Running head: Encouraging Experiential Learning: The Educational Value of School Field Trips

Shang Li

EDUC 606 – Literary Theory Research and Practice (Capstone)

Professor Alesha Gayle

Encouraging Experiential Learning: The Educational Value of School Field Trips

May 2, 2022
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Introduction

In contemporary K-12 learning, literacy has been defined, and redefined, in myriad ways

and in various contexts. From multimodality, to contextualized learning experiences, to cross-

cultural examination, the field of literacy has evolved and shaped K-12 practices. As we begin to

prepare learners to lead, think, and create as productive members in the 21st century, scientific

knowledge must be considered within these definitions and perspectives on literacy education.

Moreover, within K-12 learning, field trips and other out-of-school learning opportunities are

often ignored or glossed over when considering scientific learning concepts. This leads to the

intention(s) of my study: First, I attempt to encourage utilizing school field trips to increase the

vividness of teachers’ pedagogies and as an enrichment for student learning. Second, I examine

the ways in which the practical experience in school field trips bring students’ science

knowledge in classrooms into practices for them to better understand and digest.

To explore these issues, I will first introduce a new approach to theorizing science

literacy within the scope of major literacy scholars and contemporary studies. I will then provide

a review of literature, including fundamental learning theories in the education field, benefits of

experiential learning, and existing research on the impacts of school field trips on students’

science literacy. Next, I will describe a study in which I interviewed a group of teachers with

related experience leading students to field trips, analyzing their observation of students and

roles as monitors on field trips. Finally, based on my findings in these works, I offer

recommendations for improving school field trips arrangement from the teachers’ perspectives

and implications for the field.

A New Approach to Theorize Science Literacy

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The New Literacy Studies has been prominent in the educational field. It challenged the

traditional view of literacy learning—acquisition of skills and advocated the notion—as situated

and social practices (Barton & Hamilton, 1998; Street, 2003). It suggested that literacy is

embedded in particular contexts and individuals interpret it from their own cultural standing. It

also suggested that literacy should be taught and learned depending on social contexts, which

enhances students’ abilities to apply their knowledge to real-life situations. Nonetheless, in such

discussions of literacy, the focus has long been on reading and writing for art courses. We tend to

neglect that science subjects are not just about mathematics, logic, and equations, and, moreover,

visiting scientific venues can bring forth the social context for students to better understand the

knowledge in science classrooms. In other words, science literacy should be educated by

situating students in relevant contexts as well. Therefore, science literacy should also be

considered as situated and social practice (Barton & Hamilton, 1998; Street, 2003).

This approach to theorizing science literacy can be found in multiple studies at present.

Eijck and Roth's (2010) research advised that science literacy is “situated, distributed, and

dynamic,” (p.186) occurring in the everyday world, as opposed to teaching students to “test

situations in classrooms and laboratories” (p. 184). Holbrook and Rannikmae (2009) recognized

that as the objective of science education is nourishing individuals’ needs, skills, and values that

help them become responsible citizens, the emphasis of science literacy education should be

placed more on “literacy” than “science.” They underscored that—rather than concentrate on

helping students acquire the content knowledge of science subjects—“the emphasis on

enhancing science literacy is placed on an appreciation of the nature of science, the development

of personal attributes and the acquisition of socioscientific skills and values” (Holbrook and

Rannikmae, 2009, p. 275). Furthermore, Lima et al. (2010) said “literacy in science is concerned
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with the capacity to perceive and deal with science and its applications in daily life, particularly

in the context of knowledge transfer, communication of science through the media and science-

based political decision-making” (p. 323).

This article, in which I report on a study of five teachers in Philadelphia, with particular

attention to their previous experience of taking students to school field trips, represents a step in

the direction of understanding the educational value of school field trips—as situated, social

practices—on students’ science literacy. Therefore, this study primarily aims to examine the

impact of school field trips on students’ science literacy from the teachers’ observation, and

secondarily focuses on the teacher's role in supporting and enhancing as part of the field trips.

Review of Literature

The Benefits of Experimental Learning

This section will explain the theoretical foundation drawn from Dewey's (1938/1997)

experiential learning and Vygotsky’s (1978) social constructivist theories. They are both

important to this study because field trips provide the space for students to obtain real-world

experiences and to communicate with their peers, teachers, and (field trip) venue staff to have a

social-cultural interaction beyond their classroom.

Dewey (1938/1997) held a pragmatism theory in which he believed students learn from

empirical and experimental experience. He critiqued traditional education and schools for

offering experiences that are hardly related to students’ real-life practices, generating the

disconnect between in-school and out-of-school learning. In response, Dewey proposed two

foundational criteria for developing genuinely educative experiences which can facilitate

students’ learning outcomes: first, it should invite students’ engagement with activities rather

than push them back, causing insecurity, anxiety, and other uncomfortable emotions; second, it
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should not restrict the possibilities of having richer experience in the future. Instead, it should be

purposefully established to welcome or connect to subsequent or other related experiences.

Dewey’s (1938/1997) theoretical perspectives are aligned with serval contemporary

scholars’ work. Kisiel (2005) examined a sample of 400 upper elementary teachers in Los

Angeles on their incentives for leading students to field trips. In the study, the teachers reported

viewing field trips as opportunities to reinforce or expand upon the classroom curriculum, to

provide firsthand and memorable learning experiences, and to initiate students’ curiosity and

interests in further classroom learning. Both Clarke-Viver and Lee (2018), and Behrendt and

Franklin (2014) asserted that academic field trips—which are appropriately structured uphold

multiple benefits—increase students’ learning outcomes. Students are able to grasp the

authenticity and vividness of school curriculum through experiential learning in which the multi-

sensory nature in real settings (visual, auditory, and kinesthetic) offers a deeper understanding

and impression of what they learned in the classroom.

Vygotsky (1978) maintained a sociocultural theory in which he believed human

development and learning are predominantly influenced by interacting with others and the

culture in which they are situated. He acknowledged that individuals gradually form their

cultural values, beliefs, and attitudes through shared conversation, which he claimed as a socially

constructed and culturally mediated process. Correspondingly, the National Research Council

(2009) mentioned that students’ observation and social skills are improved as they share

viewpoints with others during the trips. This sociocultural interaction is considered a facilitator

to students’ literacy development in Barton and Hamilton's (1998) and Street (2003)’s tradition

of viewing literacy.
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In sum, the aforementioned studies layout a critical basis for the approach of theorizing

science literacy from two aspects. Firstly, school field trips provide a space for classroom

learning to be seen in the real world and allow students to acquire hands-on experience.

Secondly, they offer teachers, students, and (field trip) venue staff a unique conversation to

engage with others’ value systems through collaborative inquiry and activities. More

importantly, school field trips are distinctive out-of-school learning sites because they are

challenging to duplicate in the classroom (Behrendt & Franklin, 2014). The studies also

illuminate the aim of this paper: to raise the attention on enhancing the quality of field trip

experiences rather than encouraging the quantity of having school field trips.

The Relationship Between School Field Trips and Science Literacy

Recent evidence shows that school field trips are a powerful learning tool in supporting

students’ science literacy (Lima et al., 2010; Ramlo, 2019). Lima et al. (2010) conducted a large-

scale study with a sample of 166 participants (aged between 10-21 years old) who went to a site

rich in geological heritage. The researchers used a questionnaire composed of multiple-choice,

rating, and open-ended questions to evaluate whether the trip experience can improve

participants’ geological and environmental literacy. In result, the researchers discovered that

95% of participants reported a positive attitude towards participating in this geological field trip

because it increased their awareness of environment protection after learning about the

degradation and preservation of geological heritage. Additionally, they identified a high

percentage of correct answers to geology multiple-choice questions, and more than 68% of them

affirmed that activities (related to the understanding of geological issues) performed in the field

trip have a positive impact on border extents (e.g. educationally, socially). This finding well

represents their advanced scientific literacy.

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Ramlo (2019) made a comparison study among seventh-grade students at an

economically disadvantaged urban school in the US. She examined participants’ perspectives on

nature before and after they visited the University Field Station in Ohio for a wetlands and

ecology-focused trip. Overall, 30% of the participants developed a more positive viewpoint

regarding nature or the environment afterward. In detail, Ramlo sorted the participants into three

categories based on their responses, including Active Nature Learners, Not a Nature Lover, and

The Environmentalist. The first group agreed that being in nature enables them to learn new

scientific knowledge instead of just sitting in a classroom; and project-based learning is more

interesting than merely completing their homework using paper and pencil. The second group

indicated that they disliked certain parts of going on a field trip in nature, such as concern about

injury, bugs, rocks, and interacting with peers during the activities. Remarkably, the third group

presented strong confidence to talk about the importance of restoring wetlands and protecting

nature after the trip.

The interest, motivation, and pleasure generated by school field trips are also important.

Teachers recognize that school field trips offer enjoyable and positive experiences which will

motivate students to continue literacy learning (Kisiel, 2005). Clarke-Vivier and Lee (2018)

indicated that students are more enthusiastic to have subsequent classes addressing their field trip

experiences and inquiries. This power can be found in literacy scholars’ work as well. Kohn

(2010) underscored that intrinsic motivation is one of the most essential factors that prompt

students’ inclination to engage in literacy activities. Wilhelm’s (2016) three-year qualitative

study on middle schoolers discovered that the immersive play pleasure, intellectual pleasure,

social pleasure, and the pleasure of work that students experienced when they were involved in

literacy activities have salient power to continue their literacy learning. Further, within the scope
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of the science education profession, Behrendt and Franklin (2014) and Lee, Stern, and Powell

(2020) addressed that scientific field trips can offer spaces for students’ interests and motivations

in science to grow and nourish, thus escalating the prospective increase in science literacy.

Teachers’ Role

One may argue that students are often involved with experiential learning and

sociocultural interaction during the out-of-school time when they visit different scientific venues

with family members and friends. However, teachers, as part of the school field trips, maintain a

significant contribution to cultivating students’ science literacy (Behrendt & Franklin, 2014;

Kisiel, 2006; Lee, Stern & Powell, 2020). Behrendt and Franklin (2014) stated that teachers

serve as coordinators between students, field trip sites, and venue staff. On one hand, they give

students instruction on the venue layout, purposes of the field trip, and related knowledge as

preparation. On the other hand, teachers can collaborate with venue staff to work on making field

trip experiences akin to classroom knowledge and help if students cannot follow the staff’s

instructions. Moreover, Kisiel (2006) stated that post-visit discussion and reflection are

necessary to maximize students’ learning outcomes. They will help students reinforce the

successful connections (classroom to field trip) they made and the newly acquired knowledge.

Teachers can also notice what should be further addressed in the classroom. Lee, Stern, and

Powell’s study (2020) showed that pre-visit preparation and post-visit follow-up (end-of-visit

and two weeks after the field trip) pertinent to the subject matter were each positively related to

enhanced environmental literacy.

Methodology and Data Collection

Methodology
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A grounded theory methodology was used in this study; in which the author collected

data and analyzed it to generate (as outlined further in the paper) the findings, discussion, and

conclusion. According to Ravitch and Carl (2016), “grounded theory is an approach to

qualitative research that attempts to develop theory (concepts, model, ideas) that comes from

data or the field” (p. 20). In this method, I relied on interviews of five in-service teachers from

the School District of Philadelphia who closely led and monitored students on school field trips

(science-related) in their past teaching experience. Their roles range from teachers, organizers,

coordinators, observers to chaperones. By iterative coding process, I gradually developed and

improved my understanding of the data in support of my study, which I will explain in the

finding and discussion section.

Data Collection

This study incorporates data from the following sources:

● Virtual interview: approximately 25 minutes, conducted early in April: See Appendix A

for the interview protocol. Interviews were recorded by Zoom and transcribed.

● Protocol responses: two teachers requested text-typing (on the protocol) to respond

because their teaching schedules are packed.

● Non-interview response: the protocol was sent to one teacher ahead of the interview

because she happened to have a scheduled field trip coming, thus I asked if she could

particularly observe what I am going to ask. Additionally, she requested the interview not

be recorded, but she shared her written notes with me after the interview.

Participants

This study includes five in-service teachers at different schools in the School District of

Philadelphia. I invited two teachers from Overbrook Educational Center (OEC) where I work as
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a volunteer literacy teacher once a week, of which one is my lead teacher. However, I did not

participate in taking students to field trips. The other three were recommended by the professor

at Penn GSE who coordinates the volunteer teacher program. She works with in-service teachers

in the Philadelphia area to provide (Penn GSE) graduate students fieldwork opportunities to

work in real classrooms. She connected me to two teachers at Penn Alexander (a Penn GSE

partnership school), and one teacher at Richmond Elementary School.

In the interview, considering this might be sensitive and personal information to disclose,

I did not ask the teachers to racially identify themselves explicitly because I met most of them

virtually for the first time. However, based on my observation, the participants include Black,

White, and Hispanic teachers.

The teachers’ responses are based on their overall experience of teaching and taking

students on science field trips1. Their teaching experience ranges from 9-14 years with pre-K to

8th graders. According to the teachers’ descriptions, their students come from a variety of

sociodemographic backgrounds. They have African-American, Asian-American, Hispanic,

Latino, Pacific Islander, and White students. They are also from an array of socioeconomic

statuses from students living in poverty to some of the wealthiest families in West Philadelphia.

The students’ literacy level starts from pre-alphabetic to fluent readers. Each teacher reported a

small portion of students who have learning disabilities, including autism, ADHD, and speech

impairment.

Table 1. Participants

Pseudo Sex School Position Grade(s) Years of Field trip

nym teaching role
experience

1
All school field trips mentioned after this point are science-focused.
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Amelia Female OEC Science K-8th 9 Organizer,
Educator/Lea coordinator,
rning support and
teacher: Math chaperone
and Reading
Intervention

Fei Female OEC K-1st Grade K-1st 9 Organizer,

teacher coordinator,
and
chaperone

Lea Female Penn Alexander Reading K-1st 10 Organizer,

Specialist coordinator,
and
chaperone

Ruby Female Penn Alexander Reading 1st-5th 9 Organizer,

Specialist coordinator,
and
chaperone

Piper Female Richmond Science K-5th 14 Organizer,

Elementary Educator coordinator,
and
chaperone

Data Analysis

Data analysis began after all the data were collected. After familiarizing the data, I began

with open coding (Ravitch & Carl, 2016) and identified four major themes. I labeled them with

terms derived from the interview protocol, including measure of science literacy, academic

benefits, social benefits, and teachers’ roles. I first sorted all the teachers’ statements into these

themes. I then went back to examine the text under each theme and organized them into specific

codes. For example, I organized statements in academic benefits into two codes, conducting

inquiries and contextualizing classroom learning as well as interests and motivations. I repeated

the coding process three times.

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Findings

I report findings under four themes: (a) measure of science literacy, (b) social benefits,

(c) academic benefits, and (d) teachers’ roles. In the following sections, I describe these findings

based on participant data, wherein I provide examples to each theme. In addition, names

mentioned capturing responses are fictitious to protect the identities of participants.

Measure of Science Literacy

All the teachers hold an affirmative attitude when I asked if they consider science as

literacy. The teachers’ measurement of science literacy centers around conducting inquiries,

understanding scientific terms (e.g., observation, hypothesis), facts and background knowledge,

and performing information literacy (e.g., identifying, citing resources with accuracy). Three

teachers mentioned science literacy is especially important because science-based non-fiction

books are the major texts their students read. The books cover a wide range of scientific topics

such as health, animals, plants, and space. Piper underscored that building upon what students

already know significantly impacts students’ engagement in science literacy. Notably, Lea stated

in her written notes:

“A scientific literate individual is able to ask and answer questions; expand curiosity;

seek opportunities for research and new learning; interpret, understand, experiment, and

reason scientific facts and their meaning.”

Social Benefits

Communication and Collaborative Skills

Four teachers brought up that students’ communication and collaborative skills are

practiced and promoted through small group activities during the trips. They agreed that the

conversations among students before (i.e. what would happen and what to expect), during (i.e.
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talking about what is happening), and after (i.e. reflecting on their experiences and what they

learned) the trips are an effective tool to develop their social skills, such as talking, listening, and

sharing with others. These social skills can help the students academically in

science/reading/writing learning by engaging in others’ viewpoints on scientific knowledge and

facts. Remarkably, Ruby indicated that field trips bring her students closer together because

when they get to an unfamiliar place, peers are who they know the best. They tend to have a

deeper connection and dialogue that they would not have in the classroom. Ruby also indicated

that she encouraged her students to switch partners to attain different social interactions.

Moreover, the students can learn real-world skills in traveling outside with others, including

cooperating, turn-taking, compromising, and being flexible.

First-Hand Experience/ Real World Exposure

All teachers agreed that learning does not occur 100% in the classroom, and field trips

can provide them with visual, authentic, and in-person experience in terms of engagement and

interaction. They regarded field trips as an exceptional resource to contextualize their classroom

learning and create utility value for their learning (which will be elaborated in the next section).

Amelia and Ruby underlined the field trip experience contributes to students’ reading as a point

of reference. Piper pointed out that students get to visit the places that their families cannot

afford or have no chance to take them to. In addition, Lea said, “experiencing one’s community

is extremely powerful to her students, and it informs them that there is so much to explore right

there in your ‘backyard,’ taking into account that school field trips are usually arranged in nearby

locations.”

Academic Benefits

Conducting Inquiries and Contextualizing Classroom Learning

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The teachers either choose the site purposefully akin to their ongoing project or select

books and design activities to prepare students to make better connections to the upcoming trip.

Two examples stood out to me in the interview. Lea’s students are conducting an animal research

project this semester. It incorporates science, reading, and writing curriculum. Every student

researched an animal of their choice and wrote a bound book about it. They collected

information on the animal’s diet, habitat, predators, special features, and body parts from

websites, books, photographs, and videos. They presented the information through writing,

drawing, and paper cutting and shared the books within their community. Therefore, Lea and her

colleagues decided to take the students to the Philadelphia Zoo and observe their researched

animals. Lea established that:

“In this way, students are able to bring their inquiries to the real world and their

understanding of the animals is contextualized and reinforced through the in-person

visit, and they can continue adding what they learned to the books afterward.”

Ruby articulated that when she knew the students were going to a farm, she picked out all

the books that covered the topic of pumpkins. Students are given instruction on pumpkin seeds,

planting, and pollination through reading before the trip. The venue staff also gave a brief lecture

on the plants and how the farm works during the trip. Ruby emphasized that being able to see

what they read in the books in real settings is particularly intriguing to the students, and they

learn extensively through the enjoyment.

Interest, Motivation, and Pleasure

All the teachers reported that school field trips offer positive experiences that motivate

students to have subsequent learning in and out of the classroom. The students developed deeper

interests in certain topics, and their curiosities are expanded to a wider extent right after the trip.
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The teachers said they grasp this opportunity to have post-visit activities to strengthen students’

understanding and learning.

Teachers’ Roles

Pre-visit and Post-visit

The teachers stated two kinds of preparation, teaching and non-teaching. Regarding

teaching, Piper’s students usually complete a survey before and after the trip to see if any deeper

and new understandings are gained. She also asks them to film a 90-second video to tell what

stands out the most and why they think is important. Piper then does a mix-tape and plays it to

the whole class, and the students can learn through each other’s feelings and opinions. Amelia,

Fei, and Ruby prefer students to do briefing after discussion and reflection. Ruby also helps them

recreate the field trip scene and write words that go with it. Lea chooses to have the students

continue working on the animal research project described above.

The teachers play the organizer, coordinator, and chaperone role as part of the trips. Their

responsibilities include sending permission slips to parents, arranging transportation and bagged

lunch, grouping students based on their social goals, contacting the venue for tickets and special

needs, and finding volunteers. Amelia and Lea reported they also need to collect funding for the

trips.

Challenges

Finding enough volunteers is the major challenge they encounter. They usually reach out

to parents first, but the paperwork (e.g. vaccination) is especially tricky these years because of

COVID-19. Besides, Amelia, Fei, and Piper stated looking for funding is also their concern.

Interestingly, Ruby said bees are her concern on every field trip because her students are so
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scared of them. Amelia and Lea expressed their worry about student placement to make the best

sense of their social goals because some of them cannot be grouped together for behaviors.

Future Enhancement

All of them emphasized the necessity of making field trips closely aligned with the

curriculum or preparing students better connect to the trip so that the experience can build upon

students’ literacy learning. Ruby hopes to collaborate with parents for more volunteering and

reinforcing students’ experiences at home. Piper anticipates that teachers would cooperate and

encourage museums and other field trip venues to open for free visits on certain days.

Discussion

Before I elaborate on the findings, it is essential to examine whether the teachers’

measure of science literacy is in accord with the theoretical framework proposed above. The

teacher group, two scientific educators and three reading and writing instructors, agreed that

science should not be taught by tossing out a notion and then rote remembering it. Instead,

science and literacy are intertwined, and students’ previous science literacy experiences and

social contexts should be taken into consideration in teaching. In other words, science is

indispensable in literacy learning, and science should be educated through literacy as situated

and social practice (Barton & Hamilton, 1998; Street, 2003). The following sections will discuss

the findings with implications suggested.

Implications and Suggestions for the Field

This study finds out that both the academic and social benefits generated by field trips

have a positive association with the students’ science literacy. This is consistent with the results

of Lima et al. (2010) and Ramlo (2019)’s research on the relationship between school field trips

and science literacy. To provide more details, I compared the benefits to the teachers’ measure of
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science literacy and identified that these benefits tend to address their measurement. The field

trips offer students first-hand experience and real-world exposure that contextualize classroom

learning, which has been shown to increase students' science literacy. For example, one teacher

raised an example that she took her students to the Philadelphia Zoo while they conducted

inquiries about animals in the classroom. The in-person visit situated them in an authentic

context that vitalizes their understanding of the animals. Post-visiting, they applied their gained

understanding to continue adding to the research project. This finding echoes Dewey’s

(1938/1997) pragmatism theory that relevant experiential learning can connect students’

classroom knowledge to real-life practices, thus promoting students’ learning outcomes. It also

aligns with the perspectives of literacy scholars and contemporary studies that students’ science

literacy should be taught dependently on the involvement of various contexts (Barton &

Hamilton, 1998; Behrendt & Franklin, 2014; Clarke-Viver & Lee, 2018; Street, 2003).

Moreover, visiting the venues bring forth social interactions that are conducive to

students’ science literacy learning (Barton & Hamilton, 1998; Street, 2003; Vygotsky, 1978).

Shared conversations and collaboration among peers and venue staff were reported to help the

students understand scientific terms, facts, and their meanings through listening, discussing, and

reflecting with others. Particularly, one teacher indicated that such trips offer her students a

unique space to interact with each other in a way they would not have in the classroom. This

proves the necessity and directiveness of school field trips mentioned by Behrendt and Franklin

(2014) that the sits are challenging to duplicate in the classroom. Besides, the teachers agreed on

field trips as an agency that energizes the students to welcome further science literacy learning.
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This is directly related to Behrendt and Franklin’s (2014) and Lee, Stern, and Powell’s (2020)

statement that field trips generate positive and pleasant experiences that stimulate students’

interest and motivation for the future development of science literacy.

In order to extend the sociocultural interactions, the following suggestions are worth

considering. First, schools from different neighborhoods (e.g., across urban, suburban, and rural

areas) can visit the site together. Students can engage with groups from various communities by

participating in collaborative activities. Second, schools can invite the local community members

(or in related fields) to share how they are involved in the venues. For example, if students visit a

working farm of maple trees, community members, such as workers and traders, can introduce

the technologies used to tap, extract, pack, transport, and sell the syrup to different markets.

Related health issues regarding natural and manufactured syrup can also be introduced.

However, as more groups are involved in the trips, the workload of teachers and administrators

may further increase.

To address my second research question, the teachers’ roles in supporting and enhancing

students’ science literacy predominantly fall into planning and performing pre-visit and post-visit

literacy activities aimed at preparation and reinforcement. Although such activities are already

implemented, the teachers still expressed the need to enhance students’ connection between

classroom learning and school field trips. Therefore, I suggest that schools can reach out to

experts in related science programs for advice in planning field trips and developing engaging

literacy activities. They can contact different professionals based on the characteristics and

contexts of the trip. Moreover, teachers might encourage parents to assist their children in pre-

learning and reflecting upon the field trips. Activities can be varied from browsing the venue

website, watching related movies, or even go on camping.

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In terms of recruiting volunteers and funding, the video mentioned in Piper's post-visit

activities (a mixtape of students talking about their feelings, what stood out to them, and why

they think is important after the trip) is a great resource to show the donator the impact of field

trips on students' science literacy. Teachers can keep editing this video by adding the extensive

social impacts concerning science literacy. Hopefully, this can help schools attain more

resources, sufficient for students to have better science experiential learning in support of their

science literacy.

Positionality Statement

Before I present the limitations, and in the spirit of self-reflexivity, I acknowledge my

standpoint as an educated Asian woman and nonnative English speaker. I have limited teaching

experience and have no chance of leading students to field trips in Philadelphia, but I am

intrigued by the impacts of experiential learning and sociocultural interaction on students’

science literacy. I acknowledge that my positionality influences this project to some extent; I

offer these findings and implications based on my own interpretation and standpoint as a future

teacher and Reading/Writing/Literacy student at Penn GSE.

Limitations

This study is subject to two limitations. First, two teachers requested text-typing on the

protocol. Their interview was less engaging since I had no chance to ask them follow-up

questions to address specific points. I also noticed Lea (whom I sent the protocol before the

interview) shared more constructive feedback during the interview and in her written notes

because she just took her students to field trips in early April. However, the other teachers shared

viewpoints based on their past experience (before COVID). The interview protocol should be

sent to all the teachers ahead of time, so they are provided with more time to recall the
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experiences. Second, the teachers have switched positions and schools over these years.

Therefore, their overall experience is concluded from working across different schools, which

may affect the field trip and science literacy outcomes. Third, the teachers mentioned that some

of their students have learning disabilities, such as ADHD and speech impairment. I did not

specifically address how their field trip experiences and science literacy differentiate them from

other students (who have no learning disabilities). Fourth, the students’ grade level ranges from

kindergarten to 8th grade. Future research should narrow this factor.

Conclusion

This study identified that school field trips have positive effects on improving students’

science literacy by offering first-hand experience and real-world exposure to contextualize

classroom learning. The shared conversation and collaboration during the trips are found to help

students understand scientific terms, facts, and their meanings. It also discovered that pre-visit

and post-visit literacy activities are essential to improve students’ science literacy by preparing

them to closely relate to the trip experience and reinforce their learning afterward. In addition,

this study elicits the importance of field trips because they provide students with a unique space

to engage with others socially and culturally that they would not have in the classroom. In sum,

these findings represent an understanding that proves science education should be carried out by

situating students in relevant social contexts.

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References

Barton, D., & Hamilton, M. (1998). Local literacies: Reading and writing in one community.

New York, NY: Routledge.

Behrendt, M., & Franklin, T. (2014). A review of research on school field trips and their value in

education. International Journal of Environmental and Science Education, 9(3), 235-245.

Clarke-Vivier, S., & Lee, J. C. (2018). Because Life Doesn't Just Happen in a Classroom:

Elementary and Middle School Teacher Perspectives on the Benefits of, and Obstacles to,

Out-of-School Learning. Issues in Teacher Education, 27(3), 55-72.

Dewey, J. (1938/1997). The Need of a Theory of Experience. In Experience and Education (pp.

25–31). essay, Free Press.

Eijck, V. M., & Roth, W. M. (2010). Theorizing scientific literacy in the wild. Educational

research review, 5(2), 184-194.

Holbrook, J., & Rannikmae, M. (2009). The meaning of scientific literacy. International Journal

of Environmental and Science Education, 4(3), 275-288.

Kisiel, J. (2005). Understanding elementary teacher motivations for science fieldtrips. Science

Education, 89(6), 936-955.

Kisiel, J. (2006). More than lions and tigers and bears: Creating meaningful field trip

lessons. Science activities, 43(2), 7-10.

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Kohn, A. (2010). " EJ" in Focus: How to Create Nonreaders: Reflections on Motivation,

Learning, and Sharing Power. The English Journal, 100(1), 16-22.

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Vygotsky, L. (1978). Mind in society. Cambridge: Harvard University Press.

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Appendix A: Interview Protocol

1. Please indicate grades and subjects taught, years of teaching experience, and type of
school you are at.
2. Do you consider science as literacy? How do you measure science literacy in your
teaching?
3. How often do your students go on field trips? What kinds of field trips have you been
taking your students to? Can you describe an example? (your roles, purpose, field trip
sites, etc.)
4. Please describe the sociodemographic and academic characteristics of students whom you
took to field trips. (grade, ages, race/ethnicity, school, literacy level, if with any learning
disability)
5. Please recall a field trip that was most interesting/impressive to you:
a. What process did you go through taking your students on the field trip?
b. What was happening before, during, after? (students reactions)
c. How do you follow up/address your students’ knowledge learned and inquiries
after the field trip?
6. Based on your observation, do you think your students benefit from field trips? If so,
what academic and/or social benefits did the field trip bring to your students? Do these
benefits support their science literacy? If so, how?
7. Based on your observation, do you consider field trips as experimental learning that
connects classroom knowledge to real-life practices?
8. What were the challenges you encountered during the field process? (I.e., scheduling
field trips, logistics, etc.).
9. What do you think a teacher can do to better enhance students' benefits from school field
trips?
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Appendix B: Participants Information

Table 1. Participants

Pseudo Sex School Position Grade(s) Years of Field trip

nym teaching role
experience

Amelia Female OEC Science K-8th 9 Organizer,

Educator/Lea coordinator,
rning support and
teacher: Math chaperone
and Reading
Intervention

Fei Female OEC K-1st Grade K-1st 9 Organizer,

teacher coordinator,
and
chaperone

Lea Female Penn Alexander Reading K-1st 10 Organizer,

Specialist coordinator,
and
chaperone

Ruby Female Penn Alexander Reading 1st-5th 9 Organizer,

Specialist coordinator,
and
chaperone

Piper Female Richmond Science K-5th 14 Organizer,

Elementary Educator coordinator,
and
chaperone