Field trips can increase students' interest and understanding of classroom subjects in several ways: They introduce curriculum topics, provide real-world examples, and reinforce lessons. Field trips are most effective when they have clearly defined objectives linked to learning goals, involve advance preparation by educators and students, and include follow-up evaluation of what was learned. Successful field trips also require partnerships between formal educators like teachers and informal groups providing the out-of-classroom experience.

1. A Publication of the Environmental Education and Training Partnership, funded by the U.S. Environmental Protection Agency and
managed by the North American Association for Environmental Education
EETAPEETAP Resource LibraryResource Library
“Advancing Education & Environmental Literacy”“Advancing Education & Environmental Literacy”
March, 2002 Number 100
Using Field Trips for Educational Outcomes
One type of informal learning experience,
more commonly known as field trips, is valued by
many educators for its ability to increase interest and
enhance the information that is being taught inside the
classroom. There are many other reasons that formal
educators can also use field trips as a supplement to
the curriculum.
Field trips have many purposes. They are a
good way to create interest about a subject. They can
be used to introduce a unit that is about to be covered
in class, and are also used at the other end of a unit, as
a follow up with the purpose of illustrating and
reinforcing the lesson just learned. They can also
provide a point of relevance by showing how the
subject can be used in the real world. Another popular
way that field trips are used is to enhance concepts and
motivate students to want to learn more. All of these
purposes have one thing in common; they are intended
to increase the interest and understanding of the
subject to the student.
It has become increasingly common for
formal and informal or nonformal educators to create
partnerships with each other. Because the classroom
can be such a limiting environment, it is beneficial for
the students to be exposed to other learning
environments. Forming partnerships can be
advantageous to the student if the educators have
common goals, good communication, and a give and
take relationship as well as provide greater
coordination between the classroom learning and the
field trip experience.
The structure of the field trip is important to
its success. The first step is preparation. This should
include creating objectives of the experience that are
linked to classroom study. It is also suggested that the
instructor visit the site in advance to be sure that it is
appropriate for students and relevant to the purpose.
Any student preparation should also be considered
before the actual trip. The second step is the actual trip
itself. The final step would be the follow up activities
and evaluation that may be useful in enhancing the
experience.
It is valuable to evaluate the field trip or
partnership. The evaluation should focus on both
cognitive and affective measures. This refers to the
evaluation of what the students have actually learned
or understood as well as their attitudes towards the
subject. Asking questions of all involved, including the
teachers, site staff, and the students, can do this.
Where are the resources?
Following is a list of some resources available
for educators on Using Field Trips for Educational
Outcomes available in the Educational Resources
Information Center (ERIC) and Eisenhower National
Clearinghouse (ENC) collections. To read about these
resources and learn where to get them, search the ERIC
or ENC collections online or at a local library or
university. Online, databases can be accessed by
typing:
http://eelink.net
Page down to EDUCATION AND INFORMATION
directory, ASKERIC or ENC, and click on either home
page. You will then be able to search the ERIC and
ENC databases by following the appropriate pointers.
Print Resources
From ERIC
Rudmann, C. “A Review of the Use and
Implementation of Science Field Trips.” School Science
and Mathematics, V94, n3, pp 138-141. 1994. (EJ

2. A Publication of the Environmental Education and Training Partnership, funded by the U.S. Environmental Protection Agency and
managed by the North American Association for Environmental Education
EETAP Resource Library is a project of the
Environmental Education and Training Partnership
effort. The goal of the Resource Library is to increase
educators’ access to and use of databases such as ENC
and ERIC. This information sheet may be freely
reproduced for educational purposes.
02090).
Discusses both the structure and purpose of field trips
both past and present. Includes three main criteria for
a field trip, how to prepare for it properly, and how it
may affect the learners.
Orion, N. and Hofstein, A. (1991) “Factors Which
Influence Learning Ability During a Scientific Field Trip
in a Natural Environment.” U.S. : Wisconsin. (ED
338493).
Reports a study of a 1-day geological field trip for high
school students in Israel. This study focuses on
understanding how students learn during a field trip in
order to improve the experience of the field trip.
Bye, E. C. (1967) “How to Conduct a Field Trip. How
to Do It Series, Number 12." U.S.: Washington, D.C.
(ED 084169).
This is a basic guide geared toward Social Studies
teachers to help them with every aspect of conducting a
field trip. Answers questions such from what is a field
trip to setting up objectives and making arrangements.
Zielinski, E. (1987) “So You Want to Take a Field
Trip.” U.S. (ED 299079).
Discusses field trips used to enhance and increase
understanding for students by giving access to
resources not available in the classroom. Includes
checklists and guide for teachers.
From ENC
Role of Laboratory and Field Instruction in Biology
Education. NABT. 1994. (ENC-011234).
Overviews philosophy, teaching strategies, and facilities
of studying biology in a field environment.
Informal Mathematics and Science Education. ENC
Focus: A Magazine for Classroom Innovators, 2001.
(ENC-013275)
This issue highlights various resources that can be used
by parents and teachers, by conducting interviews with
people from informal and nonformal educational
settings. Questions are answered about the goals and
benefits of each of the locations.
Clark, J.V. Redirecting Science Education: Reform for a
culturally diverse classroom. 1996. Thousand Oaks,
CA: Corwin Press, Inc. (ENC - 016145).
Includes information on how to involve every student
in the science curriculum as well as developing new
ways of teaching science and making the teachers more
effective.
Robertson, W.C. Community Connections for Science
Education, Volume I: Building Successful Partnerships.
2001. Washington, D.C.: National Science Teachers
Association Press. (ENC - 020634).
Guide for creating formal and nonformal partnerships
within the community. Discusses all aspects of the
partnership, including includes web resources and
describes using parks as resources.
Katz, P. Community Connections for Science Education,
Volume II: History and Theory You can Use. 2001.
Washington, D.C.: National Science Teachers
Association Press. (ENC - 020688).
Guide intended for teachers, informal educators, and
parents that focuses on using all of the resources
available in a community. Includes case studies and
advice from people from various informal and
nonformal settings.
This information sheet was prepared by Brianne
Hoherz, Joe E. Heimlich, Ph.D. and Liz Barringer-
Smith of the EETAP Resource Library at Ohio State
University Extension.