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Yes, Field Trips Are Worth the Effort

Culturally enriching trips can boost grades and decrease absences and behavioral infractions, new research reveals. 

As a teacher, Elena Aguilar often looked for opportunities to get her students out of the classroom and into different neighborhoods or natural environments. “We did the usual museum trips and science center stuff, but I loved the trips which pushed them into unfamiliar territory,” writes Aguilar , an instructional coach and author. Nudging kids out of their comfort zones, she says, “taught them about others as well as themselves. It helped them see the expansiveness of our world and perhaps inspired them to think about what might be available to them out there.”

Aguilar’s thinking made an impact: 15 years after traveling with her third-grade class to Yosemite National Park, a student contacted Aguilar on Facebook to thank her for the life-changing excursion. “You changed our lives with that trip,” the student wrote. “It's what made me want to be a teacher, to be able to give that same gift to other kids.”

As schools grapple with pandemic-related concerns about balancing in-seat instructional time with non-essentials like trips, new research published in The Journal of Human Resources argues that field trips, and the vital educational experiences that they provide—whether it’s a visit to a local museum or a big commitment like Aguilar’s national park trip—deliver a host of positive social and academic outcomes and are worth the effort.

“The pandemic should not keep schools from providing these essential cultural experiences forever,” asserts Jay P. Greene , one of the study’s co-authors and a senior research fellow at the Heritage Foundation, in an opinion piece for the Daily News . “If schools make culturally-enriching field trips an integral part of the education experience, all students—especially those whose parents have a harder time accessing these experiences on their own—would benefit.”

In the study, researchers assigned more than 1,000 fourth- and fifth-grade students in Atlanta to two groups. One group participated in three to six “culturally-enriching” field trips—visits to an art museum, a live theater performance, and a symphony concert—while students in the control group stayed put in class. The outcome? Kids in the field trip group “scored higher on end-of-grade exams, received higher course grades, were absent less often, and had fewer behavioral infractions,” compared to students in the control group, according to a ScienceDaily brief . Benefits lasted two to three years, Greene writes, and were “most visible when students were in middle school.”

“We are able to demonstrate that a relatively simple intervention—and we consider it pretty low-touch; three field trips in a year, maybe six field trips in two years—can actually have some substantial impacts,” says lead study author Heidi Holmes Erickson in an interview with The 74 . “They’re not just limited to social benefits. It shows that smaller interventions can actually have some significant effects on academics as well.”

Field trips aren’t a threat to in-class instruction, Erickson notes, they’re a tool to help bolster engagement and expand students’ horizons. “It's possible to expose students to a broader world and have a culturally enriching curriculum without sacrificing academic outcomes, and it may actually improve academic outcomes,” Erickson says. Far from harming test scores, the researchers found that culturally rich excursions reinforce academics and “students who participated in these field trips were doing better in class.”

Meanwhile, class trips don't need to be elaborate productions to make an impact: small excursions outside the classroom—"low-touch," as the researchers call them—can pack a punch. Here’s how three educators recommend dialing it back with low-stakes options that are both engaging and stimulating for students, but might not require days to prepare and plan:

Make Them Bite-Sized : Instead of allocating an entire day to a field trip, educational consultant Laurel Schwartz takes her classes on micro field trips , or “short outings that can be completed in a single class period.” These real-world encounters, she says, are especially beneficial for English learners and world language students. A micro field trip to a nearby park or around school grounds, for example, can be a great opportunity to “enhance a unit on nature and wildlife while reinforcing vocabulary for senses, colors, and the concepts of quantity and size,” Schwartz writes. “Afterwards, students might write descriptive stories set in the place you visited using vocabulary collected and defined together by the class.”

Try Teacher-Less Trips : To encourage exploration and learning outside of the classroom, former social studies teacher Arch Grieve removes himself from the equation with teacher-less field trips rooted in students’ local communities. Grieve only suggests options that are directly tied to a unit being discussed in class—like attending a talk at a local university or visiting a museum or cultural festival—and offers extra credit to incentivize students. “These trips allow for a greater appreciation of my subject matter than is possible in the school setting, and perhaps best of all, there's little to no planning involved.”

Explore Virtual Options : It may not be as fun as visiting in person, but the Internet makes it possible to visit museums like The National Gallery of London and The Vatican Museums without leaving the school building. Middle school English teacher Laura Bradley likes to search the Museums for Digital Learning website by topic, keyword, and grade level, to find lessons and activities that meet her unique curricular needs. The site grants access to digitized museum collections, 3D models, audio files, documents, images, and videos. 

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How Field Trips Boost Students’ Lifelong Success

Educational trips contribute to better student outcomes in school and beyond. maximize the impact of field trips on students with these 9 ideas..

by NEA Member Benefits

Here’s why field trips are important 

The study found that regardless of gender, ethnicity or socioeconomic status, children who take school trips have better grades (59%), higher graduation rates from high school (95%) and college (63%) and greater income (12% higher annually). 

In fact, 89% said educational trips had a positive, lasting impact on their education and career because enriching field trips made them more engaged, intellectually curious, and interested in and out of school.

“When I was growing up, my parents said the 3 Rs (reading, writing and arithmetic) were important,” says Roger Dow, president and CEO of the U.S. Travel Association. “But for my kids, I made ‘roaming’ the fourth R. We live in a global society, and if you don’t see outside the neighborhood you grow up in, the world will pass you by. Traveling has opened my kids’ eyes. It’s made them more confident and inspired them to reach outside their normal environment to learn and obtain skills to bring them to the next level.”

More benefits of school trips

Margy Natalie, acting onsite learning manager at the Smithsonian Institution’s National Air and Space Museum , notes the powerful effect school trips can have on student learning: “Field trips give students the opportunity to learn in a natural environment and experience things first-hand and from primary resources, rather than texts; real objects rather than photos.”  

Carylann Assante, executive director for Student & Youth Travel Association (SYTA) and SYTA Youth Foundation , seconds the notion that real world exploration outside the classroom can bolster students’ critical thinking skills. “Today’s students are visual learners, and a field trip lets them touch, feel and listen to what they’re learning about, which helps them build on classroom instruction, gain a better understanding of topics, build cultural understanding and tolerance, and expose them to worlds outside their own.”

Assante says field trips are particularly important for disadvantaged students, as they provide students with unique opportunities that level the playing field. “Field trips give diverse and financially-in-need students equal opportunity to experience things outside classroom that their families may not be able to afford,” she says.

A field trip can also be the first trip a student takes without their parents, so it builds independence, as well. “There’s a reason people say I need to get away and recharge my batteries. There’s truth to it,” Dow says. “If I was a school system looking at these stats, I couldn’t afford not to make this a part of our curriculum.”

Tips for planning a successful field trip

You’ve decided to plan an educational field trip for your class, whether it’s to an art museum, science museum, historic site, aquarium, planetarium or some other immersive, interactive learning environment. Now, you need to know what steps to take to ensure a successful field trip. Keep these expert tips in mind:

1. Look around your region for interesting day trips

Dow suggests a planned field trip so you and your class can easily explore an aspect of local history on a day trip. “You can take a quick drive and see the history of places around you—there’s tons of inexpensive things teachers can do that will have a phenomenal impact,” he says.

2. Do your homework

Ideally, you could scope out the destination in advance to ensure the field trip will produce your desired learning experience. “Plan carefully, do your research, visit the site before you plan, ask questions and take recommendations of staff,” Natalie suggests.

3. Follow protocol

“Teachers need to review their school’s policies on field trips in advance and prepare the forms with specific learning objectives and how the field trip will accomplish those objectives tied to their school's core curriculum,” Assante says. Most museums, attractions and locations have education materials to explain how their attraction supports teacher lesson plans and educational curriculums.

4. Involve your students in the preparation

Prepare your class for their upcoming school field trip by getting them interested and excited about what their experience may be like. “Discuss the goals of the field trip in advance, talk about what they will see and what they should learn,” Natalie says. 

Consider letting the class pick the field trip destination so they have ownership and will feel invested in it, Assante suggests. 

5. Make trips relevant to classroom instruction

“Base your field trips on your content area. If you’re studying ancient Egypt, don’t take them to Jamestown,” Natalie says. “Focus on how the trip fits into your content or another educational goal. A field trip should be a day out, not a day off.”

6. Incorporate technology

“Many students use their mobile devices to engage with the field trip in the classroom with apps and blogs,” says Assante. This can help create an interactive learning experience that engages students during the trip, and then reconnect with that experience later in the classroom and at home.

7. Engage the senses

Select a field trip destination where students won’t be sitting down, like they typically do in the classroom. They should be able to touch, explore and share their experiences, Assante says.

8. Fundraise to cover any extra costs

“Engage the parents, PTA or other teachers to support school-wide field trips and help raise the funds so everyone can afford to attend the trip,” says Assante, who also notes some large companies even offer field trip grants.

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9. Follow up on the lessons learned

“Students are much more likely to write about an experience they recently had, like the field trip, than a random prompt,” says Natalie, who recommends following up with graded assignments. “Have each student write about their favorite artifact or activity on the field trip, or why this field trip is important to keep, or conversely, how a different field trip might be better.”

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• The Journal
• Vol. 14, No. 1

The Educational Value of Field Trips

Jay P. Greene

Brian Kisida

Daniel H. Bowen

Jay P. Greene joined EdNext Editor-in-chief Marty West to discuss the benefits of field trips, including how seeing live theater is a more enriching experience to students, on the EdNext podcast .

Crystal Bridges; Crystal Bridges Museum of American Art; School Tour © 2013 Stephen Ironside/Ironside Photography Bo Bartlett – “The Box” –  2002 • Oil on Linen • 82 x 100 – Photographer is Karen Mauch

The school field trip has a long history in American public education. For decades, students have piled into yellow buses to visit a variety of cultural institutions, including art, natural history, and science museums, as well as theaters, zoos, and historical sites. Schools gladly endured the expense and disruption of providing field trips because they saw these experiences as central to their educational mission: schools exist not only to provide economically useful skills in numeracy and literacy, but also to produce civilized young men and women who would appreciate the arts and culture. More-advantaged families may take their children to these cultural institutions outside of school hours, but less-advantaged students are less likely to have these experiences if schools do not provide them. With field trips, public schools viewed themselves as the great equalizer in terms of access to our cultural heritage.

Today, culturally enriching field trips are in decline. Museums across the country report a steep drop in school tours. For example, the Field Museum in Chicago at one time welcomed more than 300,000 students every year. Recently the number is below 200,000. Between 2002 and 2007, Cincinnati arts organizations saw a 30 percent decrease in student attendance. A survey by the American Association of School Administrators found that more than half of schools eliminated planned field trips in 2010–11.

The decision to reduce culturally enriching field trips reflects a variety of factors. Financial pressures force schools to make difficult decisions about how to allocate scarce resources, and field trips are increasingly seen as an unnecessary frill. Greater focus on raising student performance on math and reading standardized tests may also lead schools to cut field trips. Some schools believe that student time would be better spent in the classroom preparing for the exams. When schools do organize field trips, they are increasingly choosing to take students on trips to reward them for working hard to improve their test scores rather than to provide cultural enrichment. Schools take students to amusement parks, sporting events, and movie theaters instead of to museums and historical sites. This shift from “enrichment” to “reward” field trips is reflected in a generational change among teachers about the purposes of these outings. In a 2012‒13 survey we conducted of nearly 500 Arkansas teachers, those who had been teaching for at least 15 years were significantly more likely to believe that the primary purpose of a field trip is to provide a learning opportunity, while more junior teachers were more likely to see the primary purpose as “enjoyment.”

If schools are de-emphasizing culturally enriching field trips, has anything been lost as a result? Surprisingly, we have relatively little rigorous evidence about how field trips affect students. The research presented here is the first large-scale randomized-control trial designed to measure what students learn from school tours of an art museum.

We find that students learn quite a lot. In particular, enriching field trips contribute to the development of students into civilized young men and women who possess more knowledge about art, have stronger critical-thinking skills, exhibit increased historical empathy, display higher levels of tolerance, and have a greater taste for consuming art and culture.

Design of the Study and School Tours

The 2011 opening of the Crystal Bridges Museum of American Art in Northwest Arkansas created the opportunity for this study. Crystal Bridges is the first major art museum to be built in the United States in the last four decades, with more than 50,000 square feet of gallery space and an endowment in excess of $800 million. Portions of the museum’s endowment are devoted to covering all of the expenses associated with school tours. Crystal Bridges reimburses schools for the cost of buses, provides free admission and lunch, and even pays for the cost of substitute teachers to cover for teachers who accompany students on the tour.

Because the tour is completely free to schools, and because Crystal Bridges was built in an area that never previously had an art museum, there was high demand for school tours. Not all school groups could be accommodated right away. So our research team worked with the staff at Crystal Bridges to assign spots for school tours by lottery. During the first two semesters of the school tour program, the museum received 525 applications from school groups representing 38,347 students in kindergarten through grade 12. We created matched pairs among the applicant groups based on similarity in grade level and other demographic factors. An ideal and common matched pair would be adjacent grades in the same school. We then randomly ordered the matched pairs to determine scheduling prioritization. Within each pair, we randomly assigned which applicant would be in the treatment group and receive a tour that semester and which would be in the control group and have its tour deferred.

We administered surveys to 10,912 students and 489 teachers at 123 different schools three weeks, on average, after the treatment group received its tour. The student surveys included multiple items assessing knowledge about art as well as measures of critical thinking, historical empathy, tolerance, and sustained interest in visiting art museums. Some groups were surveyed as late as eight weeks after the tour, but it was not possible to collect data after longer periods because each control group was guaranteed a tour during the following semester as a reward for its cooperation. There is no indication that the results reported below faded for groups surveyed after longer periods.

We also assessed students’ critical-thinking skills by asking them to write a short essay in response to a painting that they had not previously seen. Finally, we collected a behavioral measure of interest in art consumption by providing all students with a coded coupon good for free family admission to a special exhibit at the museum to see whether the field trip increased the likelihood of students making future visits.

All results reported below are derived from regression models that control for student grade level and gender and make comparisons within each matched pair, while taking into account the fact that students in the matched pair of applicant groups are likely to be similar in ways that we are unable to observe. Standard validity tests confirmed that the survey items employed to generate the various scales used as outcomes measured the same underlying constructs.

The intervention we studied is a modest one. Students received a one-hour tour of the museum in which they typically viewed and discussed five paintings. Some students were free to roam the museum following their formal tour, but the entire experience usually involved less than half a day. Instructional materials were sent to teachers who went on a tour, but our survey of teachers suggests that these materials received relatively little attention, on average no more than an hour of total class time. The discussion of each painting during the tour was largely student-directed, with the museum educators facilitating the discourse and providing commentary beyond the names of the work and the artist and a brief description only when students requested it. This format is now the norm in school tours of art museums. The aversion to having museum educators provide information about works of art is motivated in part by progressive education theories and by a conviction among many in museum education that students retain very little factual information from their tours.

Recalling Tour Details. Our research suggests that students actually retain a great deal of factual information from their tours. Students who received a tour of the museum were able to recall details about the paintings they had seen at very high rates. For example, 88 percent of the students who saw the Eastman Johnson painting At the Camp—Spinning Yarns and Whittling knew when surveyed weeks later that the painting depicts abolitionists making maple syrup to undermine the sugar industry, which relied on slave labor. Similarly, 82 percent of those who saw Norman Rockwell’s Rosie the Riveter could recall that the painting emphasizes the importance of women entering the workforce during World War II. Among students who saw Thomas Hart Benton’s Ploughing It Under , 79 percent recollected that it is a depiction of a farmer destroying his crops as part of a Depression-era price support program. And 70 percent of the students who saw Romare Bearden’s Sacrifice could remember that it is part of the Harlem Renaissance art movement. Since there was no guarantee that these facts would be raised in student-directed discussions, and because students had no particular reason for remembering these details (there was no test or grade associated with the tours), it is impressive that they could recall historical and sociological information at such high rates.

These results suggest that art could be an important tool for effectively conveying traditional academic content, but this analysis cannot prove it. The control-group performance was hardly better than chance in identifying factual information about these paintings, but they never had the opportunity to learn the material. The high rate of recall of factual information by students who toured the museum demonstrates that the tours made an impression. The students could remember important details about what they saw and discussed.

Critical Thinking. Beyond recalling the details of their tour, did a visit to an art museum have a significant effect on students? Our study demonstrates that it did. For example, students randomly assigned to receive a school tour of Crystal Bridges later displayed demonstrably stronger ability to think critically about art than the control group.

During the first semester of the study, we showed all 3rd- through 12th-grade students a painting they had not previously seen, Bo Bartlett’s The Box . We then asked students to write short essays in response to two questions: What do you think is going on in this painting? And, what do you see that makes you think that? These are standard prompts used by museum educators to spark discussion during school tours.

We stripped the essays of all identifying information and had two coders rate the compositions using a seven-item rubric for measuring critical thinking that was developed by researchers at the Isabella Stewart Gardner Museum in Boston. The measure is based on the number of instances that students engaged in the following in their essays: observing, interpreting, evaluating, associating, problem finding, comparing, and flexible thinking. Our measure of critical thinking is the sum of the counts of these seven items. In total, our research team blindly scored 3,811 essays. For 750 of those essays, two researchers scored them independently. The scores they assigned to the same essay were very similar, demonstrating that we were able to measure critical thinking about art with a high degree of inter-coder reliability.

We express the impact of a school tour of Crystal Bridges on critical-thinking skills in terms of standard-deviation effect sizes. Overall, we find that students assigned by lottery to a tour of the museum improve their ability to think critically about art by 9 percent of a standard deviation relative to the control group. The benefit for disadvantaged groups is considerably larger (see Figure 1). Rural students, who live in towns with fewer than 10,000 people, experience an increase in critical-thinking skills of nearly one-third of a standard deviation. Students from high-poverty schools (those where more than 50 percent of students receive free or reduced-price lunches) experience an 18 percent effect-size improvement in critical thinking about art, as do minority students.

A large amount of the gain in critical-thinking skills stems from an increase in the number of observations that students made in their essays. Students who went on a tour became more observant, noticing and describing more details in an image. Being observant and paying attention to detail is an important and highly useful skill that students learn when they study and discuss works of art. Additional research is required to determine if the gains in critical thinking when analyzing a work of art would transfer into improved critical thinking about other, non-art-related subjects.

Historical Empathy. Tours of art museums also affect students’ values. Visiting an art museum exposes students to a diversity of ideas, peoples, places, and time periods. That broadening experience imparts greater appreciation and understanding. We see the effects in significantly higher historical empathy and tolerance measures among students randomly assigned to a school tour of Crystal Bridges.

Historical empathy is the ability to understand and appreciate what life was like for people who lived in a different time and place. This is a central purpose of teaching history, as it provides students with a clearer perspective about their own time and place. To measure historical empathy, we included three statements on the survey with which students could express their level of agreement or disagreement: 1) I have a good understanding of how early Americans thought and felt; 2) I can imagine what life was like for people 100 years ago; and 3) When looking at a painting that shows people, I try to imagine what those people are thinking. We combined these items into a scale measuring historical empathy.

Students who went on a tour of Crystal Bridges experience a 6 percent of a standard deviation increase in historical empathy. Among rural students, the benefit is much larger, a 15 percent of a standard deviation gain. We can illustrate this benefit by focusing on one of the items in the historical empathy scale. When asked to agree or disagree with the statement, “I have a good understanding of how early Americans thought and felt,” 70 percent of the treatment-group students express agreement compared to 66 percent of the control group. Among rural participants, 69 percent of the treatment-group students agree with this statement compared to 62 percent of the control group. The fact that Crystal Bridges features art from different periods in American history may have helped produce these gains in historical empathy.

Tolerance. To measure tolerance we included four statements on the survey to which students could express their level of agreement or disagreement: 1) People who disagree with my point of view bother me; 2) Artists whose work is critical of America should not be allowed to have their work shown in art museums; 3) I appreciate hearing views different from my own; and 4) I think people can have different opinions about the same thing. We combined these items into a scale measuring the general effect of the tour on tolerance.

Overall, receiving a school tour of an art museum increases student tolerance by 7 percent of a standard deviation. As with critical thinking, the benefits are much larger for students in disadvantaged groups. Rural students who visited Crystal Bridges experience a 13 percent of a standard deviation improvement in tolerance. For students at high-poverty schools, the benefit is 9 percent of a standard deviation.

The improvement in tolerance for students who went on a tour of Crystal Bridges can be illustrated by the responses to one of the items within the tolerance scale. When asked about the statement, “Artists whose work is critical of America should not be allowed to have their work shown in art museums,” 35 percent of the control-group students express agreement. But for students randomly assigned to receive a school tour of the art museum, only 32 percent agree with censoring art critical of America. Among rural students, 34 percent of the control group would censor art compared to 30 percent for the treatment group. In high-poverty schools, 37 percent of the control-group students would censor compared to 32 percent of the treatment-group students. These differences are not huge, but neither is the intervention. These changes represent the realistic improvement in tolerance that results from a half-day experience at an art museum.

Interest in Art Museums. Perhaps the most important outcome of a school tour is whether it cultivates an interest among students in returning to cultural institutions in the future. If visiting a museum helps improve critical thinking, historical empathy, tolerance, and other outcomes not measured in this study, then those benefits would compound for students if they were more likely to frequent similar cultural institutions throughout their life. The direct effects of a single visit are necessarily modest and may not persist, but if school tours help students become regular museum visitors, they may enjoy a lifetime of enhanced critical thinking, tolerance, and historical empathy.

We measured how school tours of Crystal Bridges develop in students an interest in visiting art museums in two ways: with survey items and a behavioral measure. We included a series of items in the survey designed to gauge student interest:

• I plan to visit art museums when I am an adult.

• I would tell my friends they should visit an art museum.

• Trips to art museums are interesting.

• Trips to art museums are fun.

• Would your friend like to go to an art museum on a field trip?

• Would you like more museums in your community?

• How interested are you in visiting art museums?

• If your friends or family wanted to go to an art museum, how interested would you be in going?

Interest in visiting art museums among students who toured the museum is 8 percent of a standard deviation higher than that in the randomized control group. Among rural students, the increase is much larger: 22 percent of a standard deviation. Students at high-poverty schools score 11 percent of a standard deviation higher on the cultural consumer scale if they were randomly assigned to tour the museum. And minority students gain 10 percent of a standard deviation in their desire to be art consumers.

One of the eight items in the art consumer scale asked students to express the extent to which they agreed or disagreed with the statement, “I would tell my friends they should visit an art museum.” For all students who received a tour, 70 percent agree with this statement, compared to 66 percent in the control group. Among rural participants, 73 percent of the treatment-group students agree versus 63 percent of the control group. In high-poverty schools, 74 percent would recommend art museums to their friends compared to 68 percent of the control group. And among minority students, 72 percent of those who received a tour would tell their friends to visit an art museum, relative to 67 percent of the control group. Students, particularly those from disadvantaged backgrounds, are more likely to have positive feelings about visiting museums if they receive a school tour.

We also measured whether students are more likely to visit Crystal Bridges in the future if they received a school tour. All students who participated in the study during the first semester, including those who did not receive a tour, were provided with a coupon that gave them and their families free entry to a special exhibit at Crystal Bridges. The coupons were coded so that we could determine the applicant group to which students belonged. Students had as long as six months after receipt of the coupon to use it.

We collected all redeemed coupons and were able to calculate how many adults and youths were admitted. Though students in the treatment group received 49 percent of all coupons that were distributed, 58 percent of the people admitted to the special exhibit with those coupons came from the treatment group. In other words, the families of students who received a tour were 18 percent more likely to return to the museum than we would expect if their rate of coupon use was the same as their share of distributed coupons.

This is particularly impressive given that the treatment-group students had recently visited the museum. Their desire to visit a museum might have been satiated, while the control group might have been curious to visit Crystal Bridges for the first time. Despite having recently been to the museum, students who received a school tour came back at higher rates. Receiving a school tour cultivates a taste for visiting art museums, and perhaps for sharing the experience with others.

Disadvantaged Students

One consistent pattern in our results is that the benefits of a school tour are generally much larger for students from less-advantaged backgrounds. Students from rural areas and high-poverty schools, as well as minority students, typically show gains that are two to three times larger than those of the total sample. Disadvantaged students assigned by lottery to receive a school tour of an art museum make exceptionally large gains in critical thinking, historical empathy, tolerance, and becoming art consumers.

It appears that the less prior exposure to culturally enriching experiences students have, the larger the benefit of receiving a school tour of a museum. We have some direct measures to support this explanation. To isolate the effect of the first time visiting the museum, we truncated our sample to include only control-group students who had never visited Crystal Bridges and treatment-group students who had visited for the first time during their tour. The effect for this first visit is roughly twice as large as that for the overall sample, just as it is for disadvantaged students.

In addition, we administered a different version of our survey to students in kindergarten through 2nd grade. Very young students are less likely to have had previous exposure to culturally enriching experiences. Very young students make exceptionally large improvements in the observed outcomes, just like disadvantaged students and first-time visitors.

When we examine effects for subgroups of advantaged students, we typically find much smaller or null effects. Students from large towns and low-poverty schools experience few significant gains from their school tour of an art museum. If schools do not provide culturally enriching experiences for these students, their families are likely to have the inclination and ability to provide those experiences on their own. But the families of disadvantaged students are less likely to substitute their own efforts when schools do not offer culturally enriching experiences. Disadvantaged students need their schools to take them on enriching field trips if they are likely to have these experiences at all.

Policy Implications

School field trips to cultural institutions have notable benefits. Students randomly assigned to receive a school tour of an art museum experience improvements in their knowledge of and ability to think critically about art, display stronger historical empathy, develop higher tolerance, and are more likely to visit such cultural institutions as art museums in the future. If schools cut field trips or switch to “reward” trips that visit less-enriching destinations, then these important educational opportunities are lost. It is particularly important that schools serving disadvantaged students provide culturally enriching field trip experiences.

This first-ever, large-scale, random-assignment experiment of the effects of school tours of an art museum should help inform the thinking of school administrators, educators, policymakers, and philanthropists. Policymakers should consider these results when deciding whether schools have sufficient resources and appropriate policy guidance to take their students on tours of cultural institutions. School administrators should give thought to these results when deciding whether to use their resources and time for these tours. And philanthropists should weigh these results when deciding whether to build and maintain these cultural institutions with quality educational programs. We don’t just want our children to acquire work skills from their education; we also want them to develop into civilized people who appreciate the breadth of human accomplishments. The school field trip is an important tool for meeting this goal.

Jay P. Greene is professor of education reform at the University of Arkansas, where Brian Kisida is a senior research associate and Daniel H. Bowen is a doctoral student.

Additional materials, including a supplemental study and a methodological appendix , are available.

For more, please see “ The Top 20 Education Next Articles of 2023 .”

This article appeared in the Winter 2014 issue of Education Next . Suggested citation format:

Greene, J.P., Kisida, B., and Bowen, D.H. (2014). The Educational Value of Field Trips: Taking students to an art museum improves critical thinking skills, and more . Education Next , 14(1), 78-86.

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Are field trips worth all the time and effort required to make them successful? Most teachers have asked themselves this question at one time or another, typically when feeling overwhelmed as they prepare for a field trip. The truth is that field trips at any grade level can cause quite a few headaches for teachers. At the same time, well-planned field trips can provide students with truly educational experiences they cannot get in the confines of the classroom. Following is a look at the pros and cons of field trips.

Benefits of Field Trips

Field trips provide students with new opportunities for learning through experience:

Different Learning Modalities

Information is presented to students in a way that meets different learning modalities. Field trips provide students with the ability to learn by doing instead of just passively listening to the information being taught in class. 

Students are exposed to new experiences that, hopefully, broaden their horizons. This can be especially helpful for students from lower socioeconomic backgrounds who may not have been exposed to these opportunities before. 

Reinforcing Concepts

Concepts that have already been learned in the classroom can be reinforced. Sometimes seeing information being taught in a new way can make a big difference in student comprehension. There is quite a difference between being taught about something like hurricanes and wind speed and experiencing them in an exhibit at a science museum. 

Shared Reference

Students are provided with shared reference points that teachers can then refer to and use in future lessons. There may be an opportunity to have two or more disciplines use a field trip as an enrichment activity. For example, a trip to an art museum (art) may couple with a timeline for social studies (political systems in place when art was created) or math (measurements) can combine with science in a biosystem (river, beach, and meadow). In this manner, several teachers can then refer to things that students saw and experienced during the field trip for the remainder of the school year. 

Increased Student-Teacher Communication

Students and teachers can see each other in a different light, helping to increase communication between them. Some students who might be overlooked in class because they are quiet might really come alive on field trips. 

If parents are involved as chaperones, they can feel more connected to the teacher and the lessons being taught. They can get to know the teacher better and understand what teachers deal with daily.

Meeting Standards

Standards in social studies and science  require students to have experiences related to concepts in the discipline. In social studies, students are required to take informed action. In science, students need to be exposed to a series of concepts to help them to better understand the world around them. Field trips help teachers meet these objectives.

Problems With Field Trips

Teachers face a number of concerns and challenges when designing field trips that they need to recognize and address before planning a field trip.

Preparation Needed

Field trips take preparation if teachers want to make them meaningful. They have to coordinate locations and transportation. They also need to create an effective lesson plan that they will follow when on the excursion.

Students will be out of the school building for a field trip, which means they will miss other classes—at least in middle and high school. If each core subject area (ELA, math science, or social studies) offers one field trip during a school year, students would be out of the building for four days. School attendance policies may count these as excused absences, but any field trip that removes students from class reduces the number of classroom hours. 

Trips Can Be Costly

Field trips can be expensive, and some students may not have the funds to attend. Organizers of the field trip may consider asking for parents to add a few dollars to help students in need. School boosters may need to host a fundraiser for students to raise money for more expensive trips.

Teachers have to organize the collection of money and the assigning of chaperones. Teachers need to spend some time creating student groups that work for all students and ensuring that chaperones are assigned accordingly. 

Teachers will likely have to deal with red tape as they plan field trips including permission slips, medical information, and emergency procedures. Schools typically require paperwork from teachers and their students. 

Potential Discipline Problems

Students will be placed in a larger environment than the classroom. New surroundings could possibly lead to additional discipline problems. Because teachers typically only lead a small group (such as 30 to 40 students), they may not be able to maintain control over the behavior of every student on the field trip, especially if the group is large. Teachers should go over rules and expectations before the field trip, enforce the rules strictly while away from school grounds, and create effective consequences for misbehavior. 

May Be Disappointing

The field trip destination might not live up to the teacher's expectations. The location might not be as interesting as the teacher thought it would be. The time to complete the field trip might be considerably less than was expected. Therefore, it is a good idea to have some contingency plan in mind just in case.

There may be students who, for one reason or another, will not attend the field trip. Teachers must leave lessons, usually enrichment offerings, that mirror some of the concepts being experienced on the field trip.

Requesting Feedback

One of the best ways to measure the success of a field trip (other than returning all students back to the school) is to ask for feedback. Teachers can post a survey for participants and for other chaperones asking them to express how they would evaluate the trip.

Opportunity to Reflect

Students should have the opportunity to reflect on the trip and write a response in a journal or essay. Requiring journal responses after the trip can solidify the information learned as students reflect on their new experiences. Asking students to write a thank you to the school principal for allowing the trip may even smooth the path to additional field trips. 

Worth the Difficulties

Many teachers feel that well-chosen field trip destinations are worth the difficulties they may create. The key is taking the time to plan each aspect as much as possible. Teachers should be proactive when thinking about and planning field trips. Students, on the other hand, may remember the experience of the school field trip as a highlight of the school year, and the time they learned more than anything taught in class.

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The Importance of Field Trips + Virtual Field Trip Ideas

By: Author MomsLA

Posted on Last updated: August 21, 2023

Field Trips are important to help bridge the gap between education in the classroom and hands-on experience. You probably already know that school field trips are a vital part of any educational curriculum, whether online, virtual, on a bus from a traditional school or for a homeschooling family.

In addition, Field Trips can make learning fun and special, adding an element of novelty to a school routine.

In the current pandemic, without school in session, parents and teachers are looking for Virtual and Interactive Field Trips. Plus we can always take a cue from the many Homeschool Field Trips around SoCal.

Interactive Virtual Field Trips from Los Angeles Museums >>> click to read

Virtual field trips for kids from around california >> click to read, 50 terrific virtual field trips – one in each of the united states >>> click to read.

The Importance of Field Trips

Studies published by Resource Area for Teaching show “Teachers who conduct hands-on learning activities on a weekly basis out-perform their peers by more than 70% of a grade level in math and 40% of a grade level in science.” Field trips are crucial for every student to acquire a wealth of knowledge, cultural context, and hands-on experience.

Interactive Field Trips can help shape a child’s future, along with learning that continues outside the classroom.

How Field Trips are Interpreted by a Child

Here are a few things kids may think and feel as they get to experience more field trips:

1. Show me how to do it, so I can be successful.

2. I can see what it looks like at first glance.

3. The experience is in my memory. When I need to use it as a reference it will be available.

4. I participated in an activity, therefore I know feel more confident about my abilities.

5. Learning is fun when I get to explore and ask questions. I want to do more.

6. What if I want to study and work in this field?

7. I now know that my community supports me and I have access to the information.

Please consider helping your child’s teacher plan more field trips. Both now with Virtual Field Trips, and in the future for in-person experiences. It will change how you look at education and how you see your community.

Related: Why I don’t volunteer for my child’s field trips

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TerriAnn @ Cookies & Clogs

Friday 31st of August 2012

Letting children learn hands-on is the best method for teaching new concepts as well as solidify others. I homeschool my daughter and know she gets WAY more out of field trips than reading a textbook!

My kids have been on some invaluable field trips, no doubt. There have also been a couple of time-wasters. I think it's important to consider the purpose of the field trip, the destination and the educational component. Class trips also build solidarity, which is nice.

Desiree Eaglin

I totally agree that field trips are an extension of education. I love taking my kids everywhere!

Valerie2350

Great info, Alma! Hands-on learning sticks with children long after the worksheets and classroom lectures are over.

Carla - Notas de Mamá

Great info! Field trips are very important. I might not remember what the teacher said when I was in class, but I do remember all the things I learnt in my field trips to the museum, zoo, botanical garden an other amazing places.

Field Trips are Valuable Learning Experiences

This Knowledge Base article was written collaboratively with contributions from Karen Knutson and CAISE Admin. This article was migrated from a previous version of the Knowledge Base. The date stamp does not reflect the original publication date.

Field trips are recognized as important moments in learning; a shared social experience that provides the opportunity for students to encounter and explore novel things in an authentic setting. Their importance is supported by professional organizations such as the  National Science Teachers Association  which asserts field trips can “deepen and enhance” classroom study (NSTA 1999) and the  National Research Council  who assert a quality science curriculum is one that extends beyond the walls of the classroom (1996).

Findings from Research and Evaluation 

Outcomes of field trips.

It is important to recognize that learning outcomes from field trips can range from cognitive to affective outcomes (for a review see: Dewitt & Storksdieck, 2008; also  Learning Science in Informal Environments (2009) . Too often, however, only cognitive gains are identified (by schools or museums) ( Kisiel, 2005 ).

Among the many potential outcomes, research has shown that field trips:

Expose students to new experiences and can increase interest and engagement in science regardless of prior interest in a topic (Kisiel, 2005; Bonderup Dohn, 2011),

Result in affective gains such as more positive feelings toward a topic (Csikszentmihalyi & Hermanson, 1995; Nadelson & Jordan, 2012).

Are experiences that can be recalled and useful long after a visit (Salmi, 2003; Falk & Dierking, 1997; Wolins, Jensen, & Ulzheimer, 1992).

Effective Models of Field Trip Experiences

Research has demonstrated that field trips can be designed to more effectively support student learning. Field trips work best when they provide support for students to explore in a personally meaningful way.

Learning in field trips is impacted by many factors (DeWitt & Storksdieck, 2008). The structure of the field trip impacts learning. Some structure is needed to best support student learning, ( Stronck, 1983 ) yet programming that is overly rigid or too aligned with classroom instruction can have a negative effect (Jensen 1994; Griffin & Symington, 1997). If students are not adequately prepared for the experience, the novelty of the setting can negatively impact learning. (Orion & Hofstein, 1994).

Prior knowledge and interests of the students impacts learning during the visit (Falk & Adelman, 2003), the social context of the visit, teacher agendas, student experiences during the field trip, and the presence or absence and quality of preparation and follow-up.

Through a meta-analysis of studies such as these,  DeWitt and Osborne (2007)  created a model to guide museum program development, Model of Museum Practice which, among other key elements, highlights the importance of encouraging students in the area of “joint productive activity” (p. 690). This includes the opportunity for students to be cognitively engaged and challenged, as they explore areas of personal interest and curiosity and engage in bidirectional communication with each other and adult facilitators.

A successful and quality field trip requires teacher preparation and interaction, yet often teachers are not equipped to, or do not provide this support. See: ( Schoolteacher Learning Agenda Influences Student Learning in Museums ; Griffin & Symington, 1997).

References 

Behrendt, M., & Franklin, T. (2014).  A Review of Research on School Field Trips and Their Value in Education. International Journal of Environmental & Science Education 9, 235-245. Doi: 10.12973/ijese.2014.213a

Bell, P., Lewenstein, B., Shouse, A. W., & Feder, M. A., (Eds.) (2009). Learning science in informal environments: People, places, and pursuits. Washington, DC: National Academies Press. Retrieved from  http://informalscience.org/research/ic-000-000-002-024/LSIE

Bonderup Dohn, N. (2011). Situational interest of high school students who visit an aquarium. Science Education, 95(2), 337-357.  http://informalscience.org/research/ic-000-000-008-700/Situational_Interest_of_High_School_Students_Who_Visit_an_Aquarium

Csikszentmihalyi, M., & Hermanson, K. (1995). Intrinsic motivation in museums: Why does one want to learn? In J. H. Falk & L. D. Dierking (Eds.), Public institutions for personal learning (pp.67–77). Washington, DC: American Association of Museums.

DeWitt, J. & Osborne, J. (2007). Supporting teachers on science-focused school trips: Towards an integrated framework of theory and practice. International Journal of Science Education, 29,  685-710.  http://informalscience.org/research/ic-000-000-008-500/Supporting_Teachers_on_Science-Focused_Field_Trips

DeWitt, J., Storksdieck, (2008). A Short Review of School Field Trips: Key Findings from the Past and Implications for the Future. Visitor Studies Vol. 11, 2, 181-197. DOI:10.1080/10645570802355562

Falk, J. & Direking, L. (1997). School field Trips: Assessing their long-term impact. Curator, 40, 211-218. Retrieved from  http://onlinelibrary.wiley.com/doi/10.1111/j.2151-6952.1997.tb01304.x/abstract

Jensen, N. (1994). Children’s perceptions of their museum experiences: A contextual perspective. Children’s Environments, 11(4), 300-324.  Retrieved from  http://informalscience.org/research/ic-000-000-009-681/Children ’s_Perceptions_of_Their_Museum_Experiences  

Kisiel, J. F. (2005). Understanding elementary teacher motivations for science fieldtrips. Science Education, 89(6), 936 – 955. Retrieved from  http://onlinelibrary.wiley.com/doi/10.1002/sce.20085/abstract

Nadelson, L., & Jordan, R. (2012). Student Attitudes Toward and Recall of Outside Day: An Environmental Science Field Trip. The Journal of Educational Research Vol. 105, Iss. 3, 2012. DOI:10.1080/00220671.2011.576715

National Research Council. (1996). National Science Education Standards. Washington, DC: National Academies Press. Retrieved from  http://www.nap.edu/openbook.php?record_id=4962

National Science Teachers Association (1999). NSTA Position Statement: Informal Science Education. Retrieved from  http://informalscience.org/research/ic-000-000-009-678/NSTA_Position_Statement

Salmi, H. (2003). Science centres as learning laboratories: experiences of Heureka, the Finnish Science Centre. International Journal of Technology Management, 25, 460–476. Retrieved from  http://www.heureka.fi/portal/englanti/about_heureka/research/international_journal_of_technology_management/

Stronck, D. R. (1983). The comparative effects of different museum tours on children’s attitudes and learning. Journal of Research in Science Teaching, 20(4), 283 - 290. Retrieved from   http://onlinelibrary.wiley.com/doi/10.1002/tea.3660200403/abstract

Wolins, I. S., Jensen, N., & Ulzheimer, R. (1992). Children’s memories of museum field trips: A qualitative study. Journal of Museum Education, 17(2), 17–27. Retrieved from   http://www.jstor.org/pss/40478925

Whitesell, E. R. (2016). A Day at the Museum: The Impact of Field Trips on Middle School Science Achievement. Journal of Research in Science Teaching. D: 10.1002/tea.21322.

The 10 Benefits of School Field Trips: Why it’s Crucial to Learn Outside the Classroom

Everyone (read: students) knows the best part about school is the field trips. Students get to get out of the classroom and into the real world, even if just for a few hours. These trips, no matter where they are, are  formative for children . Whether it’s learning how to shuck corn on the grounds of a historical park, studying the tribal gear in an African art exhibit, or understanding how gravity works at the science  museum , these hands-on learning experiences give children the ability to do things that can’t always fit inside the  four walls of a classroom .

In this article, we’re going to share with you the 10 benefits of school field trips and why it’s crucial for children to learn outside the classroom. 

The 10 Benefits of School Field Trips

Students do better in school.

Leaving school actually makes students do better when they get back to school. We’re not talking about suspensions or weekends or holidays or vacations. We’re talking about  field trips . 

Regardless of gender, ethnicity or socioeconomic status, students who go on field trips have better grades, higher graduation rates from high school and college, and greater income [1]. In fact, in a study conducted by the NEA, 89% of adults said educational trips had a positive, lasting impact on their education and career because the trips made them more engaged, intellectually curious and interested in and out of school.

Students learn more social skills

By getting out of the classroom and into a new place that encourages learning in a different aspect, students have the opportunity to do more than learn. They have the chance to talk to new people. These social skills they acquire help them learn things that they can’t in textbooks or in workbooks.

Students can visit new places

Not everyone has the financial means to visit museums and art galleries and historical landmarks. So these field trips give children the opportunities to see places they may not regularly visit. 

Field trips exist not just to provide economically useful skills in numeracy and literacy, but also to introduce people to arts and culture. More-advantaged families may take their children to these cultural institutions outside of school hours, but less-advantaged students are less likely to have these experiences if these trips do not provide them. 

With field trips, public schools viewed themselves as the great equalizer in terms of access to our cultural heritage [2].

Students can become critical thinkers

Field trips are more than going to a new place and getting out of school for the day. Everywhere you go can turn into a learning experience. 

Students who go on field trips are known to have become more observant, noticing and describing more details in image or exhibit [3]. Being observant and paying attention to detail is an important and highly useful skill that students learn when they study and discuss what they see on field trips.

Students learn by experiencing, not just by studying “theory”

When students leave the classroom, they see the connections between what is happening at school and in the “real world.” They begin to see that what they learn within the walls of the classroom can help them  solve the problems  they see in the world around them, and can have a direct impact on who they become as adults [3].

Students learn more time management skills

A lot goes into a field trip, and while teachers, chaperones, and workers are the ones in charge, it’s also up to students to figure out what exhibits they want to learn about, how much time they need to eat, and when they can manage to visit the gift shop at the end of the trip. 

Field trips give students perhaps their first feel of independence, even if dozens of adults are watching over them.

Students get to learn by doing

Think of the science museums and historical parks around your area. The classes they offer and the exhibits they show. The things students can learn that they wouldn’t otherwise get to inside a classroom. That’s because not all students can get the full education they need when they learn from textbooks and reading and application. 

Each person has a different way of accumulating knowledge. While some prefer listening to learn better, others need to write or they only need to read the text or see a picture to later remember. The learning styles can be classified in visual, auditory and kinesthetic [3]. The distribution of the three learning styles is 65% visual, 30% auditory and 5% kinesthetic. 

Field trips give these more unique learners a chance to, well, learn.

Students learn more teamwork skills

While on field trips, students typically get the chance to work together to solve simulated problems associated with the place of the field trip. Differing from group projects in school, these “real world” simulations allow children to put their teamwork skills and critical thinking skills to good use.

Students develop a stronger connection to the community

Communities are often rooted in a rich sense of history. By getting out of the classroom and into the streets, students can learn that there’s more out there than their little insular bubbles. School can bog students down, so it’s important to remind them how much is out there, even in our own community.

Students learn more leadership skills

Learning about people and places on field trips give students a chance to step out of their comfort zone. It gives children the chance to step up when they’re out in public. A leadership opportunity as simple as making a child the student leader in a group gives students the chance to test themselves and build relationships with those around them.

Buying Guide

Remember the trip you went on by bringing a Polaroid camera from   Unique Photo .

This camera will need immediately printable film from   Retrospekt .

If you have a cell phone and it’s allowed on the field trip, don’t let it die while you’re out. Purchase the   ZAGG  portable charger case. And don’t forget to charge the case before the trip.

No matter where you go on a field trip, chances are you’ll be taking a drive to get there. Stay hydrated with a vibey crystal water bottle from   Vorda .

Pack all of your belongings in a   Fjallraven  backpack.

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The 4 Big Benefits of Field Trips for Kids

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When thinking back to my childhood days, there is nothing more vivid than my memories of school field trips. Field trips ranging from museums, zoos, animal farms, and the pumpkin patch all come to mind. Many of us have had the privilege of experiencing the benefits of field trips firsthand. We must understand that field trips are amazing tools to extend the classroom to the real world. As educators and parents, we can take advantage of the benefits of field trips to more effectively promote real-world learning, social-emotional development, and academic success. The benefits of field trips in early and childhood education can be tremendous!

1. Field Trips and Real-World Learning

Children are active learners as they are constantly making connections with the world around them. With an innate drive to learn and explore, field trips are the perfect way for children to learn outside of a typical classroom setting.

Before a trip, prepare your students for the unique environment. Allow students to prepare themselves by informing them of where they will be going, what they will do, the things they will see, proper clothing, and appropriate behavior. If “there will be live animals, discuss the importance of soft touch if handling is allowed. If they will be taking a hike through a hilly or wet location, talk about fear of heights or getting their feet wet.” To promote real-world learning be sure to make connections to the curriculum. It is important to emphasize the purpose and intent of the field trip. This way students will be prepared, excited, and hungry to learn more!

2. Benefits of Field Trips Include Social-Emotional Development

While the push for academics in early and childhood education has created a decline in field trips, we must understand that field trips play a massive role in social-emotional development. Field trips allow students to collaborate with their peers, explore new environments, make connections, problem solve, develop trust, and empathy. Unfortunately, we have seen field trips being used as a positive reinforcement for good behavior instead of being used as a tool to enhance social-emotional development.

3. Field Trips Boost Academic Success

Field trips are both fun and memorable ways to promote academic success. One study indicates that “regardless of gender, ethnicity or socioeconomic status, youth who take educational trips have better grades because the trips made them more engaged, intellectually curious.” With culturally enriching field trips, students can make connections to other educational fields, gain first-hand experiences, and understand concepts on a deeper level.

Students benefit as they participate in unique experiences that build on their learning. Most importantly, field trips pique the interest of young-learners, a key factor in childrens’ motivation to learn, inspiring students to engage with concepts in ways that are relevant and meaningful. Field trips reinforce topics and ideas learned in the classroom. To further promote academic success, educators can provide both pre-trip and follow-up instruction!

4. Virtual Field Trips Boost Learning Too  

Virtual field trips are terrific ways to implement interactive technology in your child’s life! Virtual field trips can range from an online experience to the zoo, aquarium, animal farm, pumpkin patch, rainforests, etc.! Virtual field trips are viable options for many as they can be more accessible for families and educators! For more accessible options, consider walking around your neighborhood, visiting local shops, or even going to your neighborhood park. Virtual field trips are amazing as they allow children to explore with technology in ways that are interactive!

Awesome Field Trips for Kids  

• The Drawing Center
• Brooklyn Childrens Museum 
• Environmental Study Center
• New York Aquarium
• American Museum of Natural History
• Childrens Museum of the Arts
• New York Hall of Science
• Queens County Farm Museum
• Queens Botanical Garden
• Virtual Field Trips

All in all, the benefits of field trips are undoubtedly tremendous as they promote real-world learning, social-emotional development, and academic success. We must continue to support our educators and advocate for meaningful experiences. Our children deserve opportunities to explore and make meaning outside of the classroom too. Do not forget to document your amazing field trips to look back on!

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A new study shows visiting an art museum improves critical thinking skills and more. An excerpt from “The Educational Value of Field Trips,” originally published in Education Next , Winter 2014.

This article originally appeared in the January/February 2014 issue of Museum magazine .

The school field trip has a long history in American public education. For decades, students have piled into yellow buses to visit a variety of cultural institutions, including art, natural history and science museums, as well as theaters, zoos, and historical sites. Schools gladly endured the expense and disruption of providing field trips because they saw these experiences as central to their educational mission: schools exist not only to provide economically useful skills in numeracy and literacy but also to produce civilized young men and women who would appreciate the arts and culture. More advantaged families may take their children to these cultural institutions outside of school hours, but less-advantaged students are less likely to have these experiences if schools do not provide them. With field trips, public schools viewed themselves as the great equalizer in terms of access to our cultural heritage.

Today, culturally enriching field trips are in decline. Museums across the country report a steep drop in school tours. For example, the Field Museum in Chicago at one time welcomed more than 300,000 students every year. Recently the number is below 200,000. Between 2002 and 2007, Cincinnati arts organizations saw a 30 percent decrease in student attendance. A survey by the American Association of School Administrators found that more than half of schools eliminated planned field trips in 2010-11.

The decision to reduce culturally enriching field trips reflects a variety of factors. Financial pressures force schools to make difficult decisions about how to allocate scarce resources, and field trips are increasingly seen as an unnecessary frill. Greater focus on raising student performance on math and reading standardized tests may also lead schools to cut field trips. Some schools believe that student time would be better spent in the classroom preparing for the exams. When schools do organize field trips, they are increasingly choosing to take students on trips to reward them for working hard to improve their test scores rather than to provide cultural enrichment. Schools take students to amusement parks, sporting events and movie theaters instead of to museums and historical sites.

If schools are de-emphasizing culturally enriching field trips, has anything been lost as a result? Surprisingly, we have relatively little rigorous evidence about how field trips affect students. The research presented here is the first large-scale randomized control trial designed to measure what students learn from school tours of an art museum.

We find that students learn quite a lot. In particular, enriching field trips contribute to the development of students into civilized young men and women who possess more knowledge about art, have stronger critical-thinking skills, exhibit increased historical empathy, display higher levels of tolerance, and have a greater taste for consuming art and culture.

Design of the Study and School Tours

The 2011 opening of the Crystal Bridges Museum of American Art in Northwest Arkansas created the opportunity for this study. Crystal Bridges is the first major art museum to be built in the  United States in the last four decades, with more than 50,000 square feet of gallery space and an endowment in excess of $800 million. Portions of the museum’s endowment are devoted to covering all of the expenses associated with school tours. Crystal Bridges reimburses schools for the cost of buses, provides free admission and lunch, and even pays for the cost of substitute teachers to cover for teachers who accompany students on the tour.

Because the tour is completely free to schools, and because Crystal Bridges was built in an area that never previously had an art museum, there was high demand for school tours. Not all school groups could be accommodated right away. So our research team worked with the staff at Crystal Bridges to assign spots for school tours by lottery. During the first two semesters of the school tour program, the museum received 525 applications from school groups representing 38,347 students in kindergarten through grade 12. We created matched pairs among the applicant groups based on similarity in grade level and other demographic factors. An ideal and common matched pair would be adjacent grades in the same school. We then randomly ordered the matched pairs to determine scheduling prioritization. Within each pair, we randomly assigned which applicant would be in the treatment group and receive a tour that semester and which would be in the control group and have its tour deferred.

We administered surveys to 10,912 students and 489 teachers at 123 different schools for three weeks, on average, after the treatment group received its tour. The student surveys included multiple items assessing knowledge about art as well as measures of historical empathy, tolerance and sustained interest in visiting art museums.

We also assessed students’ critical thinking skills by asking them to write a short essay in response to a painting that they had not previously seen. Finally, we collected a behavioral measure of interest in art consumption by providing all students with a coded coupon good for free family admission to a special exhibit at the museum to see whether the field trip increased the likelihood of students making future visits.

The intervention we studied is a modest one. Students received a one-hour tour of the museum in which they typically viewed and discussed five paintings. Some students were free to roam the museum following their formal tour, but the entire experience usually involved less than half a day. The discussion of each painting during the tour was largely student-directed, with the museum educators facilitating the discourse and providing commentary beyond the names of the work and the artist and a brief description only when students requested it.

Recalling Tour Details. Our research suggests that students retain a great deal of factual information from their tours. Students who received a tour of the museum were able to recall details about the paintings they had seen at very high rates. For example, 88 percent of the students who saw the Eastman Johnson painting “At the Camp-Spinning Yams and Whittling” knew when surveyed weeks later that the painting depicts abolitionists making maple syrup to undermine the sugar industry, which relied on slave labor. Similarly, 82 percent of those who saw Norman Rockwell’s “Rosie the Riveter” could recall that the painting emphasizes the importance of women entering the workforce during World War II. Among students who saw Thomas Hart Benton’s “Ploughing It Under,” 79 percent recollected that it is a depiction of a farmer destroying his crops as part of a Depression-era price support program. And 70 percent of the students who saw Romare Bearden’s “Sacrifice” could remember that it is part of the Harlem Renaissance art movement. Since there was no guarantee that these facts would be raised in student-directed discussions, and because students had no particular reason for remembering these details (there was no test or grade associated with the tours), it is impressive that they could recall historical and sociological information at such high rates.

These results suggest that art could be an important tool for effectively conveying traditional academic content, but this analysis cannot prove it. The control-group performance was hardly better than chance in identifying factual information about these paintings, but they never had the opportunity to learn the material. The high rate of recall of factual information by students who toured the museum demonstrates that the tours made an impression. The students could remember important details about what they saw and discussed.

Critical Thinking. Beyond recalling the details of their tour, did a visit to an art museum have a significant effect on students? Our study demonstrates that it did. For example, students randomly assigned to receive a school tour of Crystal Bridges later displayed demonstrably stronger ability to think critically about art than the control group.

During the first semester of the study, we showed all 3rd- through 12th-grade students a painting they had not previously seen, Bo Bartlett’s “The Box.” We then asked students to write short essays in response to two questions: What do you think is going on in this painting? And, what do you see that makes you think that? These are standard prompts used by museum educators to spark discussion during school tours. We stripped the essays of all identifying information and had two coders rate the compositions using a seven-item rubric for measuring critical thinking that was developed by researchers at the Isabella Stewart Gardner Museum in Boston.

We express the impact of a school tour of Crystal Bridges on critical thinking skills in terms of standard deviation effect sizes. Overall, we find that students assigned by lottery to a tour of the museum improve their ability to think critically about art by 9 percent of a standard deviation relative to the control group. The benefit for disadvantaged groups is considerably larger.

A large amount of the gain in critical thinking skills stems from an increase in the number of observations that students made in their essays. Students who went on a tour became more observant, noticing and describing more details in an image. Being observant and paying attention to detail is an important and highly useful skill that students learn when they study and discuss works of art.

Historical Empathy. Tours of art museums also affect students’ values. Visiting an art museum exposes students to a diversity of ideas, peoples, places and time periods. That broadening experience imparts greater appreciation and understanding. We see the effects in significantly higher historical empathy and tolerance measures among students randomly assigned to a school tour of Crystal Bridges.

Historical empathy is the ability to understand and appreciate what life was like for people who lived in a different time and place. This is a central purpose of teaching history, as it provides students with a clearer perspective about their own time and place. To measure historical empathy, we included three statements on the survey with which students could express their level of agreement or disagreement: 1) I have a good understanding of how early Americans thought and felt; 2) I can imagine what life was like for people 100 years ago; and 3) When looking at a painting that shows people, I try to imagine what those people a thinking. We combined these items into a scale measuring historical empathy.

Students who went on a tour of Crystal Bridges experience a 6 percent of a standard deviation increase in historical empathy. Among rural students, the benefit is much larger, a 15 percent of a standard deviation gain. The fact that Crystal Bridges features art from different periods in American history may have helped produce these gains in historical empathy.

Tolerance. To measure tolerance, we included four statements on the survey with which students could express their level of agreement or disagreement: 1) People who disagree with my point of view bother me; 2) Artists whose work is critical of America should not be allowed to have their work shown in art museums; 3) I appreciate hearing views different from my own; and 4) I think people can have different opinions about the same thing. We combined these items into a scale measuring the general effect of the tour on tolerance.

Overall, receiving a school tour of an art museum increases student tolerance by 7 percent of a standard deviation. As with critical thinking, the benefits are much larger for students in disadvantaged groups. Rural students who visited Crystal Bridges experience a 13 percent of a standard deviation improvement in tolerance. For students at high-poverty schools, the benefit is 9 percent of a standard deviation.

Interest in Art Museums. Perhaps the most important outcome of a school tour is whether it cultivates an interest among students in returning to cultural institutions in the future. If visiting a museum helps improve critical thinking, historical empathy, tolerance and other outcomes not measured in this study, then those benefits would compound for students if they were more likely to frequent similar cultural institutions throughout their life. The direct effects of a single visit are necessarily modest and may not persist, but if school tours help students become regular museum visitors, they may enjoy a lifetime of enhanced critical thinking, tolerance and historical empathy.

We measured how school tours of Crystal Bridges develop in students an interest in visiting art museums in two ways: with survey items and a behavioral measure. Interest in visiting art museums among students who toured the museum is 8 percent of a standard deviation higher than that in the randomized control group. Among rural students, the increase is much larger: 22 percent of a standard deviation. Students at high-poverty schools score 11 percent of a standard deviation higher on the cultural consumer scale if they were randomly assigned to tour the museum. And minority students gain 10 percent of a standard deviation in their desire to be art consumers.

We also measured whether students are more likely to visit Crystal Bridges in the future if they received a school tour. All students who participated in the study during the first semester, including those who did not receive a tour, were provided with a coupon that gave them and their families free entry to a special exhibit at Crystal Bridges. The coupons were coded so that we could determine the applicant group to which students belonged. Students had as long as six months after receipt of the coupon to use it.

We collected all redeemed coupons and were able to calculate how many adults and youths were admitted. Though students in the treatment group received 49 percent of all coupons that were distributed, 58 percent of the people admitted to the special exhibit with those coupons came from the treatment group. In other words, the families of students who received a tour were 18 percent more likely to return to the museum than we would expect if their rate of coupon use was the same as their share of distributed coupons.

This is particularly impressive given that the treatment-group students had recently visited the museum. Their desire to visit a museum might have been satiated, while the control group might have been curious to visit Crystal Bridges for the first time. Despite having recently been to the museum, students who received a school tour came back at higher rates. Receiving a school tour cultivates a taste for visiting art museums, and perhaps for sharing the experience with others.

Disadvantaged Students

One consistent pattern in our results is that the benefits of a school tour are generally much larger for students from less-advantaged backgrounds. Students from rural areas and high-poverty schools, as well as minority students, typically show gains that are two to three times larger than those of the total sample. Disadvantaged students assigned by lottery to receive a school tour of an art museum make exceptionally large gains in critical thinking, historical empathy, tolerance and becoming art consumers.

It appears that the less prior exposure to culturally enriching experiences students have, the larger the benefit of receiving a school tour of a museum. We have some direct measures to support this explanation. To isolate the effect of the first time visiting the museum, we truncated our sample to include only control-group students who had never visited Crystal Bridges and treatment-group students who had visited for the first time during their tour. The effect for this first visit is roughly twice as large as that for the overall sample, just as it is for disadvantaged students.

When we examine effects for subgroups of advantaged students, we typically find much smaller or null effects. Students from large towns and low-poverty schools experience few significant gains from their school tour of an art museum. If schools do not provide culturally enriching experiences for these students, their families are likely to have the inclination and ability to provide those experiences on their own. But the families of disadvantaged students are less likely to substitute their own efforts when schools do not offer culturally enriching experiences. Disadvantaged students need their schools to take them on enriching field trips if they are likely to have these experiences at all.

Policy Implications

School field trips to cultural institutions have notable benefits. Students randomly assigned to receive a school tour of an art museum experience improvements in their knowledge of and ability to think critically about art, display stronger historical empathy, develop higher tolerance, and are more likely to visit such cultural institutions as art museums in the future. If schools cut field trips or switch to “reward” trips that visit less-enriching destinations, then these important educational opportunities are lost. It is particularly important that schools serving disadvantaged students provide culturally enriching held trip experiences.

This first-ever, large-scale, random-assignment experiment of the effects of school tours of an art museum should help inform the thinking of school administrators, educators, policymakers and philanthropists. Policymakers should consider these results when deciding whether schools have sufficient resources and appropriate policy guidance to take their students on tours of cultural institutions. School administrators should give thought to these results when deciding whether to use their resources and time for these tours. And philanthropists should weigh these results when deciding whether to build and maintain these cultural institutions with quality educational programs. We don’t just want our children to acquire work skills from their education;  we also want them to develop into civilized people Students tour the galleries at the Crystal Bridges Museum of American Art. who appreciate the breadth of human accomplishments. The school field trip is an important tool for meeting this goal.

Jay P. Greene is professor  of education reform at the University of Arkansas, Fayetteville, where Brian Kisida is a senior research associate. Daniel H. Bowen is a postdoctoral fellow at Rice University’s Ki nder Institute, Houston, Texas. Anne Kraybill, school and community programs manager at Crystal Bridges Museum of American Art, oversaw the development and implementation  of the school tours. To read the full report, go to http // educationnext.org/the-educational-value·of- field-trips/

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Why Are Field Trips Important?

From a child’s perspective, field trips are just plain fun—a change from a typical day where they can enjoy time with their friends in a new environment. Yet, the benefits of field trips go far beyond that sentiment.

How Field Trips Help Children Learn & Grow

According to ExplorablePlaces.com , a key benefit of field trips is that children can engage in “real-world experiences” and gain a better understanding of the world around them in memorable ways. Museums, libraries, and theaters allow kids to make connections between what they’re learning in childcare and what’s happening outside of the center’s walls.

Fueled by their natural curiosity, children can access the world in ways that can’t be done in a classroom. For example, the child might see historical artifacts at a museum that complement a story they’ve recently read in a book or see aquatic life swimming around in the aquarium that they’d recently heard about in a story at childcare. Children also solidify learning experiences by rounding out how they’re learning about and engaging with a topic.

When asking about the value of field trips, it’s important to recognize how the benefits go beyond learning facts. As TipTopBrain.com points out, these adventures help to boost social-emotional development as children collaborate with one another in different environments. This type of development allows them to feel empathy with others among other types of positive growth. 

Not surprisingly, field trips help increase academic success in participants as they become more intellectually curious and gain a deeper understanding of relevant concepts. As field trips interest children, they’ll naturally become more motivated to learn more about a topic, with one study connecting going on field trips with better grades in school.

Helping Children Get the Most Out of Field Trips

To take full advantage of a field trip, both parents and childcare staff can provide pre-field trip education. Let’s say, for example, that children will be enjoying a trip to Cleveland Zoo. Their website contains plenty of information about areas of the zoo and animals housed there. Using that information, adults can read or share high-quality, age-appropriate books about the zoo along with coloring pages about zoo animals. You can even bake animal cookies!

As a parent, know where your child has to be at what time for the field trip, how lunch will be provided, and so forth—and share the details that your children need to know with them. If it’s possible with your schedule, talk to the childcare center about chaperoning opportunities. When the field trip is over, whether you could chaperone or not, ask your child what they thought about the experience. 

Field Trips at Horizon Education Centers

Our experienced teachers know the answer to the question of why field trips are so important? That’s why Horizon incorporates these experiences into our curriculums. Find out more about our centers and, when you’re ready, schedule a tour .

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Why Taking Your Kids on Field Trips is Important

It should come as no surprise that I’m a fan of taking field trips. After all, it’s a pretty big part of what I do here. But did you know that there’s more to taking field trips than simply having a good time with your family? 

It could be strengthening your kid’s understanding of concepts that have already been taught in class. Or it might be helping them to discover something entirely new. Whatever the case, there are plenty of great reasons for making field trips a regular part of your family’s routine! 

Field trips can help kids learn in a different way than is possible in a classroom

One of the biggest advantages of field trips is that it provides a completely different way of learning concepts from classroom-based learning. 

Classroom learning typically has a strong focus on a teacher passing knowledge down to their students. Whether it’s a lengthy lecture on the revolutionary war or a video on the kinds of creatures you can find in a coral reef, the general methodology is the same. 

Teachers introduce the subject, they explain the subject; they review the subject; they test on the subject. Individual teachers may use any number of different techniques to do this, but the overall effect is the same. Classroom learning is all about taking the teacher’s knowledge and giving it to the students 2nd-hand. (This isn’t always the case, but it often is.)

I’m not saying that classroom learning is bad or ineffective. However, I do believe that if kids are only learning in a classroom setting, then they’re missing out on something extremely important. 

Experiential learning.

Experiential learning is the process of learning information by experiencing it first-hand. Learning by doing. Field trips are an amazing source of experiential learning because it allows kids to experience the things they’re learning about where it actually happens. It’s the difference between kids memorizing a list of animals that live in a coral reef and remembering the animals that they saw there themselves, while snorkeling in a coral reef . 

The information they get from their own firsthand experiences is going to stick around much longer than what they get from the list. 

In fact, one study showed that job training that used experiential learning had an 80-90% retention rate. That’s compared to only a 5% retention rate using traditional educational methods! 

Field trips help kids learn different kinds of things than classroom teaching

Classroom learning actually does an amazing job at teaching kids the things that schools want their students to learn. In today’s world, those things are facts and figures, like 2+2=4 or ‘the mitochondria is the powerhouse of the cell.’ That’s great if you’re teaching kids what they need for taking tests, but it doesn’t teach kids everything they need for life in “the real world.” 

Field trips are a great way of filling in that gap. 

That’s because field trips often do a much better job of helping kids to explore how different concepts relate to what’s happening around them. It could be as simple as looking at the costs of different items and deciding whether to buy something based on how much money they have. Or it might be as complicated as discussing the ecological impacts of plastic packaging while looking at trash on the beach. 

One study took a look at how students performed on tests after a field trip vs a typical day of classroom learning. They found some pretty big differences in what gets learned through each method.

Students who went on a field trip tested far worse on a multiple-choice test than their peers who stayed in a classroom. But those same students performed far better on open-ended essay-type questions. On those questions, they were able to express how things worked, how people were affected, and how ideas were related with much more clarity than the students in the classroom. 

In essence, these students had an easier time looking at the big picture, even if they missed out on some of the smaller details like names and dates. 

Personally, that’s a trade-off that I am more than willing to make with my kids.

But most importantly, field trips make memories

Clearly, there are some major educational benefits to taking field trips with your kids, but those aren’t even the only benefits. Field Trips are also a great way to make memories with your kids. 

While it’s true that a great education is important in giving kids a leg up in life, it isn’t the most important thing. 

Studies overwhelmingly show that parental involvement in their children’s education is a critical factor when determining their ability to succeed academically. Likewise, parental involvement has been shown to greatly impact their children’s mental and emotional health. 

Using family time to take a field trip is a unique opportunity to show your kids that you not only care about their education but also about them as a person. That’s true no matter what kind of field trip you decide to take. If you are right there spending time with your kids and sharing these experiences, they are going to remember that. Probably, a lot better than the things you went to see! 

Honestly, while the educational aspect of taking a field trip is worth it, it’s these memories of exploring together that we’re after.  

Studies that have looked into the connection between positive childhood memories and lifelong health have shown children who look back fondly on their childhood are less likely to have depressive episodes, less likely to have chronic diseases, and are typically in better overall physical health throughout their lifetime! 

There are few things in life as rewarding as taking field trips with your kids. Whether it’s exploring ancient cultures by walking through their ruins or learning about local animal life by walking through the woods, field trips teach our kids things that they just can’t get from the classroom in a way that can’t be done behind a desk! 

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Making STEM fun and real

• Dec 2, 2020

Why Field trips are important for students?

Updated: Dec 3, 2020

Field trips for students allow them to experience a real-life profession, or concept. It moves the students out of their classroom and get a glimpse of how things work in the world away from their classrooms. It allows them to apply their classroom knowledge in a job that people do to get paid.

Field trips are also wonderful way to make learning fun and engaging. Seeing the practical application of their classroom learning, not only makes that concept exciting, but it allows students to get curious about that concept and makes them want to learn more about it.

But, like everything else COVID-19 has disrupted in 2020, education along with the much needed field trips have suffered as well. Education around the world has either gone fully virtual, or is a mix of virtual and In-person, or fully in-person. Field trips though have completely been eliminated for most students to keep everyone safe and avoid any exposure to the virus.

While continuing to engage students in virtual STEM after-school programs, we have developed a very unique and innovative approach to the field trip model.

We developed 4 virtual STEM Field trips. Each of our field trips involve an initial one-on-one consulting with teachers to understand the concepts students will focus on during the school year. With input from teachers, we sprinkle the elements of their school learnings in our field trips. This makes the field trip experience not only more engaging, but it then becomes an extension of what students are learning, while they learn a new concept in these fun field trips.

Our 4 unique virtual STEM field trips are -

- Entrepreneurship

- Animation Design

- App Design

- Virtual Escape Room

Contact us to learn more about these field trips for your students.

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Why are field trips essential for kids’ development?

March 23, 2023

The Vital Role of Field Trips in Child Development

• Children’s museum

Adventureland

Botanical garden, unlocking potential through field trips.

Field trips are an important element of the educational experience for kids. They let children learn in a more hands-on and interactive way, and to gain exposure to new settings and adventures. In this article, we will dive into the reasons why field trips are vital for kids’ development and explore the most amusing trip ideas.

Field trips are crucial for children’s development for several reasons:

1. Learning outside of the classroom

Field trips provide kids with a chance to learn in a new environment, beyond the walls of the classroom. This can give a fresh perspective on the subject matter at hand and make learning more engaging and memorable. For example, a field trip to a museum can breathe life into history and help children understand and appreciate the past in a more meaningful way.

2. Exposure to new experiences

Checking out new things is another benefit of field trips. Kids get to experience things they might not have come across otherwise. This can broaden their horizons and help them develop an appreciation for different cultures, lifestyles, and ways of thinking. For example, a field trip to an art gallery can expose children to different forms of art and promote creativity.

3. Social development

Socializing with peers during field trips can develop and strengthen kids’ social skills. They can learn how to communicate effectively, work in teams, and respect other people’s viewpoints. This builds confidence and develops social skills that are essential for success later in life.

4. Real-world application of knowledge

By going on field trips, children can grasp how the knowledge they’re gaining in school connects to real-world situations. This can help make learning more relevant and allow kids to see the practical applications of what they are learning.

5. Exposure to nature

Visiting natural environments like parks, gardens, or forests on field trips can help kids develop a sense of appreciation for nature. This can foster a love of the outdoors and inspire children to become more environmentally conscious. On top of that, studies have proven that exposure to nature has a positive impact on children’s mental health and wellbeing.

Learning Outside the Classroom

Let’s take a closer look at some of the most entertaining field trip ideas for kids!

Field trips to farms are an excellent way to introduce kids to the natural world and teach them valuable lessons on agriculture, the environment, and animals. Visiting a farm can provide a bunch of benefits for children, from educational and personal prospective.

1. Learning about agriculture One of the key perks of a farm trip is that it can help children learn about agriculture. By getting a glimpse of how farmers grow crops and raise animals, kids can develop a better understanding of where their food comes from. They can also learn about the different types of crops cultivated in the area.

2. Understanding animal behavior A farm trip is an awesome chance for kids to learn about animal behavior. They can observe how cows are milked, how pigs are fed, and how chickens lay eggs, gaining knowledge of the different roles animals play on the farm and the importance of taking care of them.

3. Connecting with nature Connecting with nature is also one of the exceptional chances the farm trip presents for kids. They can experience the beauty of the countryside and the natural world, breathing in fresh air and enjoying the scenery. This can enable kids to develop a deeper appreciation for nature and understand the importance of protecting it.

4. Boosting physical activity A farm trip can be an excellent way for children to engage in physical activity. They can walk around the farm, carry buckets of feed, and interact with animals. This can help children develop gross motor skills, improve their coordination and balance, and provide an opportunity for exercise.

One of the most popular and beneficial field trips for children is a visit to the zoo. It lets them get an up-close view of animals, learn about diverse ecosystems, and get a better grasp of the world around them. This visit gives youngsters a rare chance to study animals up close, cultivate empathy and compassion, exercise their critical thinking skills, and enhance their socialization skills.

1. Encourages hands-on learning Field trips to the zoo provide a hands-on learning experience that cannot be replicated in the classroom. Kids get to see, touch, and observe animals in their natural habitats. This experiential learning technique helps children absorb information better and sparks their interest in the natural world.

2. Teaches environmental awareness With the help of field trips to the zoo kids may learn about the environment and the importance of conservation. Many zoos have exhibits that highlight endangered species, and they often provide information about what people can do to help protect them. Through this type of learning, children can grow to appreciate the world of nature and become more environmentally conscious.

3. Develops empathy and compassion By visiting the zoo, kids can develop empathy and compassion for animals. Seeing animals up close and learning about their behaviors, can help them comprehend their needs and feelings. This understanding can foster a sense of compassion and respect towards animals and their habitats.

4. Encourages critical thinking Engaging in critical thinking is another perk children get from visiting the zoo. As they observe and learn about different animals, they may be prompted to ask questions and seek answers. This type of inquiry-based learning can help children develop critical thinking skills and instill a love of learning.

Children’s museum

Children’s museum field trips offer a wide range of benefits for kids that go beyond a day of fun and entertainment. These institutions are specifically designed to provide educational experiences that spark curiosity, creativity, and imagination in young minds. A visit to a children’s museum can be a great way for kids to learn about the world around them, explore new concepts, and gain new skills.

1. Hands-on, interactive learning experience Many exhibits and displays are interactive, allowing children to touch, manipulate, and experiment with different objects and materials. This type of learning is often more effective than passive forms of education because it encourages children to actively engage with the information they are learning.

2. Fosters creativity and imagination Several displays are meant to pique children’s imaginations and inspire them to think differently. Children can explore their own interests and ideas, as well as learn about different fields of study and career paths. This type of exposure can be particularly beneficial for kids who may not have access to these types of experiences in their daily lives.

3. Develops social skills These trips often involve interacting with other children and museum staff, which can help children learn how to communicate effectively, make friends, and work together. These skills are essential for future success in school and in life.

Adventureland is a theme amusement park that offers an array of activities and attractions, such as roller coasters, water rides, and interactive exhibits. Beyond the excitement of the rides, there are lots of educational and social benefits that come with taking kids on a field trip to Adventureland.

1. Educates about science Many of the attractions in the park are designed to teach students about science, physics, and engineering. For example, students can learn about centrifugal force and gravity on the roller coasters and water rides.

2. Broadens horizons The park’s interactive exhibits offer a fun and engaging way for children to learn about various topics such as history, geography, and art. This can help to broaden their horizons and spark their curiosity.

3. Promotes physical activity Lots of the rides and attractions require physical exertion, which can be a fun way for students to stay active and burn off excess energy.

4. Fosters a love of learning and exploration For many students, a trip to Adventureland may be their first time visiting a theme park, and the excitement and sense of adventure can stay with them for years to come. These memories can also help to foster a love of learning and exploration that extends beyond the classroom.

Field trips to the botanical garden allow children to learn about the world around them, develop their scientific and observational skills, and foster a love of nature. Botanical gardens are outdoor spaces that are designed to showcase a diversity of plant life from around the world. These gardens often have specialized areas dedicated to specific types of plants such as herbs, trees, succulents, or aquatic plants. With a help of such field trips your kid will be able to attain the following:

1. Learn about plant diversity A botanical garden is a great spot to introduce children to the huge variety of plant species out there. They can discover the differences between flowering plants, non-flowering plants, and how plants are classified based on their characteristics.

2. Understand plant life cycles Taking a field trip to the botanical garden can also help children understand the life cycles of plants. They can witness how plants grow from seeds, and learn about the different stages of plant development from sprouting to flowering and fruit production. Moreover, they can delve into the importance of pollination, how different pollinators help plants, and how plants have adapted to attract them.

3. Develop observation skills Botanical gardens offer a unique chance for children to sharpen their observation skills. They can observe the different shapes, sizes, and colors of plant leaves, flowers, and fruits. Additionally, they can develop an awereness of how plants interact with each other and with the environment, such as how they compete for resources or adapt to different weather conditions.

Another unforgettable experience for kids will be taking a field trip to an aquarium. Not only is it a great chance for kids to learn about the fascinating creatures that live under the water, but it can also help promote an appreciation for the environment.

1. Educational Experience Aquariums are a fantastic source of knowledge and information about marine life. Kids can learn about the different types of fish, their habitats, and behaviors. Besides, they can discover the diverse ecosystems that exist in the ocean and understand how everything is interconnected.

2. Promotes Environmental Awareness By visiting an aquarium, kids can learn about the importance of taking care of the environment and protecting marine life. It is essential to teach children about the impacts of pollution and climate change on the ocean’s ecosystem, and an aquarium can help them understand these concepts better.

3. Inspires Creativity Aquariums can be a source of inspiration for children’s creativity. Kids can observe the different colors and patterns of fish and other creatures, which can spark their imagination and inspire them to create their own artwork or writing.

4. Encourages Curiosity Field trips to aquariums can stimulate children’s curiosity and encourage them to ask questions. They may want to know how fish breathe underwater or how they swim. Answering these questions can help them understand the processes that exist in the world of nature and inspire them to learn more.

5. Provides a Change of Environment For sure, moving from the classroom to aquarium is a change of setting, where kids experience something new and exciting. This can be a refreshing break from their regular routine. The aquarium’s calming atmosphere can also help reduce stress and improve mental health.

Legoland is a unique place where children can learn and explore the world of science, technology, engineering, art, and mathematics (STEAM) through interactive exhibits and hands-on activities.

1. Learning through Play Legoland offers a variety of exhibits and activities that encourage learning through play. Kids can explore the park’s many themed areas, build their creations with Lego bricks, and participate in educational workshops and demonstrations. These experiences help kids develop important skills, such as problem-solving, critical thinking, and creativity, in a fun and engaging way.

2. STEAM Education Field trips to Legoland can offer a valuable chance for kids to learn about STEAM subjects in a hands-on and interactive way. The park’s exhibits and activities feature principles of science, technology, engineering, art, and mathematics in an approachable and captivating way for kids.

3. Creativity and Imagination Legoland encourages kids to tap into their creativity and imagination through building with Lego bricks and participating in creative workshops and activities. Moreover, kids can use their imaginations to create their structures, buildings, and machines, allowing them to express themselves creatively while also learning important skills such as design and problem-solving.

All of the above-mentioned field trips are available to children through Little Scholars’ Summer Camp program ! Our exciting program offers a variety of fun-filled field trips, including visits to the Farm, Zoo, Children’s Museum, Adventureland, Botanical Garden, Aquarium, and even Legoland!

At Little Scholars, we believe that summer should be a time of exploration, adventure, and learning. Our expertly crafted field trips are designed to spark your child’s curiosity, encourage hands-on exploration, and promote a love of learning. Children who are curious about the world around them are more likely to be motivated to seek out new experiences and continue to learn throughout their lives!

With our experienced and passionate teachers, your child will enjoy a safe and engaging summer filled with new experiences, friendships, and memories that will last a lifetime. So why wait? Sign up for Little Scholars’ Summer Camp program today and give your child a summer they’ll never forget!

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The science of the atmosphere: what you need to know

Climate change is one of the most pressing issues of our time. This article provides an atmospheric science definition to help increase your understanding of the field, an overview of why it is important, and information on how atmospheric scientists are working to lessen the impacts of climate change.

What is atmospheric science?

Atmospheric science refers to the study of the atmosphere, its processes, and the effects of the interaction between the Earth’s atmosphere and other systems. Atmospheric scientists investigate and analyze the circulation of the atmosphere as it relates to weather systems and their resulting influence on the Earth, air quality, and human health and safety. There are many branches of atmospheric science, including aeronomy—the study of the upper layers of the atmosphere—meteorology, climatology, oceanography, atmospheric chemistry, and atmospheric physics.

According to NASA, the majority of atmospheric scientists in the US are employed by the federal government for the National Weather Service and other National Oceanic and Atmospheric Administration (NOAA) branches, as well as NASA, the Environmental Protection Agency, the Departments of Defense and Energy, and the Forest Service. Atmospheric scientists may also work for television and radio stations, private weather services, commercial airlines, public utilities, and colleges and universities.

Read on to learn more about some of the areas of specialization in atmospheric science and explore atmospheric science jobs that may pique your interest.

Meteorology

When you hear the term “meteorology,” you likely immediately think of weather forecasting. However, this science covers all aspects of the Earth’s atmosphere, including atmospheric physics and chemistry. Meteorologists observe atmospheric phenomena such as localized temperatures, air pressure fluctuations, dew points, and wind speeds. They also use computers and mathematical models, in addition to satellite and radar information, to predict what weather systems will do daily and weekly, locally, and nationally. Research in meteorology also focuses on long-term trends in climate and weather and the potential effects of climate change on humans.

Climatology

Climatology is sometimes confused with meteorology, but rather than focusing on weather forecasting, this science focuses on the atmospheric conditions that cause climate change over time. Climatologists record and analyze weather patterns around the globe and study the natural and artificial forces that affect weather patterns in the long term. For example, climatologists have determined that human activities that release greenhouse gases (burning fossil fuels, especially) are linked to global warming. Climatology research also examines what constitutes normal regional weather patterns, the global climate consequences of natural changes in air and ocean currents like El Niño and La Niña, and the effects that solar activity and variations in solar energy have on climate.

Atmospheric chemistry

Atmospheric chemistry is a multidisciplinary field that studies chemical processes within the Earth’s atmosphere to better predict how they may impact air pollution, air quality, and climate change. Atmospheric chemists perform research that often draws from meteorology, climatology, environmental chemistry, oceanography, geology, physics, and computer modeling. Unfortunately, human activity has changed the composition of the Earth’s atmosphere in ways that can be harmful to human health, crops, and ecosystems. Atmospheric chemists seek to understand the root cause of problems such as photochemical smog, acid rain, and global warming so effective solutions can be evaluated and implemented.

Teleconnections

Teleconnections are links between weather phenomena at different places around the world that often include climate patterns spanning thousands of miles. Some teleconnections have a seesaw effect wherein a shift in atmospheric pressure in one location can cause a decrease in pressure in another far-off locale.

If you’re a frequent flyer, you may have heard of jet streams, which are fast-flowing air currents that can decrease your flight times, depending on the direction you’re traveling. Rossby waves are naturally occurring and help balance hot and cold air between the tropics and the poles. When these waves interact with a jet stream, it creates a fast-moving highway for teleconnections to travel around the world and, in some cases, wreak havoc with weather patterns.

ENSO teleconnections

The El Niño-Southern Oscillation (ENSO) is a recurring climate pattern that involves rising and cooling temperatures in the central and eastern tropical Pacific Ocean for timespans ranging from around three to seven years. This fluctuating warming and cooling cycle has a direct impact on precipitation distribution in the tropics and it can strongly influence weather in the United States, Canada, and locations around the world. The two most extreme phases of the ENSO cycle are major teleconnections called El Niño and La Niña.

El Niño and La Niña

El Niño and La Niña are somewhat unpredictable and can have global effects on weather, wildfires, economies, and ecosystems. El Niño occurs more frequently, typically peaks in December, and involves the weakening of trade winds as warm water is pushed back east toward the western coast of the Americas. As warmer waters cause the Pacific jet stream to move southward, areas in the northern US and Canada become warmer and drier than usual, while the US Gulf Coast and Southeast see increased rain and flooding. El Niño can also have a negative impact on the marine life of the Pacific coast when it weakens or stops upwelling, which leaves less nutrient-rich phytoplankton to feed fish.

La Niña is the inverse of El Niño in that trade winds are stronger than average, which pushes warm water toward Asia. Upswelling also increases, bringing cold, nutrient-dense water to the surface (which supports marine life) along the west coast of the Americas. The colder water in the Pacific Ocean pushes the jet stream northward, which often results in cooler temperatures, heavy precipitation, and flooding in the Pacific Northwest and Canada. Meanwhile, in the southern US, warmer temperatures and droughts may become more prevalent. La Niña is also correlated with an increase in the severity of hurricane seasons.

Connection to wildfires

It’s been established that ENSO teleconnections have a major impact on climate events around the world. A recent study of satellite data and information gathered from global weather stations from 1982 to 2018 found connections between droughts and major fires on different continents that occurred in close succession. The climate scientists found weather patterns that supported conditions more favorable to fires, such as vegetation growth, temperature, and precipitation levels—and the primary link was the Tropical North Atlantic teleconnection.

The North Atlantic Oscillation (NAO), which results in changes in the strength of a low-pressure system over Iceland and a high-pressure system in the subtropical Atlantic, has been known to cause unusual weather in the northern hemisphere. Researchers found that its pattern of changing sea surface temperatures over the Atlantic Ocean, near the equator, correlated with the timing of approximately 25% of global fires. As such, the team suggests that the NAO is one of the most powerful drivers of fires around the world.

Impact on current and future climate change

Atmospheric scientists are on the front lines in terms of researching the effects of climate change, finding ways to prevent it, and educating the public and the government on the dire need for effective climate change policy. The Earth’s temperature has increased by approximately 0.14° Fahrenheit per decade since 1880, which is about 2° F in total. But the changing climate also involves rising sea levels, shrinking glaciers and sea ice, earlier snow melts, and increasing levels of carbon dioxide in the atmosphere. Changes in weather patterns, such as drought and flooding, can have a catastrophic effect on clean water, air quality, the food supply, human health, transportation, energy, wildlife, and ecosystems around the world.

The impacts of climate change are also intricately connected. For instance, flooding can spread disease and damage infrastructure and ecosystems, while human health issues can impact the food supply and limit worker productivity. It’s important to note that the negative effects of climate change aren’t felt equally. Single communities, cities, regions, and countries can be impacted in different ways, and often the most vulnerable populations experience the highest exposure and have the least resources to combat it due to socioeconomic inequities.

Experts believe that reducing emissions of greenhouse gases—including carbon dioxide, methane, nitrous oxide, and F-gases—to zero as quickly as possible is one of many necessary strategies to fight climate change and lessen these major impacts. Doing so requires strong co-operation between international governments. That’s why the work of atmospheric scientists is so important, as their research is used to convince countries to participate in and comply with the Paris Agreement and other initiatives to tackle climate change on a global scale.

Further enhance your understanding of climate change

Interested in developing the skills and policies to reduce human, economic, and environmental risk? In the four-course Certificate in Climate Change at Penn LPS Online, you’ll obtain an understanding of the Earth’s climate system and learn how and why it has changed over time. Through the disciplines of oceanic and atmospheric science, you’ll focus on the natural and human drivers of climate change and discover how to analyze long-term natural climate variability on a regional and global level. You’ll also hone communication skills to effectively share your knowledge of climate change and its relevant policy implications. Additionally, this Ivy League credential prepares you to:

• Understand the history and scales of climate changes
• Learn basic oceanic and atmospheric dynamics to understand fundamental climatic processes
• Grasp the importance of natural environmental change as a benchmark to assess human impacts, as well as recent and future environmental events

If you haven’t already, apply to Penn LPS Online today and enroll in the Certificate in Climate Change . You can also register for individual courses such as CLCH 2200: Atmospheric Science or view our course guide to see what’s available in any upcoming term.

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Pharmacist Explains Why Dietary Fiber Is So Important — Even Though You Can’t Digest It!

Fiber, the indigestible part of plant foods, plays a critical yet often overlooked role in our diets. Though it might seem counterintuitive to value something our bodies can’t digest, the benefits of fiber extend far beyond just aiding digestion. It’s crucial in maintaining overall health, yet surprisingly, many people’s diets are deficient in this vital component.

A significant challenge in modern diets is the lack of adequate fiber. Many of us fall prey to the allure of processed foods, overlooking the simple, fiber-rich options readily available. The misconception that healthy, fiber-rich foods are either unpalatable or expensive adds to this deficit. However, the reality is that fiber is not only beneficial but also accessible and enjoyable.

What Exactly Is Fiber?

Fiber is a form of carbohydrate found in plant-based foods. It’s often referred to as bulk or roughage and includes parts of plant foods your body can’t digest or absorb. Contrary to other macronutrients like fats, proteins, and digestible carbohydrates, fiber doesn’t provide calories. However, it serves various crucial functions in the body.

Fiber comes in two varieties: soluble and insoluble . Both are important for health, and most fiber-rich foods contain a mixture of the two. Soluble fiber dissolves in water, forming a gel-like substance in the gut, which can help lower blood cholesterol and glucose levels. Insoluble fiber, on the other hand, helps in moving material through your digestive system and increases stool bulk.

Fiber’s role in the body is diverse and significant. It aids in regular bowel movements, helps control blood sugar levels, lowers the risk of heart disease, and even plays a role in weight management. Additionally, fiber is vital for maintaining a healthy gut microbiome, which is crucial for overall health. Fiber’s impact on gut health is profound, as it also reduces the risk of developing various digestive disorders.

A diet rich in fiber can nourish and support a healthy gut microbiome , which is essential for effective digestion and overall health.

The Recommended Fiber Intake: Are You Getting Enough?

The recommended daily intake of fiber is often not met by a typical diet. It’s suggested that adults consume around 25 to 38 grams of fiber per day, depending on age and gender. However, most people consume much less, highlighting the need for a conscious effort to incorporate more fiber-rich foods into our diets.

Incorporating more fiber into your diet is easier than it might seem . Simple steps like choosing whole fruits over juices, opting for whole-grain products, and including a variety of vegetables, legumes, nuts, and seeds can significantly boost your fiber intake. Remember, the key is diversity and consistency in your food choices.

While fiber supplements can be a helpful addition to some diets, they shouldn’t replace fiber from natural food sources . Whole foods offer a complex array of nutrients and dietary fiber types that supplements can’t fully replicate. Therefore, while supplements can be beneficial in some cases, they’re best used as an adjunct to a fiber-rich diet.

In conclusion, the importance of fiber in a healthy diet cannot be overstated. It’s a crucial component for maintaining digestive health and overall well-being. By making simple dietary changes and choosing fiber-rich foods, you can significantly improve your health in a delicious and satisfying way.