field trip report essay

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Field report: writing guide from a to z.

February 18, 2021

So, you’ve just been given the difficult task of writing a field report. In most cases, this is your first field report. As such, you probably have absolutely no idea about what to do and how to do it. Fortunately, writing such a report is not as difficult as you imagine. In this blog post, we will discuss everything about the field report. What is a field report? Get all the answers in one blog post! We will also show you how to write a field trip report the easy way. You will find a nice little template you can use and we will also be more than happy to help you with a 100% original sample – upon your request. Read on!

So, What Is a Field Report?

Where can i get a field report example, a simple field report template, writing a field report from start to finish.

• FAQ About the Field Report

Need a Great Field Report Sample?

But what is field report? This is a very good question; one that we would like to answer right from the start. Why? Because if you don’t know the definition of field report, you have little chance of writing one correctly. After all, you can’t write about something you don’t understand, can you?

Basically, a field report is an academic paper that requires you to combine the theory you’ve learned in the classroom with specific methods of observation (applied in a specific environment, outside of class) to describe a subject. Said subject can be a person, a group of persons, an event, or even an animal. This is basically the field report definition.

But what are the objectives of field trip report? This is where it gets a bit tricky. Your report should be very comprehensive and you need to show your professor that you’ve mastered not only the theoretical parts of analysis, but also the practical ones. You need to observe the subject and take note of all things that are of interest. You need to be able to categorize, make connections, gather evidence, organize evidence, and even work with photographs, audio recordings and illustrations. Bottom line, the observation phase is not easy to do.

When it comes to getting a good field report example, there are several options you can explore. However, only one of them is viable for most students. Here are some of the things you can try:

• Go online and try to find an example on a websit e. Now, it’s true that you may be able to find several examples. However, many of them are poorly written. They are missing vital information and may even be missing certain parts. Be aware that some websites will attempt to sell you pre-written reports, which is something you need to stay away from at all costs.
• You can ask around on blogs, forums or social media if somebody has a report example they can share with you. While you may get lucky and get an example, you have no way of knowing whether or not it is correctly written.
• Many students try to hire a freelance writer to write the report . The idea is good, but you need much more than a freelance writer who probably doesn’t know how to write a field trip report After all, just 1% of freelance writers have academic writing experience (and these people are quite expensive to hire).
• You can hire a writing service to get the job done . This is the best way to go if you want to make sure you get a top quality, complete product. For instance, our ENL writers have written hundreds of these reports, so they definitely know what they’re doing. They have access to the best field scouting report forms and know how to write field report sections in a way that will make your professor give you some bonus points.

If you don’t know how to write a field report, it is important to get a good template. Obviously, you will need to learn how to write a field study report eventually. However, by using a good template, you make your life a lot easier. You will always have the basic structure of the report right there in front of you. This means that with a good field report template or daily field report template, you won’t miss any important sections or information. Here is how the basic structure of a field report home looks like:

• An introduction where you describe the objective of your report and underline specific concepts (if any).
• A Description of Activities section. This is where you describe everything that you observe, so that your readers know what is happening.
• An Interpretation and Analysis section. This is the part where you need to interpret and analyze the data you’ve gathered during your observations.
• A Conclusion and Recommendations section. This is the conclusion of your report, so you should never include any new information here.

If necessary, you can add a fifth section, the Appendix. This section will support your analysis in case you need to include lengthy information. Use the Appendix section to include any graphs, charts, graphics, tables, or illustrations.

Now that you know the field study report definition and have a template to work with, it’s time to show you how to write the report from start to finish. Let’s get started:

• Write the introduction . Don’t explain your readers what is field trip report. Instead, provide a bit of background information about the objective of your report. Describe the theoretical perspective and talk a bit about the various types of observations you’ve used.
• Write the Description of Activities section . In other words, describe everything that you have observed in an well organized, logical manner. Each observation needs to be written as a separate paragraph and needs to answer the five Ws: What, Where, When, Who, Why.
• Write the Interpretation and Analysis section . This is where you are free to interpret and analyze all the data you have gathered during your observations. In other words, this section can get pretty lengthy. You are not required to discuss each and every observation, so pick the most important ones (and explain why you consider them to be the most important ones). In this section, you need to convince your professor that you are talking from the perspective of a knowledgeable viewer by applying the theoretical knowledge you’ve accumulated in class.
• Write the field trip report conclusion and include any recommendations . You will basically need to summarize everything and show how your observations support your thesis. The recommendation can be used as a call to action to end the conclusion.
• As with any essay, you must edit the report . Eliminate the unnecessary information and don’t be afraid to delete entire sections if necessary. Your field report is, after all, an academic paper. It should be unbiased, objective and to the point. Also, make sure it is well organized.
• The last thing you need to do is proofread the paper . We would advise you to proofread the field report twice to make sure you didn’t miss anything. You can easily lose points over a few typos, so don’t risk it.

Frequently Asked Questions About the Field Report

Q: What are the differences between a daily field report and a regular report?

A: There are minor differences between field report types, and they all have to do with time. A daily field report is completed daily, while a regular report can take a couple of days or a couple of weeks to compile. The time span of the observations is different, that’s the major difference.

Q: What is the best field report app you can use?

A: Truth be told, we don’t know about any applications that can do a field report for you. In any case, you don’t even need such an app to do a field observation report. A notebook and a pen, a camera and a voice recorder are more than enough tools to record your observations.

Q: What are the top 3 tips you can give me?

A: Here they are:

• Before you begin writing the field experience report, you need to accurately record all aspects of the situation. It’s good to have a plan in place so you don’t miss anything.
• Analyze your observations and try to find the meaning of the things you are observing. Try to figure out what is happening and why it is happening.
• Remember that you need to write a report. Keep this in mind as you do the observations. Stay focused and pay attention to even minor details. Record every piece of new information.

Q: How to sample during the observations phase?

A: There are various methods to sample. For example, Ad Libitum sampling simply means observing what you deem important at a given moment. Behavior sampling translates to observing an entire group and noting specific individual behaviors. Continuous recording sampling and focal sampling are two other widely used methods for a field study report.

We realize you may not know how to write a field observation report. Or perhaps you want to learn how to write a field report for geography in just one day. However, there is an easy way to learn more about the field report. You can simply contact us and request a field report or an observation essay . The sample will be written just for you, so it will be 100% original.

Of course, you are free to use parts of our sample in your own writing. After all, you will own the sample and nobody else will have access to it. And did you know that our experienced writers and professional editors can help you with many other things? We can help you write intro or conclusion, edit your paper or even proofread your work. With our help, your essay will be perfect. So what are you waiting for? Learn how to write a report on a field trip with one of our awesome samples!

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Field Trip Report

Who does not like field trips? When you were a kid or when you were still attending school, you would have gone through field trips and often than not asked to write a report about it. You get to visit different places and learn from it. A lot of people who have gone through field trips often expect to have a written report about it, but it is of course different from when you were a kid or a student. There are some who do go on field trips who are tasked to make reports like those in agricultural businesses or have graduated within the field of agriculture. To get to know more about what can be expected in a field trip report, let’s check out the example templates below for more information. Check out  10+ Trip Report Examples & Templates .

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10+ Field Trip Report Examples

1. data field trip report.

Size: 567 KB

2. Field Trip Report Template

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5. Field Trip Report in PDF

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7. Temple Field Trip Report

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10. Construction Field Trip Report

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11. Printable Field Trip Report

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What Is a Field Trip Report?

What is a field trip report? A field trip report is a document that describes , summarizes and explains the things that have been done during the field trip. Whether or not the field trip may have been done as work related, school related, or even personal or family related. There is no denying, field trips can be fun and informative. A field trip report consists of an introduction, a body and a conclusion. Basically like writing a report. In addition, the field trip report contains information and the reason for the said field trip. Working in agriculture, a field trip report is a required paperwork to explain the process of the agricultural work and any issues that may slow down the agricultural business. Lastly, when you think of field trip reports, you think of information necessary to record and explain. The document is also used as a means of record to be sure that everything is going as it should. See  13 + Business Trip Report Examples . 

How to Write a Field Trip Report

How do you write a report for a field trip? For students, they are given a template for them to follow and write down what they see and learn. On a work related or professional level, the person who went on the field trip is required to make a report of what they have observed and what they may take from the learning experience. Regardless of what the field trip may be and for who it is for, writing the report is needed. With that being said, a list of steps to take to make a field trip report. For students on a field trip see  12+ Permission Slip Templates . 

1. Make an Interesting Title and Introduction

To start making a field trip report, you must also make an interesting title and an interesting introduction. What this simply means is that, to get your audiences’ attention, you must grab it with an interesting title. The title must be about the field trip you went on. The same goes for an introduction. Avoid adding too much detail in the introduction.

2.  Tell It in Story Format

Telling your report in story format is fine, but do avoid making it sound fiction when it is supposed to be non-fiction. Writing the report can also be written in an essay format. Again as long as you avoid adding too many flimsy words that may make your report sound more fiction than non-fiction. Another way to make it is to outline your report to make it easier. Outlining helps a lot.

3. Jargon Must Be Clear and Concise

Jargon . There may be times that we are tempted to use different jargon to express what we feel and see in the field trip report. But make sure that the jargon you are using is easy enough for the audience to understand. The use of jargon must be clear and concise throughout your report. See  6+ Jargon Examples in Literature – PDF .

4. Review Your Trip Report

The last thing to do is to review the trip report. Just to be sure that you have added an introduction, the body and your conclusion. The jargon should be understandable, the details complete and of course check on your grammar and spelling throughout the report.

What is a field trip report?

When you hear the words field trip, the first thing that may come to mind is your childhood memories filled with those trips either made with family, friends or school. With school, you are asked to make a report or an essay about what you did on the field trip. A field trip  report is a document that describes , summarizes and explains the things that have been done during the field trip. Whether or not the field trip may have been done as work related, school related, or even personal or family related.

How do you make a field trip report?

To make a field trip report, you must remember to make it interesting. Capture the attention of the audience. Add in some photos if you have any, but remember the main focus is in your words or how you express it in a story.

Why do you need a field trip report?

The need for making the report may vary. For students, it is a way for them to express what they felt during the field trip. For business purposes, it is to explain the ongoing projects or the ongoing business that they have.

Who does not like field trips? A lot of people may find it useless as they may not have had the best field trips growing up, but it’s not too late for that. Field trip reports are made for varying reasons, one reason would be to describe and talk about the things they see. For a business point of view, it would be for the prospect of expanding to other places.

Report Generator

Text prompt

• Instructive
• Professional

Generate a report on the impact of technology in the classroom on student learning outcomes

Prepare a report analyzing the trends in student participation in sports and arts programs over the last five years at your school.

How to Write a Field Trip Report

How to Create a Nursing Practicum Journal

Visiting the Air and Space Museum in Washington, D.C., or touring the wetlands in Florida are two examples of exciting and educational field trips for middle school and high school students. You might take notes during your trip, so you can come up with an interesting thesis for your assigned field trip report. For example, you might write about a shuttle launching or an unusual creature who lives in the wetlands. Field trip reports should include a compelling introduction, a well-structured body and a strong conclusion. Discuss your favorite elements of the trip, so your assignment reads like a personal observation report or narrative essay.

Lead with Interesting Introduction

Start your introduction with information that leads up to your thesis statement, which is usually the last sentence of your introduction. You might focus on an interesting anecdote from your trip or discuss particular features that made an impression on you. Use these tidbits to develop your thesis. For example, you might create a three-point thesis, such as "The wetlands in Florida have vulnerable ecosystems, experience climate changes and endure seasonal flooding." If your teacher wants a technical field trip report, start with an abstract -- a brief summary paragraph -- that clearly explains where you went and what you learned during the field trip. Use research or literature to support your statements in your field trip report. For example, if you visited a local arboretum, you might use information from display placards to describe your favorite types of foliage and their seasonal life cycles.

Provide Facility Details

Discuss the field trip location by describing the facilities and explaining what you saw or experienced. For example, if you visited an astronomy observatory, discuss viewing areas and the telescopes you used. If you were using inside telescopes, describe the height of the domed ceilings, the different types of lighting and the approximate distance to the stars or planets. By providing extensive details, you show your teacher that you were paying close attention to the instructor, or in the observatory example, to the astronomer's explanations. You might also discuss any handouts or educational materials you received during the field trip.

Discuss Surprising Findings

Explain in your field trip report any new information or details that took you by surprise and include statistical data to support your findings. This type of data shows that you learned something during the field trip. For example, if you visited an underground cave, you might discuss a particular type of bat or an unusual plant that grows in the cave. Use outside research or information from the tour guide to support your data, and cite your references clearly, so your teacher knows where you got the information. When possible, use academic journals or magazines to support details in your observation report of the field visit.

End with Compelling Conclusion

Conclude your field trip report with a summary of your overall experience, including reasons why others might want to visit the location. You might include a brief summary of a personal discussion you had with the tour guide or field trip facilitator or cite a distinguishable fact from your research. If you participated in any hands-on activities or your class was allowed to see behind the scenes, you might end your paper by discussing those highlights. For example, if you visited a science center, you might discuss fossils you examined, electricity experiments you participated in, or hands-on experiments with wind tunnels that allowed you to examine weather patterns.

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As curriculum developer and educator, Kristine Tucker has enjoyed the plethora of English assignments she's read (and graded!) over the years. Her experiences as vice-president of an energy consulting firm have given her the opportunity to explore business writing and HR. Tucker has a BA and holds Ohio teaching credentials.

Essay on Field Trip

Students are often asked to write an essay on Field Trip in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Field Trip

The excitement of field trips.

Field trips are an exciting part of school life. They offer a break from routine, allowing students to explore new environments.

Learning Beyond Classrooms

Field trips are not just about fun. They provide hands-on learning opportunities, making abstract concepts more concrete.

Building Social Skills

On field trips, students interact with peers outside the classroom. This can strengthen friendships and improve social skills.

Creating Lifelong Memories

Field trips can create lasting memories. The shared experiences can foster a sense of camaraderie among students, making school life more enjoyable.

In conclusion, field trips are an essential part of education, providing learning and social benefits.

Also check:

• Advantages and Disadvantages of Field Trip

250 Words Essay on Field Trip

Introduction.

Field trips represent a crucial part of the educational experience, offering students the opportunity to engage with their environment and subject matter in a hands-on, interactive manner. They are not merely recreational activities but are deeply intertwined with the pedagogical objectives of the academic curriculum.

The Educational Value of Field Trips

Field trips provide students with a real-world context to theoretical concepts learned in the classroom. They serve as an invaluable tool for experiential learning, fostering critical thinking, creativity, and problem-solving skills. Students can observe, explore, and interact with the subject matter, thereby enhancing their understanding and retention of information.

Interpersonal Development

Field trips also serve as a platform for interpersonal development. They encourage teamwork and collaboration as students often engage in group activities during these trips. They learn to communicate effectively, respect different perspectives, and build relationships with their peers and teachers outside the confines of the classroom.

Life Skills and Personal Growth

Beyond academic and interpersonal benefits, field trips contribute to personal growth. They expose students to diverse environments and cultures, fostering adaptability and open-mindedness. Additionally, they instill a sense of responsibility and independence as students often need to manage their time and resources during the trip.

In conclusion, field trips are an integral part of the educational journey. They bridge the gap between theoretical knowledge and practical application, foster interpersonal skills, and contribute to personal growth. Therefore, the importance of field trips extends beyond the realm of academics, shaping well-rounded individuals ready to navigate the complexities of the world.

500 Words Essay on Field Trip

Field trips are an integral part of the educational experience. They provide an immersive, real-world context to classroom learning, fostering a deeper understanding of the subject matter. As a dynamic, hands-on approach to education, field trips serve to break the monotony of traditional teaching methods, offering an exciting alternative that enriches learning.

The Significance of Field Trips

Field trips are not merely recreational outings; they are vital educational tools. They offer an opportunity to experience different environments and situations that are not available within the school premises. Students get the chance to observe, explore, and engage with the world around them, thus enhancing their observational and analytical skills.

Field trips can be designed to align with the curriculum, thereby reinforcing and supplementing classroom learning. For instance, a trip to a museum can bring history lessons to life, while a visit to a science laboratory or a local ecosystem can provide a deeper understanding of scientific concepts.

Experiential Learning and Skill Development

Field trips facilitate experiential learning, a method that emphasizes learning through experience. This form of learning is especially effective because it engages students physically, emotionally, and mentally. Students are not passive recipients of information but active participants in the learning process.

Field trips also contribute to the development of essential life skills. They encourage teamwork, as students often work in groups during these trips. They foster problem-solving skills, as students may face challenges that require innovative solutions. Additionally, field trips promote adaptability and resilience, as students navigate unfamiliar environments.

The Role of Field Trips in Broadening Perspectives

Field trips expose students to diverse perspectives and cultures. This exposure is particularly important in our increasingly globalized world. It fosters tolerance, empathy, and a broader understanding of the world. For instance, a trip to a local community center can help students understand the socio-economic realities of different communities, while an international trip can expose them to different cultures and traditions.

Challenges and Solutions

Despite the numerous benefits, field trips also present certain challenges. They require significant planning and resources, and there are always safety concerns. However, these challenges can be mitigated with careful planning, adequate supervision, and clear communication with students and parents.

In conclusion, field trips are a valuable component of the educational experience. They provide a unique platform for experiential learning, skill development, and broadening perspectives. Despite the challenges they present, the benefits they offer make them an investment worth making in the pursuit of holistic education. The real-world experiences gained from field trips can shape students’ understanding of the world, equipping them with the knowledge and skills necessary to navigate the complexities of the 21st century.

That’s it! I hope the essay helped you.

If you’re looking for more, here are essays on other interesting topics:

• Essay on Trip to Kashmir
• Essay on Planning a Trip
• Essay on My Holiday Trip to Munnar

Apart from these, you can look at all the essays by clicking here .

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Organizing Your Social Sciences Research Assignments

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The purpose of a field report in the social sciences is to describe the deliberate observation of people, places, and/or events and to analyze what has been observed in order to identify and categorize common themes in relation to the research problem underpinning the study. The content represents the researcher's interpretation of meaning found in data that has been gathered during one or more observational events.

Flick, Uwe. The SAGE Handbook of Qualitative Data Collection . London: SAGE Publications, 2018; Lofland, John, David Snow, Leon Anderson, and Lyn H. Lofland. Analyzing Social Settings: A Guide to Qualitative Observation and Analysis. Long Grove, IL: Waveland Press, 2022; Baker, Lynda. "Observation: A Complex Research Method." Library Trends 55 (Summer 2006): 171-189.; Kellehear, Allan. The Unobtrusive Researcher: A Guide to Methods . New York: Routledge, 2020.

How to Approach Writing a Field Report

How to Begin

Field reports are most often assigned in disciplines of the applied social sciences [e.g., social work, anthropology, gerontology, criminal justice, education, law, the health care services] where it is important to build a bridge of relevancy between the theoretical concepts learned in the classroom and the practice of actually doing the work you are being taught to do. Field reports are also common in certain science disciplines [e.g., geology] but these reports are organized differently and serve a different purpose than what is described below.

Professors will assign a field report with the intention of improving your understanding of key theoretical concepts by applying methods of careful and structured observation of, and reflection about, people, places, or phenomena existing in their natural settings. Field reports facilitate the development of data collection techniques and observation skills and they help you to understand how theory applies to real world situations. Field reports are also an opportunity to obtain evidence through methods of observing professional practice that contribute to or challenge existing theories.

We are all observers of people, their interactions, places, and events; however, your responsibility when writing a field report is to conduct research based on data generated by the act of designing a specific study, deliberate observation, synthesis of key findings, and interpretation of their meaning.

When writing a field report you need to:

• Systematically observe and accurately record the varying aspects of a situation . Always approach your field study with a detailed protocol about what you will observe, where you should conduct your observations, and the method by which you will collect and record your data.
• Continuously analyze your observations . Always look for the meaning underlying the actions you observe. Ask yourself: What's going on here? What does this observed activity mean? What else does this relate to? Note that this is an on-going process of reflection and analysis taking place for the duration of your field research.
• Keep the report’s aims in mind while you are observing . Recording what you observe should not be done randomly or haphazardly; you must be focused and pay attention to details. Enter the observation site [i.e., "field"] with a clear plan about what you are intending to observe and record in relation to the research problem while, at the same time, being prepared to adapt to changing circumstances as they may arise.
• Consciously observe, record, and analyze what you hear and see in the context of a theoretical framework . This is what separates data gatherings from reporting. The theoretical framework guiding your field research should determine what, when, and how you observe and act as the foundation from which you interpret your findings in relation to the underlying assumptions embedded in the theoretical framework .

Techniques to Record Your Observations Although there is no limit to the type of data gathering techniques you can use, these are the most frequently used methods:

Note Taking This is the most common and easiest method of recording your observations. Tips for taking notes include: organizing some shorthand symbols beforehand so that recording basic or repeated actions does not impede your ability to observe, using many small paragraphs, which reflect changes in activities, who is talking, etc., and, leaving space on the page so you can write down additional thoughts and ideas about what’s being observed, any theoretical insights, and notes to yourself that are set aside for further investigation. See drop-down tab for additional information about note-taking.

Photography With the advent of smart phones, an almost unlimited number of high quality photographs can be taken of the objects, events, and people observed during a field study. Photographs can help capture an important moment in time as well as document details about the space where your observation takes place. Taking a photograph can save you time in documenting the details of a space that would otherwise require extensive note taking. However, be aware that flash photography could undermine your ability to observe unobtrusively so assess the lighting in your observation space; if it's too dark, you may need to rely on taking notes. Also, you should reject the idea that photographs represent some sort of "window into the world" because this assumption creates the risk of over-interpreting what they show. As with any product of data gathering, you are the sole instrument of interpretation and meaning-making, not the object itself. Video and Audio Recordings Video or audio recording your observations has the positive effect of giving you an unfiltered record of the observation event. It also facilitates repeated analysis of your observations. This can be particularly helpful as you gather additional information or insights during your research. However, these techniques have the negative effect of increasing how intrusive you are as an observer and will often not be practical or even allowed under certain circumstances [e.g., interaction between a doctor and a patient] and in certain organizational settings [e.g., a courtroom]. Illustrations/Drawings This does not refer to an artistic endeavor but, rather, refers to the possible need, for example, to draw a map of the observation setting or illustrating objects in relation to people's behavior. This can also take the form of rough tables, charts, or graphs documenting the frequency and type of activities observed. These can be subsequently placed in a more readable format when you write your field report. To save time, draft a table [i.e., columns and rows] on a separate piece of paper before an observation if you know you will be entering data in that way.

NOTE:   You may consider using a laptop or other electronic device to record your notes as you observe, but keep in mind the possibility that the clicking of keys while you type or noises from your device can be obtrusive, whereas writing your notes on paper is relatively quiet and unobtrusive. Always assess your presence in the setting where you're gathering the data so as to minimize your impact on the subject or phenomenon being studied.

ANOTHER NOTE:   Techniques of deliberate observation and data gathering are not innate skills; they are skills that must be learned and practiced in order to achieve proficiency. Before your first observation, practice the technique you plan to use in a setting similar to your study site [e.g., take notes about how people choose to enter checkout lines at a grocery store if your research involves examining the choice patterns of unrelated people forced to queue in busy social settings]. When the act of data gathering counts, you'll be glad you practiced beforehand.

YET ANOTHER NOTE:   An issue rarely discussed in the literature about conducting field research is whether you should move around the study site while observing or remaining situated in one place. Moving around can be intrusive, but it facilitates observing people's behavior from multiple vectors. However, if you remain in one place throughout the observation [or during each observation], you will eventually blend into the background and diminish the chance of unintentionally influencing people's behavior. If the site has a complex set of interactions or interdependent activities [e.g., a play ground], consider moving around; if the study site is relatively fixed [e.g., a classroom], then consider staying in one place while observing.

Examples of Things to Document While Observing

• Physical setting . The characteristics of an occupied space and the human use of the place where the observation(s) are being conducted.
• Objects and material culture . This refers to the presence, placement, and arrangement of objects that impact the behavior or actions of those being observed. If applicable, describe the cultural artifacts representing the beliefs [i.e., the values, ideas, attitudes, and assumptions] of the individuals you are observing [e.g., the choice of particular types of clothing in the observation of family gatherings during culturally specific holidays].
• Use of language . Don't just observe but  listen to what is being said, how is it being said, and the tone of conversations among participants.
• Behavior cycles . This refers to documenting when and who performs what behavior or task and how often they occur. Record at which stage this behavior is occurring within the setting.
• The order in which events unfold . Note sequential patterns of behavior or the moment when actions or events take place and their significance. Also, be prepared to note moments that diverge from these sequential patterns of behavior or actions.
• Physical characteristics of subjects. If relevant, document personal characteristics of individuals being observed. Note that, unless this data can be verified in interviews or from documentary evidence, you should only focus on characteristics that can be clearly observed [e.g., clothing, physical appearance, body language].
• Expressive body movements . This would include things like body posture or facial expressions. Note that it may be relevant to also assess whether expressive body movements support or contradict the language used in conversation [e.g., detecting sarcasm].

Brief notes about all of these examples contextualize your observations; however, your observation notes will be guided primarily by your theoretical framework, keeping in mind that your observations will feed into and potentially modify or alter these frameworks.

Sampling Techniques

Sampling refers to the process used to select a portion of the population for study . Qualitative research, of which observation is one method of data gathering, is generally based on non-probability and purposive sampling rather than probability or random approaches characteristic of quantitatively-driven studies. Sampling in observational research is flexible and often continues until no new themes emerge from the data, a point referred to as data saturation.

All sampling decisions are made for the explicit purpose of obtaining the richest possible source of information to answer the research questions. Decisions about sampling assumes you know what you want to observe, what behaviors are important to record, and what research problem you are addressing before you begin the study. These questions determine what sampling technique you should use, so be sure you have adequately answered them before selecting a sampling method.

Ways to sample when conducting an observation include:

• Ad Libitum Sampling -- this approach is not that different from what people do at the zoo; they observe whatever seems interesting at the moment. There is no organized system of recording the observations; you just note whatever seems relevant at the time. The advantage of this method is that you are often able to observe relatively rare or unusual behaviors that might be missed by more deliberately designed sampling methods. This method is also useful for obtaining preliminary observations that can be used to develop your final field study. Problems using this method include the possibility of inherent bias toward conspicuous behaviors or individuals, thereby missing mundane or repeated patterns of behavior, and that you may miss brief interactions in social settings.
• Behavior Sampling -- this involves watching the entire group of subjects and recording each occurrence of a specific behavior of interest and with reference to which individuals were involved. The method is useful in recording rare behaviors missed by other sampling methods and is often used in conjunction with focal or scan methods [see below]. However, sampling can be biased towards particular conspicuous behaviors.
• Continuous Recording -- provides a faithful record of behavior including frequencies, durations, and latencies [the time that elapses between a stimulus and the response to it]. This is a very demanding method because you are trying to record everything within the setting and, thus, measuring reliability may be sacrificed. In addition, durations and latencies are only reliable if subjects remain present throughout the collection of data. However, this method facilitates analyzing sequences of behaviors and ensures obtaining a wealth of data about the observation site and the people within it. The use of audio or video recording is most useful with this type of sampling.
• Focal Sampling -- this involves observing one individual for a specified amount of time and recording all instances of that individual's behavior. Usually you have a set of predetermined categories or types of behaviors that you are interested in observing [e.g., when a teacher walks around the classroom] and you keep track of the duration of those behaviors. This approach doesn't tend to bias one behavior over another and provides significant detail about a individual's behavior. However, with this method, you likely have to conduct a lot of focal samples before you have a good idea about how group members interact. It can also be difficult within certain settings to keep one individual in sight for the entire period of the observation without being intrusive.
• Instantaneous Sampling -- this is where observation sessions are divided into short intervals divided by sample points. At each sample point the observer records if predetermined behaviors of interest are taking place. This method is not effective for recording discrete events of short duration and, frequently, observers will want to record novel behaviors that occur slightly before or after the point of sampling, creating a sampling error. Though not exact, this method does give you an idea of durations and is relatively easy to do. It is also good for recording behavior patterns occurring at a specific instant, such as, movement or body positions.
• One-Zero Sampling -- this is very similar to instantaneous sampling, only the observer records if the behaviors of interest have occurred at any time during an interval instead of at the instant of the sampling point. The method is useful for capturing data on behavior patterns that start and stop repeatedly and rapidly, but that last only for a brief period of time. The disadvantage of this approach is that you get a dimensionless score for an entire recording session, so you only get one one data point for each recording session.
• Scan Sampling -- this method involves taking a census of the entire observed group at predetermined time periods and recording what each individual is doing at that moment. This is useful for obtaining group behavioral data and allows for data that are evenly representative across individuals and periods of time. On the other hand, this method may be biased towards more conspicuous behaviors and you may miss a lot of what is going on between observations, especially rare or unusual behaviors. It is also difficult to record more than a few individuals in a group setting without missing what each individual is doing at each predetermined moment in time [e.g., children sitting at a table during lunch at school]. The use of audio or video recording is useful with this type of sampling.

Alderks, Peter. Data Collection. Psychology 330 Course Documents. Animal Behavior Lab. University of Washington; Emerson, Robert M. Contemporary Field Research: Perspectives and Formulations . 2nd ed. Prospect Heights, IL: Waveland Press, 2001; Emerson, Robert M. et al. “Participant Observation and Fieldnotes.” In Handbook of Ethnography . Paul Atkinson et al., eds. (Thousand Oaks, CA: Sage, 2001), 352-368; Emerson, Robert M. et al. Writing Ethnographic Fieldnotes . 2nd ed. Chicago, IL: University of Chicago Press, 2011; Ethnography, Observational Research, and Narrative Inquiry. Writing@CSU. Colorado State University; Hazel, Spencer. "The Paradox from Within: Research Participants Doing-Being-Observed." Qualitative Research 16 (August 2016): 446-457; Pace, Tonio. Writing Field Reports. Scribd Online Library; Presser, Jon and Dona Schwartz. “Photographs within the Sociological Research Process.” In Image-based Research: A Sourcebook for Qualitative Researchers . Jon Prosser, editor (London: Falmer Press, 1998), pp. 115-130; Pyrczak, Fred and Randall R. Bruce. Writing Empirical Research Reports: A Basic Guide for Students of the Social and Behavioral Sciences . 5th ed. Glendale, CA: Pyrczak Publishing, 2005; Report Writing. UniLearning. University of Wollongong, Australia; Wolfinger, Nicholas H. "On Writing Fieldnotes: Collection Strategies and Background Expectancies.” Qualitative Research 2 (April 2002): 85-95; Writing Reports. Anonymous. The Higher Education Academy.

Structure and Writing Style

How you choose to format your field report is determined by the research problem, the theoretical framework that is driving your analysis, the observations that you make, and/or specific guidelines established by your professor. Since field reports do not have a standard format, it is worthwhile to determine from your professor what the preferred structure and organization should be before you begin to write. Note that field reports should be written in the past tense. With this in mind, most field reports in the social sciences include the following elements:

I.  Introduction The introduction should describe the research problem, the specific objectives of your research, and the important theories or concepts underpinning your field study. The introduction should describe the nature of the organization or setting where you are conducting the observation, what type of observations you have conducted, what your focus was, when you observed, and the methods you used for collecting the data. Collectively, this descriptive information should support reasons why you chose the observation site and the people or events within it. You should also include a review of pertinent literature related to the research problem, particularly if similar methods were used in prior studies. Conclude your introduction with a statement about how the rest of the paper is organized.

II.  Description of Activities

Your readers only knowledge and understanding of what happened will come from the description section of your report because they were not witnesses to the situation, people, or events that you are writing about. Given this, it is crucial that you provide sufficient details to place the analysis that will follow into proper context; don't make the mistake of providing a description without context. The description section of a field report is similar to a well written piece of journalism. Therefore, a useful approach to systematically describing the varying aspects of an observed situation is to answer the "Five W’s of Investigative Reporting." As Dubbels notes [p. 19], these are:

• What -- describe what you observed. Note the temporal, physical, and social boundaries you imposed to limit the observations you made. What were your general impressions of the situation you were observing. For example, as a student teacher, what is your impression of the application of iPads as a learning device in a history class; as a cultural anthropologist, what is your impression of women's participation in a Native American religious ritual?
• Where -- provide background information about the setting of your observation and, if necessary, note important material objects that are present that help contextualize the observation [e.g., arrangement of computers in relation to student engagement with the teacher].
• When -- record factual data about the day and the beginning and ending time of each observation. Note that it may also be necessary to include background information or key events which impact upon the situation you were observing [e.g., observing the ability of teachers to re-engage students after coming back from an unannounced fire drill].
• Who -- note background and demographic information about the individuals being observed e.g., age, gender, ethnicity, and/or any other variables relevant to your study]. Record who is doing what and saying what, as well as, who is not doing or saying what. If relevant, be sure to record who was missing from the observation.
• Why -- why were you doing this? Describe the reasons for selecting particular situations to observe. Note why something happened. Also note why you may have included or excluded certain information.

III.  Interpretation and Analysis

Always place the analysis and interpretations of your field observations within the larger context of the theoretical assumptions and issues you described in the introduction. Part of your responsibility in analyzing the data is to determine which observations are worthy of comment and interpretation, and which observations are more general in nature. It is your theoretical framework that allows you to make these decisions. You need to demonstrate to the reader that you are conducting the field work through the eyes of an informed viewer and from the perspective of a casual observer.

Here are some questions to ask yourself when analyzing your observations:

• What is the meaning of what you have observed?
• Why do you think what you observed happened? What evidence do you have for your reasoning?
• What events or behaviors were typical or widespread? If appropriate, what was unusual or out of the ordinary? How were they distributed among categories of people?
• Do you see any connections or patterns in what you observed?
• Why did the people you observed proceed with an action in the way that they did? What are the implications of this?
• Did the stated or implicit objectives of what you were observing match what was achieved?
• What were the relative merits of the behaviors you observed?
• What were the strengths and weaknesses of the observations you recorded?
• Do you see connections between what you observed and the findings of similar studies identified from your review of the literature?
• How do your observations fit into the larger context of professional practice? In what ways have your observations possibly changed or affirmed your perceptions of professional practice?
• Have you learned anything from what you observed?

NOTE:   Only base your interpretations on what you have actually observed. Do not speculate or manipulate your observational data to fit into your study's theoretical framework.

IV.  Conclusion and Recommendations

The conclusion should briefly recap of the entire study, reiterating the importance or significance of your observations. Avoid including any new information. You should also state any recommendations you may have based on the results of your study. Be sure to describe any unanticipated problems you encountered and note the limitations of your study. The conclusion should not be more than two or three paragraphs.

V.  Appendix

This is where you would place information that is not essential to explaining your findings, but that supports your analysis [especially repetitive or lengthy information], that validates your conclusions, or that contextualizes a related point that helps the reader understand the overall report. Examples of information that could be included in an appendix are figures/tables/charts/graphs of results, statistics, pictures, maps, drawings, or, if applicable, transcripts of interviews. There is no limit to what can be included in the appendix or its format [e.g., a DVD recording of the observation site], provided that it is relevant to the study's purpose and reference is made to it in the report. If information is placed in more than one appendix ["appendices"], the order in which they are organized is dictated by the order they were first mentioned in the text of the report.

VI.  References

List all sources that you consulted and obtained information from while writing your field report. Note that field reports generally do not include further readings or an extended bibliography. However, consult with your professor concerning what your list of sources should be included and be sure to write them in the preferred citation style of your discipline or is preferred by your professor [i.e., APA, Chicago, MLA, etc.].

Alderks, Peter. Data Collection. Psychology 330 Course Documents. Animal Behavior Lab. University of Washington; Dubbels, Brock R. Exploring the Cognitive, Social, Cultural, and Psychological Aspects of Gaming and Simulations . Hershey, PA: IGI Global, 2018; Emerson, Robert M. Contemporary Field Research: Perspectives and Formulations . 2nd ed. Prospect Heights, IL: Waveland Press, 2001; Emerson, Robert M. et al. “Participant Observation and Fieldnotes.” In Handbook of Ethnography . Paul Atkinson et al., eds. (Thousand Oaks, CA: Sage, 2001), 352-368; Emerson, Robert M. et al. Writing Ethnographic Fieldnotes . 2nd ed. Chicago, IL: University of Chicago Press, 2011; Ethnography, Observational Research, and Narrative Inquiry. Writing@CSU. Colorado State University; Pace, Tonio. Writing Field Reports. Scribd Online Library; Pyrczak, Fred and Randall R. Bruce. Writing Empirical Research Reports: A Basic Guide for Students of the Social and Behavioral Sciences . 5th ed. Glendale, CA: Pyrczak Publishing, 2005; Report Writing. UniLearning. University of Wollongong, Australia; Wolfinger, Nicholas H. "On Writing Fieldnotes: Collection Strategies and Background Expectancies.” Qualitative Research 2 (April 2002): 85-95; Writing Reports. Anonymous. The Higher Education Academy.

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ACADEMIC FIELD TRIP REPORT

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Village Community Development Field Trip Report

Table of contents, balam village, yabob village, riwo village.

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• Payments for the edc teachers
• Children knowing their manners
• Remembering of rhymes
• Parents knowing how look after their children in a positive way
• The Parents know the right age to send their children to school
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• Lack of resources
• Community mobilization seeing community working together
• Right age of sending their child to school
• Children having to having to learn manners
• Parents turn to realize change from their children
• Lack of teacher’s support
• No good cooperation of the community
• Seeing change in the children’s behaviors
• Use of local material

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Essay on Field Trip (1398 Words)

March 1, 2018 by Study Mentor Leave a Comment

Everyone loves travelling to places. It is always fun to travel to different places. It does not matter whether we are travelling with friends, family, colleagues or strangers, travelling is always exciting.

Sometimes even solo travelling is fun and thrilling.

Sometimes academic travelling is also important. These academic travelling can be field trips or field study, excursions etc.

These field trips are very important for the students whether it is at school or in college. They learn more than what they are taught within the four walls of the classroom.

Their boundaries are not limited with these field trips. They learn and understand more than their books.

The knowledge beyond the books is important as well as necessary because books do not teach us everything. We learn more by putting the knowledge of books into reality and understanding what is in and around us.

The best memory of the field trip I have gone was in the month of November 2013 when I was studying in twelfth standard.

We had gone for a field trip to Rohini because it was a part of our Geography practical. There were around eighty-five of us and three of our teachers for help and guidance.

Table of Contents

About Rohini

Rohini is a very beautiful place near Siliguri which comes under the Darjeeling district. It is popular for tea gardens and picnic spots. Before, Rohini was not developed.

Earlier there was a problem in the transport system.

Now things have become a little better for the local people of Rohini.

They get ration and the household things are available there but for schools, any medical treatment they still have to travel a lot.

Earlier Rohini was famous only for its tea gardens but with the initiative of the government and the development, it is also known as a picnic place.

The roads have been repaired and it is so smooth at present that people will love travelling from the roads of Rohini.

They are very clean and the scenery is extremely beautiful. The view in the hills will make anyone stop their vehicle and capture the beautiful scenery visible in front of them.

But one should be careful while driving on these roads as they are curved. It is safe only to drive in the normal speed because when there is a turn you cannot see if any vehicle is coming from the opposite side.

It is better to avoid risks otherwise there are chances for accidents to take place in the hilly areas. One must have experience of driving on the roads of the hilly areas.

Some of them are so experienced of driving there that even drive during night, they know exactly where there is a turn.

There are parks, lake, temple and guesthouses as well in Rohini. People can enjoy boating too in the lake. They can also see monkeys, elephants and other animals there.

Some of the local people in Rohini have their own land for farming. They grow different staple foods, vegetables for themselves.

They even sell them if they have enough of them so that they can earn a small amount of money. They are very hard working as they have to face a lot of problems to earn for a living and survive.

Journey to Rohini

All the students who were supposed to go for the field trip reached very early to school. The teacher then took count of all of us and asked everyone if the necessary things were present with all of us.

If we did not have then we had to manage soon. After half an hour we went and sat in our school bus. There were three teachers with us and they again took a head count.

After the counting was done, our journey to Rohini started. It would take one hour to two hours to reach to our destination depending on the traffic.

Everyone was excited for the field trip. The excitement could be seen on everyone’s face.

We did not know when time flew and we reached Rohini. It was amazing to travel among the serenity of nature.

Anyone would love to keep travelling in such a beautiful place. We got down from the bus and gave our attendance.

After the attendance was over, our teacher gave instructions about the questions to be asked to the people and what information all the students need to get from the trip.

Eighty-five of us were from two sections. Some belonged to 12 A1 and other belonged to 12 A2.

According to our sections we were asked to form our own groups and each group would have both boys and girls.

Each group divided themselves who will go where with whom. After this everyone walked up the hill with their groups.

Each group went to different houses and asked questions to the members of the house. Everyone asked questions like: How many members are there in the family?

How many children are there? Where do they study? What do the members do for their living? Do they have access to schools, hospitals, market etc.?

What are the facilities they get? What are the changes that have been done in the place from the time of their stay in Rohini? These were the common questions asked to the local people.

After all the students came back at the meeting point. Each group spoke about the information they got. After each group finished talking, our Geography teacher summed up all the information.

We came to know a lot of things about the people. They speak in Hindi and Nepali. Very few of them were educated to speak English.

They have to struggle to earn for their living. Some of them have their own farming lands where they work, sell whatever they grow and earn from it.

The children who do not have a good financial background, they help their family in the fields. They get ration but that is also a very small amount.

The local people have to travel far either to Siliguri or Darjeeling for any medical treatment, legal matters or if they have any other problem.

Even the students have to walk a lot to go school. Earlier there were no schools. Only later school was constructed. But it cannot fit all the children.

So that is the reason they have to travel to study in a good school. They do not get proper water and electricity facilities as well.

All these facilities have a fixed timing. The people have to walk kilometers to bring water for their family.

Other necessary household items, food items which come to the place are of high price because they come from far away. So, till they reach Rohini the price is increased by the sellers.

Despite these problems the people out there always had cheerful face. Until we asked them we did not know about their problems.

In between all these we also interacted with the people, had some fun time with and tried helping them in their work.

They were very happy because of our presence there. Most of them asked us to visit them again. No one wanted to leave the beautiful place.

It was like wish we could stay in this amazing place forever. But that was not possible, we had to leave.

Before leaving the place, we thanked the local people for their precious time, for taking good care of us and to let us know about them.

The teacher took a counting after bidding goodbye to the people. We left from Rohini before it become dark.

We all left with good experience from this field trip. It was good interacting with the local people of Rohini and learnt a lot of things from this trip.

The trip helped us to know about the problems the people of Rohini have to face. Otherwise we would just cross their houses, praise the serenity there and travel somewhere else.

Then, we would not know what these people go through.

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Good Field Trip Report Report Example

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The main aim of this trip was to see some of the things studied in the Ocean Science class, especially the marine creatures to get a better understanding of what was studied in class. The marine creatures, their habitats, their physical appearance and their feeding were observed The Aquarium features some outstanding outdoor exhibits focused on different ecosystems. These are the sea lions, the sea otters, the sharks, the sting rays, the diving birds, the sea jellies, the corals, the sea dragon, the turtle, and all types of fish (Hamit 67). There are also penguin habitats which are called magellanic penguins. These penguins live in temperate areas and not in ice and snow. These penguins can both walk and swim. Sea lions are very intelligent, playful and also very noisy while barking. These lions are fin-footed marine creatures of the eared seal family. They have external ears and also a very long flexible neck. These lions have supple forelimbs and also hind flippers which they can turn forward while walking on the land. They look like the dogs. On their skull they have the sagittal crest which becomes lighter when aging. They also have whiskers called the vibrissae. These whiskers help them have a sense of touch. Their external ears help them hear well. They can also see well, but cannot distinguish the colors. They always swim by the movement of rowing using their forelimbs, with their hind limbs when they are stretched behind their body as the rudder. (Hamit 76). These lions can remain close the edge of the water, beaches when it is very warm. They swallow food without chewing at all. They can also steal the hooked prey from the fishermen’s nets and the hooks. There were the shark lagoons. The visitors could be seen touching the water to play with these sharks as they swam around the shallow pool. Another great experience was the lorikeets enclosure. Many questions were asked which were all answered by the tour guards. This people had a lot of information about all the animals. All the students, including the staff enjoyed seeing all the beautiful, the ugly, and the intriguing underwater creatures that had not been seen before (Hamit 84).There was the glass used in the exhibits. The glass was crystal and one could not tell its absence unless one touched it. Also the water inside the tanks was also very clean. These tanks had all the different types of fish. In these tanks, one could feel the skin of sharks, sting rays, sea urchins and other ocean creatures (Hamit 98). The tanks can be located in a cool place without the direct sunlight, far from the heaters and also near the electrical outlet where the children can view as well. The water temperatures in the tanks should be 65 degrees; this is because of those animals that will arrive at a part of this ocean where the temperatures are 40 to 70 degrees within the year. The lower the temperature of water in the tanks, the more dissolved oxygen the tanks can hold. The oxygen is very essential to these animals and also to the bacteria that make up a biological filter (Hamit 112). The percentage of saltiness in the ocean can be about 3.5 percent salty. For every 1000 pounds of the water, about 35 pounds are salty, which is about the same as the human body. 85 percent of the salt that is found in the sea is the sodium chloride. Animal husbandry was also taught. This department takes care of the animals by giving them food and also providing with the life support systems. They take care of about 500 species in more than fifty exhibits. This also includes touch tanks experiences. The water quality and the life support systems are monitored. There is also the medical examination, the routine procedures and also providing the proper exhibit to all these animals (Hamit 145). Overall, it was exciting spending time at the Long Beach Aquarium after appreciating nature and its beauty. After the trip, everyone departed with a lot of knowledge. All were appreciated in the science department, especially the officials who made the field trip a success.

Hamit, Francis. Aquarium of the Pacific-Long Beach’s New Civil Attraction. California: Brass Cannon Books, 2004. Print.

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Bring Back In-Person Field Trips. Here’s Why

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Just as peak field trip season was set to get underway in the spring of 2020, the pandemic hit. Schools, and the cultural institutions and countless other organizations that normally welcome K-12 students for experiential learning, closed their doors.

“The pandemic was absolutely devastating for field trips. They went off a cliff, even when schools went back to in-person,” said Susie Wilkening, principal of Wilkening Consulting, a Seattle-based audience research firm.

Statistics bear this out. In the spring of 2023, Wilkening Consulting and the American Alliance of Museums conducted a survey of 340 museum directors from around the country on post-pandemic visitation. Forty percent of respondents reported that they continued to experience lower on-site visitation from K-12 teachers and students.

Several factors may be keeping schools from venturing back to in-person field trips. Virtual field trips rose in popularity during the pandemic, allowing students to glimpse educational sites as far-flung as the Egyptian pyramids or the Louvre art museum in Paris from the comfort of their homes or classrooms—and those opportunities still exist.

Logistics and funding may also be preventing schools from returning to on-site field trips. Educational researchers have suggested that some schools prioritize putting resources toward activities that may improve student achievement on standardized tests over experiences like field trips, whose results aren’t as quantifiable. That may especially be the case for schools struggling to help students recover from pandemic-era learning declines.

The argument for doing field trips again

But a growing body of research, advocacy from some district-level officials, and anecdotes from students provide compelling reasons for bringing back in-person field trips.

Lin Tajeken Jeufack, a high school junior at Kenwood High School in Maryland’s Baltimore County schools, vividly recalls how a 6th grade field trip to the National Aquarium in Baltimore that offered a behind-the-scenes glimpse into husbandry of aquatic animals planted an idea in her head about one day becoming a marine biologist.

Lin described testing the water in the animal tanks, peering under a microscope in an onsite laboratory at the aquarium, and learning about a profession she knew little about. The 16-year-old, who is now enrolled in her school’s International Baccalaureate program, volunteers at a local hospital, and says she’s leaning toward majoring in math in college, though she hasn’t ruled out a career in marine biology. Lin still welcomes the opportunity to attend in-person field trips—like a recent outing to the Philadelphia’s Franklin Institute, an art museum that features a “Giant Heart” exhibit that allows visitors to walk through the organ’s enormous, lifelike chambers.

“I think students feel safer now [post-pandemic],” said Lin. “We have a really tough course load; we’re always working. It’s good for us to get away from school for a little while.”

Field trips are especially beneficial for disadvantaged students

The lasting benefits of field trips don’t necessarily register in students’ consciousness at the moment of the visit. But these experiential outings have been proven to increase student interest in, knowledge about, and motivation to study subject matter to which they’re exposed, according to a sweeping, decade-old report by Ohio University researchers on field trips. Students from disadvantaged backgrounds tend to reap the biggest benefits from these experiences, as they are less likely to have the opportunity to engage in these activities outside of school-sponsored trips.

That’s not lost on Kadee Anstadt, superintendent/CEO of Washington Local Schools in Toledo, Ohio, who’s committed to ensuring that the students in her high-poverty district take field trips routinely.

“We are quite intentional now about the breadth of experiences we are offering our students,” said Anstadt, who recently established what she refers to as “superinten-dates,” in which she personally takes groups of students on field trips they likely wouldn’t otherwise experience.

“As an urban district, our kids sometimes don’t get to see their larger community. We’ve been to the Detroit Auto Show, to hear a Holocaust survivor, experienced the Toledo Opera, and taken the entire junior class to the Henry Ford Museum,” she said.

Some of the field trips students in the Washington Local Schools take are culturally enriching; others, practical. The district has developed a partnership with two local YMCA branches in which every 2nd grader receives eight water safety lessons.

“This ensures our kids know the dangers of a pool, pond, or lake, and also know how to get help if they need it. Some learn to swim during this time. For so many, it’s the first time they’ve ever been in a pool,” said Anstadt.

Since last year, more than 1,000 of the district’s approximately 7,000 students have received the lessons.

Fish hatcheries, hiking, ice fishing, and Native American landmarks

Laurie Barron, superintendent of the Evergreen school district in Montana, shares a philosophy on experiential field trips similar to Anstadt’s—but with vastly different surroundings to explore.

“We are in northwestern Montana bordering Glacier National Park, a recreation mecca,” said Barron, reeling off a number of recreational and cultural resources available within a quick bus trip: fish hatcheries, hiking, ice fishing, skiing, forestry opportunities, and Native American landmarks.

Barron says administrators aim for younger students in the K-8 district to go on between two and four trips per year, a number that increases to six to eight trips by the time students reach 8th grade.

“We love for them to have several off-campus opportunities each year, experiencing the great west Montana outdoors. It’s very relevant and easy to connect that to our curriculum and content,” Barron said. “And students remember a lot more that way than just reading about places in a book.”

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