any items they collected during the trip If A and B collected some samples or took some photos and C and D interviewed a park worker, be sure that they all have time during class meetings to share their experiences and findings and answer classmates’ questions uy ip la lu an - Help the participants revisit the questions they asked before the trip What answers did they find? If they predicted what some of the answers might be, ask how their findings compare with those predictions What new questions they have? n va ll fu oi m Help the class share information from the field trip with others at nh - Work with small groups of students to create a book, Web page, or wall display about the trip If the trip was part of project work, the display can be part of their project documentation They might include specimens they collected; graphs of data; drawings, notes, and photographs; and a list of new vocabulary learned during the trip z z vb ht k jm - Invite students to dictate the story of their trip while an adult writes their words on large paper or the computer Encourage them to discuss the order of events Display the completed story for parents and others to see - Photocopy children’s field sketches, then offer them paint and other materials so they can add details to the copies of their sketches Provide clay, boxes, and other materials so they can make models of things they observed during the trip - Let students create a backdrop for dramatic play depicting the place they visited Add some related props to the dramatic play area m - Help the students write thank-you notes to the staff at the field trip site co Plan other activities to build on what the students learned during the field trip l gm - If the students collected objects during the trip, help them set up a table where they can label the items and explore them further sa ng ki en ki - Encourage students to look nearby for the kinds of animals, plants, rocks, etc., they saw during the trip nh ng In short, follow-up activities are the collection of discussions or reports or the presentation of products that occur in the classroom once the field trip is completed hi em 2.1.1.3 The Role of Teacher and Learners in the Field Trip w Field Trip Safety Tips for Teachers n lo The active teacher was knowledgeable in the subject matter, related activities to prior learning, participated in active questioning, and promoted critical thinking skills While taking children on a field trip, teachers have a huge responsibility of their safety And as student are usually not so responsible and old enough to be at their best behaviors, teachers must keep a tab of the below tips as they are helpful in ensuring student safety: ad th yj uy ip la an lu - Make students get their parents’ signature on a no-objection form which gives the school permission to take children on a field trip n va - Divide students into groups and assign a monitor to be able to give equal attention to all students and avoid mishaps fu ll - Inform students about the place they are going to visit and prepare them about what they are going to be doing there oi m at nh - Educate students about the safety tips for the trip and let them know who they are supposed to reach out to when they need any help z z - Let the students know they are going to be divided into groups and also let them know who they are going to be with so that they can be comfortable around the people vb jm ht k - Choose a safe transport Instead of hiring private vehicles, school buses that students travel are safer and more preferred during field trips • How should teachers prepare students for a visit? • What are the advantages to your organization when students come prepared? m Nabors, Edwards, and Murray (2009) compiled a survey of 60 site-educators from a variety of nationally recognized field experience sites The site-educators responded to the following questions with comments and recommendations for the well-planned field-trip co Myers and Jones (2003) emphasized the role of teachers in monitoring and management as important, but stressed the teachers should also monitor learning through active engagement l gm - Carry a first aid kit and also water and juices in case to avoid students from feeling dehydrated and low on energy sa ng ki en After the field trip stage (follow-up activities) ki nh Students handed in their product after the field trips and shared it with their friends Their mind map was viewed and got the feedback from friends and teacher Below is the project of one group which was created on picsart sofware ng hi em w n lo ad th yj uy ip la an lu n va ll fu oi m at nh Project 8: Designing a Leaflet z z vb Source: Tieng Anh 11, 2nd episode Unit – Our World Heritage Sites Page 41 ✓ On A5 or A6 in size ✓ Have clear headline ✓ Have attractive images and visuals ✓ Have clear message to understand ✓ Keep it simple and remember to stay relevant to the readers 38 m - Your production should include: co other place l tourist attraction in your local area or gm - Design a leaftet to advertise for a k jm ht Instructional Document sa ng ki en The Preparation Stage ki nh Students were asked to design a leftlet to advertise for a tourist attraction after their field trip to a real place Students worked in groups and received instructional document from teacher ng hi em During the field trip stage (activities) Students took the trip to Hue in a studying program held by their school During the trip, they collect all information involved and took notes for their later project w n lo ad th yj uy ip la an lu n va ll fu Students during the Trip oi m After the field trip stage (follow-up activities) at nh Students handed in their product of their design after their field trip and got the feedback from their friends and teacher Below is the project of one group z z vb k jm ht m co l gm 39 sa ng ki en ki nh ng hi em w n lo ad th yj uy ip la an lu n va fu ll Project 9: Creating a Blog oi m at nh Source: Tieng Anh 12, 2nd episode Unit – The World of Work Page 41 z z vb Instructional Document ht jm - Create a Blog about the topic of the k world of work ✓ Be written in an informal or m conversational style ✓ Your own experience/opinion about a job/part time job you have ever done ✓ Provide about jobs 40 readers co l ✓ Be updated regularly gm - Your blog should: information sa ng ki en The Preparation Stage ki nh It is true that part time employment is one of the best options available to the students, as it provides with a lot of experience and financial support Having known that students at grade 12th often try a part-time job while studying, teacher asked them to create a blog which posted any information related to the job they had done ng hi em w During the field trip stage (activities) n Students experienced themseves in the roles of many part-time jobs such as waiter, tuitor, photo model, shop assistant, or serving in fastfood shop, flower shop, etc These students then worked in groups to create a blog where they posted all information related to their work or about the topic of jobs so as readers can find it a good source of information before they might decide to choose their future career lo ad th yj uy ip la an lu n va ll fu oi m at nh z z vb k jm ht m co l gm Photos of Some Part-time Jobs Done by Students 41 sa ng ki en After the field trip stage (follow-up activities) ki nh Some groups of students created many intereting blogs with various designs and appealing interfaces to readers Students then provided the link for the whole class and teacher as their final project Below is the blog of a group which was created on WIX.com website Link of the blog: HOME | Careerblog Com (minhthu161105.wixsite.com) ng hi em w n lo ad th yj uy ip la an lu n va ll fu oi m at nh z z vb k jm ht m co l gm Pictures Cut from Students' Blog 42 sa ng ki en 2.3.3 Discussion ki nh In the process of carrying out this study, it is seen that a field trip is one of the best tools that teachers can use to provide students with real-world experiences It really becomes a perfect fit when a field trip combines with the task-based learning activity because by taking students out once in a while where they begin to see that what they learn within the classroom walls, school It really promotes a more efficient way of learning for the students It helps them solve the problem they see in the world around them and can have a direct impact on who they become as people Field trips make learning relatable and faster for students which makes the school environment more lively and interactive Therefore, encouraging school trips is promoting a better learning program for schools and students It also enables a healthy development amongst students making them more self-aware and confident It is observed that projects after the field trips involves students working in groups to develop a new product or a new service The development of this kind of work requires students to collaborate while exploring information and samples for their products For example, when students tried to publish a travel magazine, they need to gather a lot of information about their topic, choose appropriate software to illustrate their ideas, discuss about what pictures or photos needed for their work Without any shadow of doubt, students can practice communication, problem-solving, critical thinking, decision-making, time management and others In addition, the productions presented by students make the classroom a real miniature of workplace, for example a leaflet, a magazine, a field trip plan, a blog, a bulletin, a thank you note, a mind map, a report and so on These projects implemented in a more authenticated learning environments can bring students a kind of learning experience that they rarely have in a conventional classroom This explains the reason why project-based learning should be implemented frequently in foreign language classroom because it provides opportunities for students to engage with language authentically It is also a chance for students to use their language skills while researching and presenting the final product The most surprised thing is that the final products of students after a time of collaboration have shown the endless creation of students It also demonstrates the skills students learnt after the time working together These characteristics can be shown in a summary as follow ng hi em w n lo ad th yj uy ip la an lu n va ll fu oi m at nh z z vb k jm ht 43 m - A focus on content and skill mastery when students can master language skills while integrating content knowledge with cultural input, translation theory principles, understand article terms and communication principles co - An engaging presentation of the product grabs students’ interest when the whole class are excited with the magazine, bulletin, thank you note, report, etc l gm -A concrete timeline helps students learn how to manage projects when it takes them one to two weeks to complete the task sa ng ki en ki - A product that demonstrates knowledge and skill shows students mastering the standards and the objectives of the project nh ng - high-quality products or performance at the end of the project demonstrate the results through applied knowledge and skills when project outputs with products, posters, leaflet, videos, albums, product samples show the highest level of high order thinking hi em w n lo ad th yj uy ip la an lu n va ll fu Students Sharing Their Final Products oi m 2.3.4 Feedback of Using Field Trips in Project-based Learning at nh A survey was conducted to 45 teachers to figure out the response to this kind of learning Surprisingly, most of them had positive feedback and a huge interest to this activity z z vb Survey for teachers ht k jm Teachers were asked to join a survey with six questions about the content of this study as well as the necessity and feasibility of this study (see appendix 1) This survey was conducted on google form which was easily for teachers to search and give their answers The link of this survey is shown as follow: m 44 co It is shown in the survey that many of teachers sometimes or never use field trips as a learning activity (71,1%) This means that this kind of teaching should need more concern from teachers In the survey, they also claim that field trips are valuable most in educational value (62.2%) It is evident from the survey that the rate of students who get involve in doing projects is not high Perhaps, with the task for projects in textbook is not a good source to attract students’ attention Teachers questioned also appropriate all the benefits of field trip in project-based learning (73.2%) Last but not least, they put the most attention to the necessity and feasibility of using field trip to promote task-based learning with a high agreement (100%) l gm https://docs.google.com/forms/d/1fSvpwe86D2x60GS5o1RmWHo_GeL3CeqVgv 86TPClWZ4/edit?pli=1#responses sa ng ki en PART 3: CONCLUSION ki nh 3.1 Conclusion ng An overall conclusion of the study will be delivered in part which reveals the answers for the research Implication, limitations of the study and the suggested further studies are also included in this section hi em Fieldtrips are a good method for instruction, as they bring in another dimension to learning Many people find it easier to remember or understand something if they get a chance to see and experience it directly Furthermore, fieldtrips also allow for a direct interaction between experts, politicians, end-users or any other group that is visited and the trainees themselves However, fieldtrips require careful preparation Trainees can profit better from fieldtrips if they already have some knowledge about the subject and come well prepared (questions, expectations etc.) w n lo ad th yj uy ip In conclusion, some benefits are drawn out after the process of exploiting field trips into students’ projects It is believed that it benefits students in many aspects as follow la an lu va Improves critical thinking skills n Global citizenship is fast becoming a hot topic and society is looking to schools to prepare its students for the future, particularly in regards to teaching problem solving, soft-skills and preparing students for millennial jobs that currently don’t exist or did not 10 years ago This is a big ask for teachers with limited resources and time With this in mind, teachers are looking for dynamic ways to introduce this into their curriculum however the tried and tested school trip continues to prove itself an effective way to incorporate the soft-skills such as strong communication, problem solving and critical thinking into teaching ll fu oi m at nh z z vb ht jm Experiential learning takes place k The classroom is an effective simulation of the real world however experiential learning argues that when learning is shifted into to a real-life situation it becomes more powerful in individuals This supports the idea that in order to prepare students effectively for life we need to give them memorable experiences such as an international school trip m 45 co Embarking on educational tours, and submerging students into cultural experiences have been found to be invaluable for development and understanding It is a perspective that cannot be taught, only experienced for oneself As I am sure you are aware, it is hard to impart a passion for learning languages, understanding another culture or teaching why current world affairs is important to your students in the classroom alone Travelling, and visiting a country different from one’s own can trigger ideas and solutions that may not stem from familiar comforts and habits l gm Student's worldview is expanded sa ng ki en ki nh Reinforces classroom material ng Going to important historical landmarks and great museums gives students the opportunity to visualize, experience and discuss the topics they study in order to gain greater understanding Not only will students recall the experience long after the trip, they may start to develop historical empathy, contextualizing historical actions and understanding people of the past This gives them a deeper understanding of people, places and situations which in turn can teach students critical thinking in their own life hi em w n lo ad th Greater bond between students and teachers yj Getting to know your students more throughout the trip is a great way to build strong rapport with them You will reap the benefits of this for the rest of the teaching year Students who have a personal connection with their teachers are more motivated and connected to what they are being taught uy ip la an lu Learning local culture n va I was amazed when I first heard that it was uncustomary in Japan to eat while walking along the street I thought, surely it must not be closely adhered to I needed to go there for myself to truly understand the local culture there and see how something as simple as don’t walk and eat played out in a place so unlike my own home This is just one example of experiencing something first hand and how much it can enrich your perspective Living in a different local culture even for a short time is a great way to enrich understanding Not only that but it’s fun! ll fu oi m at nh z z vb Students are encouraged to learn k jm ht Often educational tours use multimedia to visually grab attention and encourage students to partake in an enjoyable learning experience However, in the classroom these exposed sensors may be limited For example, students would retain more information from a NASA tour in Florida, where all sensors are exposed - over a power point slide lesson in the classroom When in a new environment, the students will need to work as a team with other classmates outside of their normal group Not only that, but they make lifelong memories among peers, which is no doubt a fun learning experience in itself 46 m Lifelong memories are made co I’m sure you’ve all heard those age old qualms that not everyone was ‘made for school’ or ‘school just didn’t suit them’ Switching up the environment and bringing these types of students out of the classroom and into the real world can be a great way to spark their interest Take advantage of the informal learning situation and ignite passion in those who learn by ‘doing’ l gm Helps those students who learn by doing sa ng ki en 3.2 Teaching Implication ki nh It is proved that there seems to be no limit to this instructional approach Any subject in the curriculum would offer opportunities that allow students to be in control of their learning and take it to new levels of understanding In this sense the application of field trips into task-based project learning can be exploited in any material of teaching, any classroom or any students of all age However, projectbased learning should be situated in a way that is relevant to its audience, with its resources, and for its communities But above all, it is the sheer willingness from teachers plus strong support from school that enable project-based learning to be in place for improving students’ learning Teachers should also bear in mind that field trip and task-based learning mean using real-life problems to motivate students and challenge them to think deeply about meaningful content, and enable them to work collaboratively which yield benefits 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the case for field-trips: what research tells us and what site coordinators have to say Education, 129 (4), 661-667 Orion, N (1993) A model for the development and implementation of fieldtrips as an integral part of the science curriculum School Science and Mathematics, 93 (6), 325-331 Stan, I (2010) Control as an educational tool and its impact on the outdoor educational process Australian Journal of Outdoor Education, 14 (2), 12-20 Tatarchuk, S.S., & Eick, C (2011) Outdoor integration Science and Children, 48 (6), 35-39 Texas Education Agency, Texas Administrative CodeTitle 19, Part II Chapter 74.3b2C (1996) Retrieved from http://ritter.tea.state.tx.us/rules/tac/ch074a.html#74.3Yin, R (2011) Qualitative research from start to finish New York, NY: The Guilford Press Erickson, Heidi H.; Watson, Angela R.; Greene, Jay P (2022) "An Experimental Evaluation of Culturally Enriching Field Trips" Journal of Human Resources: 1020 doi:10.3368/jhr.1020-11242R1 ISSN 0022166X S2CID 246584945 Jump up to: Greene, Jay P.; Kisida, Brian; Bowen, Daniel H (2014) "The Educational Value of Field Trips" Research Education Next Vol 14, no Hoover Institution pp 78–86 ISSN 1539-9672 Retrieved May 2015 Bitgood, Stephen (1989) Bitgood, Stephen (ed.) "School Field Trips: An Overview" (PDF) Visitor Behavior Center for Social Design; Visitor Studies Association (2): 3–6 ISSN 0892-4996 ^ Kulas, Michelle "What are the Benefits of Field Trips for Children?" How To Adult Leaf Group Retrieved March 2015 nh ng hi em w n lo ad th yj uy ip la an lu n va ll fu oi m at nh z z vb k jm ht m co 48 l gm Experiential learning resources for the innovative educator sa ng ki en APPENDIX 1: SURVEY FOR TEACHERS ki nh How often you used the field trips as a learning activity? ng Always hi em Often w Never Sometimes n In which aspect you think field trips are valuable the most? lo ad Educational value th yj Community involvement uy Having experience ip la Having fun an lu Mark the rate that you think your students actively engage in doing project assignment in your classroom? n ll fu Most of them va All of them oi nh Only advanced and hard-working students m Under 50% at What are some of the most important benefits students get from using field trips in project-based learning? z z k Please mark the level of necessity between the field trips and project-based learning to improve students’ outcome? Very necessary Necessary Less necessary Not necessary m Lifelong memories are made co Greater bond occurs among students l gm Student's worldview is expanded jm Experiential learning takes place ht Classroom material is reinforced vb Critical thinking skills are improved sa ng ki en ki Please mark the level of feasibility when using the field trips to support project-based learning? nh ng Very feasible hi Feasible em Less feasible Not feasible w n lo ad th yj uy ip la an lu n va ll fu oi m at nh z z vb k jm ht m co l gm sa ng ki en ki nh ng hi em w n lo ad th yj uy ip la an lu n va ll fu oi m at nh z z vb k jm ht m co l gm sa ng ki en ki APPENDIX 2: PRODUCTS OF PROJECTS BASED LEARNING FROM STUDENTS nh ng hi em w n lo ad th yj uy ip la an lu n va ll fu oi m at nh z z vb k jm ht m co l gm