online

1. TOPIC
Need and Importance of Field trips,
Excursion, Science fair and Exhibition

2. Paper :
EDU 10.8 – Techno pedagogic
content knowledge analysis physical science

3. ONLINE ASSIGNMENT
SUBMITTED TO SUBMITTED BY
SMITHA MISS RENCY ROBERT
LECTURER IN B.ED STUDENT
PHYSICAL SCIENCE PHYSICAL SCIENCE
SUBMITTED ON: 5-8-2015

4. INDEX
SL
NO
CONTENT PAGE NO
1 INTRODUCTION 1 -2
2 FIELD TRIPS AND EXCURSIONS 3-8
3 SCIENCE EXHIBITION AND SCIENCE
FAIRS
9-15
4 CONCLUSION 16
5 REFRENCE 17

5. INTRODUCTION
Co – curricular activities are an integral part of curriculum
which provides educational activities to the students and thereby
help in broadening their experiences. Co-curricular activities can
be defined as the activities that enhance and enrich the regular
curriculum during the normal school hours. All co-curricular
activities are organized with specific purposes which vary
according to the nature and form of such activities. These
activities enhance the learning experience of the students and
help in recognizing and developing their inner skills such as
leadership qualities, creative or innovative skills etc students
need to take time outs to do more than just studying. Co-
curricular and extra- curricular activities give them a chance to
relax, refresh and mingle easily with others. The normal
curriculum teachers and educates the students about academic
theories while co-curricular activities help the student to apply
what he/she has learned to practice in their practical life. In
short, these activities prepare the students practically for their
future. For effective science studying field trips, excursions,
science fair and exhibitions are conducted.

6. FIELD TRIP AND EXCURSIONS
Students who directly participate during a filed
experience generate a more positive attitude about the subject. A
field trip, which may also be termed as an instructional trip,
school excursion or school journey is ; defined as by Krepel and
Duvall (1981) to be a school or class trip with an educational
intent in which students interact with the setting , displays, and
exhibits to gain an experiential connection to the ideas, concepts
and subject matter.
Experiential learning at formal and informal
field trip venues increases student interest, knowledge and
motivation. The teacher’s role in preplanning, implementation
and reflection often dictates the impact that the field trip will
have on students.
PURPOSES OF FIELD TRIPS
1) To provide firsthand experience
2) To stimulate interest and motivation in science
3) To strengthen observation and perception skills;

7. 4) To promote social development
5) Field trip takes students to locations that are unique and
cannot be duplicated in the classroom. Each student observe
natural settings and create add relevance to learning and inter
relationships
KINDS OF FIELD TRIPS
Formal field trip consists of planned, well orchestrated
experiences where students follow a documented format.
Government agencies, museums, and business offer excellent
formal experiential learning activities and programs, which are
usually run by the ramie’s staff. One students’ experience is
essentially the same as any other students’ experiences.
Teachers find such programs comfortable because the students
are bound to a choreographed agenda. However, there are
minimal opportunities for students to personally interact and
connect to the experience. Informal field trips are less structured
and offer students some control and choice concerning their
activities or environment. When observing students interacting
in an informal education setting such as a science center or field
station, teachers are often amazed by how much students know

8. and which students possess the most knowledge students feel at
ease in an informal learning environmental. The focus may be
individualized, activities are not competitive or assessed,
interaction is voluntary and unforced, and social interaction is
encouraged.
STEPS IN CONDUCTING FIELD TRIPS
1. Planning
2. Preparation
3. Execution
4. Follow-up
5. Evaluation
1. Planning: - The proposed site should be surveyed well in
advance. Date and time should be decided. Mode of travelling
should be booked at the earliest. Expected expense per student
should be calculated.
2. Preparation: - The union of the visit should be made clear to
the pupils. Duties and responsibilities of each pupil should be
made definite. Permission of the places to be visited should be
secured well in advance. Permission of parents for the field trip

9. should be obtained before the commencement of the
programme.
3. Execution: - This step is concerned with the execution of the
plan. Here teacher should act as a guide.
4. Follow-up:- Follow-up work will ascertain about the
planning and organization aspect of the field trip. Pupils may be
asked to write a report, display materials collected during field
trip. Follow-up will be useful in reviewing the role of each
member.
5. Evaluation: - After the field trip, pupils must review their
work and try to see what mistake they have committed in
execution. This is a stage of self criticism by the pupils, which
helps to improve the future planning effectively.
The purpose of excursion is broad than that of a
field trip. Excursions also awaken interest, firsthand experience
and all senses are brought into action. Excursions will provide
an opportunity to the students for community living which is
indeed a powerful means for education, entertainment and
personality development. It also helps in developing social skills
and values.

10. FACILITIES AND SUPPORT OF FIELD TRIPS TO
CREATE KNOWLEDGE
1. Field trips and excursion are generally much more closely
related to the out of school experiences of young people than are
the experiences gained in the classroom.
2. Field trips tend to be much more meaningful and permit
easier transfer of learning’s to the education of real life
problems.
3. Field trips make possible the study of actual objects and
objects stimulate more curiosity than do ideas.
4. During field trip all senses are brought into action.
5. Field trips act as follow-up experiences.
6. Field-trips should be for review and drill.
7. It permits a class to engage in activities that are too noisy or
too violent.

11. SCIENCE EXHIBITIONS AND SCIENCE FAIRS
Science fairs provide an excellent
method of sharing the science project of individuals, small
groups or entire classes with other students with in the school,
other schools in a community, parents and other members of the
community science fairs and exhibitions can be a motivating
force for individual project as well as for class work. It provides
a wonderful opportunity for discovering and encouraging
science talents. A science faire project is a unique way for
students to pose questions for which they must seek out answers
and to satisfy their own curiosity about the world around them.
A science fair project is an experiment, a demonstration, a
research effort a collection of scientific items, or display of
scientific apparatus presented for viewing. It represents the
effort of a student’s investigation in to some area of interest and
provides a way for the student to share the result of those
investigations.
Purpose
1. To focus attention on science experiences in school.
2. To stimulate scientific attitude in science by all pupils.

12. 3. To stimulate a greater interest in scientific investigation
over and above the routine class work.
4. To provide stimulation for scientific hobby pursuits.
5. To offer an opportunity for display of scientific talent
through exhibits and demonstrations.
6. To provide constructive suggestion for teachers and
pupils of science.
Steps in organizing a science fair are
1. Planning
2. Publicity.
3. Working up projects.
4. Actual conduct of the fair.
5. Judging and awards.
6. Financing.
ESSENTIAL COMPONENTS SCIENCE FAIR PROJECTS
Science fair projects consist of three essential
components: the Display units, the exhibit materials and the
written report. Together these claimants present a complete and

13. thorough examination of an area of interest, a collection of new
knowledge, or the results of a self – initiated experiment.
Display Backdrop: The display unit is critical to the
presentation. It is what people see first –it establishes
the professionalism of the student’s efforts. As a kind
of advertisement” for the project, it must be well
constructed and designed for maximum visual effect.
Usually, it stands or resets on a table behind the other
exhibit materials.
Exhibit Materials: The materials, items, devices and
samples shown in front of the backdrop unit can be
an exciting part of any science project. As a rule of
thumb the display items should tell a story or
illustrate a concept sufficiently so that the student
scientist need not be present to explain the entire
project to an: observer.
Written Report: The written report is a compilation
of everything the student did to investigate the
selected topic. It contains all the information the

14. student collected or learned during the weeks leading
up to the actual science fair. This written report
provides observers with vital data on the scope of a
project as well as the students understanding of the
topic
FACILITIES AND SUPPORT OF SCIENCE
EXHIBITIONS TO CREATE KNOWLEDGE
 Provide a forum for children to pursue their natural
curiosity and inventiveness to quench their thirst for
creativity.
 Make children feel that science is all round us and we can
gain knowledge as well as solve many problems also by
relating the learning process to the physical and social
environment.

15.  Highlight the role of science and technology for producing
good quality and environmental friendly materials for the
use of the society.
 Helps to analyze how science has developed and is affected
by many diverse individuals, cultures, societies and
environment.
 Develop critical thinking about global issues to maintain
healthy and sustainable societies in today’s environment.
 Helps to understand the role of science in meeting the
challenge of life such as climate change, opening new
avenues in the area of agriculture, fertilizers, food
processing, biotechnology, green energy, Disaster
management, information and communication technology,
astronomy, transport, games and sports etc;
 And to create awareness about environmental issues and
concerns and inspiring children to devise innovative ideas
towards their mitigation.

16. The organization of these exhibitions envisages that children and
teachers would try to analyses all aspects of human endeavor
with a view to identity where and how the new researches and
sustain progress of society leading to improvement for the
challenges of life. The organization of science, mathematics and
environment exhibitions also provide opportunities to all
participating students, teachers and visitors to get acquainted
with different kind of equipments devices and techniques.

17. CONCLUSION
Co-curricular activities give the students a chance to think box
and get creative ideas of their own with the help of a guide/
facilitator field trips excursions, science fair and science
exhibitions are only some of the co- curricular activates. These
activates help the students in developing richer learning
experience by giving them a chance to think in new ways to
solve a problem or answer a question. These activities also help
in developing the grasping poser of students and provide an
opportunity to the students to work in teams and this develop
team’s spirit in them. Students on field trips, excursions, science
fairs and science exhibitions sharpen their skills of observation
and perception by utilizing all there sense. All these mention the
need and importance of including co-curricular activities in
curriculum

18. REFERENCES
1. Dr.T.K.Mathew & Dr.T.M.Mollykutty (2010),
Science Education, Rainbow Books Publishers ,
page:233-235, 237-239
2. www.eduplace.com/science/profdev/science-
fair/whatis.html/
3. www.ncert.nic.in/programmes/science-
exhibition/index-science
4. html http/www.ijese.com/ijese.2014.2013a.pdf
Corrected
Smitha I G
Asst. Prof. in Physical Science

19. .