Student Self-Reported Learning Outcomes of Field Trips: The pedagogical impact
Student Self-Reported Learning Outcomes of Field Trips: The pedagogical impact
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DOI：
10.1080/09500693.2015.1034797
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发表时间：
2015-05-24
影响因子：
2.3
通讯作者：
Tal, Tali
中科院分区：
文献类型：
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作者：
Alon, Nirit Lavie;Tal, Tali
在这项研究中，我们使用的分类和回归树（CART）的方法来绘制学生自我报告的学习成果之间的关系，在26个实地考察的自然环境和各种特征的实地考察，包括与准备和教学法的变量。我们希望研究的准备实地考察，其连接到学校课程，和使用的教学法，影响学生的自我报告的结果在三个领域：认知，情感和行为的程度，学生的社会经济群体和指导的从属关系影响学生的学习成果。鉴于大多数实地考察都是以导游为中心的，影响三个领域结果的最重要变量是导游的故事讲述。其他显示与自我报告结果相关的变量是身体活动和与日常生活的联系所有这些我们都定义为教学变量。我们发现，学生自我报告的结果没有显着差异，他们的社会经济群体和指导的组织联系。
In this study, we used the classification and regression trees (CART) method to draw relationships between student self-reported learning outcomes in 26 field trips to natural environments and various characteristics of the field trip that include variables associated with preparation and pedagogy. We wished to examine the extent to which the preparation for the field trip, its connection to the school curriculum, and the pedagogies used, affect students' self-reported outcomes in three domains: cognitive, affective, and behavioral; and the extent the students' socioeconomic group and the guide's affiliation affect students' reported learning outcomes. Given that most of the field trips were guide-centered, the most important variable that affected the three domains of outcomes was the guide's storytelling. Other variables that showed relationships with self-reported outcomes were physical activity and making connections to everyday life-all of which we defined as pedagogical variables. We found no significant differences in student self-reported outcomes with respect to their socioeconomic group and the guide's organizational affiliation.