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Science Activities: Classroom Projects and CurriculumIdeasPublication details, including instructions for authors and subscription information:http://www.tandfonline.com/loi/vsca20

Helpful Hints for a Successful TripJames Kisiel aa California State University, Long BeachPublished online: 07 Aug 2010.

To cite this article: James Kisiel (2006) Helpful Hints for a Successful Trip, Science Activities: Classroom Projects andCurriculum Ideas, 43:2, 35-36, DOI: 10.3200/SATS.43.2.35-36

To link to this article: http://dx.doi.org/10.3200/SATS.43.2.35-36

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o you have decided to venture out of the classroomand lead your students on a field trip. Many educa-tors and researchers have looked closely at the suc-

cess of these trips and have provided suggestions for creat-ing a good learning experience (Bitgood 1994; Connolly etal. 2006; Griffin and Symington 1997; Rennie and McClaf-ferty 1995). Here are some tips for a successful excursion.

1. Get to know the site. Call, visit, or check the Web site ofyour destination before your visit. Many institutions willeven allow discounted (or free) entry for teachers plan-ning a field trip, making it easier to plan the experience.If you are creating a field trip-based unit, it is importantthat you know what exhibits, animals, or artifacts willprovide the examples you need.

2. Ask questions to learn more about logistics. Where willyou park? Can you bring lunches? If so, where do youput the lunches? Where are the restrooms? All of theseare important questions—make sure that you have theanswers before you go.

3. Communicate with other teachers and chaperones. Makeyour goals for the visit clear to everyone on the field trip.Be sure to speak with the chaperones about your expec-tations—do not assume they know exactly what you wantthem to do.

4. Share the day’s agenda with students. Research studieshave shown that if students know when they will be eatinglunch or visiting the gift shop, they spend less time think-ing about these questions and are better able to engage inthe field trip site, as well as any activities you have planned.

5. Let them know what they will see. Orientation to thephysical space, such as using maps or photos, will helpreduce student anxiety and allow them to interact withthe novel setting more effectively. And do not worry

JAMES KISIEL is an assistant professor of science education atCalifornia State University, Long Beach. He has previouslyworked as outreach coordinator and education evaluator at theNatural History Museum of Los Angeles County. His researchinterests include teacher perceptions and use of informal sciencesettings.

Copyright © 2006 Heldref Publications

about spoiling the surprise, as there will be many otherthings to discover along the way.

6. Do not try to see it all! Museums, zoos, and other informallearning sites are usually large places with many exhibits.It is impossible to see everything in a two-hour span. Focuson specific areas, and then encourage students to comeback with their parents or guardians. Better yet, allowsome time during the field trip for groups of students tochoose what other things they would like to see. If studentsbecome too tired, the experience stops being a positiveone. Take precautions not to let that happen.

7. Do not rely on text. Although exhibits often have usefulinformation available to visitors, asking students to learn byreading panels turns the museum into a big book. Encour-age students to observe and compare, as in the activitiesdescribed in this issue. Ask them to make predictions thatthey then might be able to confirm using an exhibit sign oreven their own textbook once back in the classroom.

8. Do not forget to follow up. The field trip should not standalone. By allowing students to share their discoveries andbuild on the experience, their new knowledge and under-

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Students observe stuffed and mounted lions in a realis-tic habitat at a local science museum. Photo courtesy ofLeah Melber © 2006.

JAMES KISIEL

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standing can be strengthened. Do not wait for curriculumconnections to happen naturally—be sure to leave time forexplicit reinforcement while it is still fresh in their minds.

So before you board the bus or begin your trek to thelocal museum on your next field trip, think about how thesetips might turn a great learning opportunity into an evengreater one.

References

Bitgood, S. 1994. What do we know about school field trips? In

What research says about learning in science museums,Vol. 2, 12–16. Washington, DC: Association of Science-Technology Centers.

Connolly, R., M. Groome, K. Sheppard, and N. Stroud. 2006. Tipsfrom the field. The Science Teacher 73 (1): 42–45.

Griffin, J., and D. Symington. 1997. Moving from task-oriented tolearning oriented strategies on school excursions to museums.Science Education 81 (6): 763–79.

Rennie, L., and T. McClafferty. 1995. Using visits to interactivescience and technology centers, museums, aquaria, and zoos topromote learning in science. Journal of Science Teacher Educa-tion 6 (4): 175–85.

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