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Out of the Classroom and Into the City

Author

Listed:
  • Cara M. Djonko-Moore
  • Nicole M. Joseph

Abstract

This article explores the researcher’s use of field trips as an experiential learning tool in a social studies methods course as a pilot study. The researchers analyzed course evaluations and student reflection papers using document analysis to determine (a) the positive and negative aspects of utilizing field trips during the course, and (b) the ways the field trips advanced or limited pre-service teachers’ learning. The findings indicate that students found the field trips to be worthwhile but had concerns about the time and distance. They were able to make important connections to course content but reacted negatively to the inclusion of diversity in the field trips.

Suggested Citation

  • Cara M. Djonko-Moore & Nicole M. Joseph, 2016. "Out of the Classroom and Into the City," SAGE Open, , vol. 6(2), pages 21582440166, May.
    • Handle: RePEc:sae:sagope:v:6:y:2016:i:2:p:2158244016649648
    DOI: 10.1177/2158244016649648
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    References listed on IDEAS

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    1. Louis S. Nadelson & J. Richard Jordan, 2012. "Student Attitudes Toward and Recall of Outside Day: An Environmental Science Field Trip," The Journal of Educational Research, Taylor & Francis Journals, vol. 105(3), pages 220-231, April.
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    Cited by:

    1. Parul Kulshreshtha & Sunita Gupta & Rafikh Shaikh & Divya Aggarwal & Deuvshree Sharma & Praveen Rahi, 2022. "Foldscope Embedded Pedagogy in Stem Education: A Case Study of SDG4 Promotion in India," Sustainability, MDPI, vol. 14(20), pages 1-16, October.

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