The novel field‐trip phenomenon: Adjustment to novel settings interferes with task learning
The novel field‐trip phenomenon: Adjustment to novel settings interferes with task learning
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新颖的实地考察现象：适应新颖的环境会干扰任务学习
DOI：
10.1002/tea.3660150207
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发表时间：
1978
影响因子：
4.6
通讯作者：
J. Balling
中科院分区：
文献类型：
--
作者：
J. Falk;W. Martin;J. Balling
把学生带到公园、学校营地、自然中心和其他户外教育场所是美国教育的标准做法，关于其内在价值，已经有很多关于轶事性质的文章（艾伦，1975;福尔克，1973，1977;塔尔，1976）。Chrouser（1975）的一项研究量化了在教师培训环境中室外学习与室内学习的一些优势，Peck（1975）在证明室外与室外-室内和室内教学的环境教育目标在认知和情感方面的收益方面取得了一定的成功。与此相关的是，Acuff（1976）发现，小学高年级的白色和黑人学生在户外露营后，总体焦虑和跨文化焦虑都有所下降。然而，尽管缺乏令人信服的支持证据，许多教育工作者相信实地考察的好处。丰富实地考察的各种目标是拥护的，从扩大孩子的经验，以加强课堂教学，从提高认知能力，以促进社会化技能。不管老师的目的是什么，大多数实地考察都是把孩子们放在一个新奇的、刺激丰富的环境中。这种新奇事物对学习者的影响，虽然几乎得到普遍承认，但实际上从未被研究过。大多数在户外教育环境中工作的教育工作者都熟悉一些第一次访问该网站的儿童所表现出的迷失方向，不安的感觉;即使经过一段合理的时间后，这种感觉仍然存在，并通过一反常态的活跃，兴奋和探索行为来表达。本研究旨在探讨设置新奇事物对幼儿行为和认知的影响。
Taking schoolchildren to parks, school camps, nature centers, and other outdoor education-enrichment settings is a standard practice in American education, and much has been written of an anecdotal nature regarding its inherent values (Allen, 1975; Falk, 1973, 1977; Thall, 1976). A study by Chrouser (1975) quantified some advantages of outdoor versus indoor learning in a teacher-training setting, and Peck (1975) was modestly successful in demonstrating benefits in cognitive and affective gains for outdoor versus outdoor-indoor and indoor-taught environmental education objectives. In a related vein, Acuff (1976) showed declines in general and intercultural anxieties of both white and black upper elementary school students following an outdoor camping experience. Yet, despite the paucity of convincing supporting evidence, many educators are convinced of the benefits of the field-trip experience.A variety of objectives for enrichment field trips are espoused, from broadening the child’s experience to reinforcing classroom lessons, from advancing cognitive abilities to promoting socialization skills. Regardless of the teacher’s objectives, most field trips place children in a novel, stimulus-rich setting. The impact of this novelty upon the learner, although almost universally recognized, has really never been studied. Most educators who work in outdoor education settings are familiar with the disoriented, uneasy feelings displayed by some children visiting the site for the first time; feelings that even after a reasonable lapse of time persist and are expressed by uncharacteristically active, excited, and explorative behaviors. The effect of setting novelty upon the child’s behavior and cognition is the subject of this study.