conclusion of field trip essay

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.

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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.

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Reading Anthology: Level 3

Out of the classroom and into the city: the use of field trips as an experiential learning tool in teacher education.

By  Cara M. Djonko-Moore and   Nicole M. Joseph

Published May 17, 2016 in Sage

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.

As the cost of college education increases, there has been an increased emphasis on the quality of instruction in higher education (e.g., Commission, 2006 ). Moreover, with an increased emphasis on teacher quality in K-12 classrooms, more attention has been placed on teacher education programs and the training and skills that graduates receive to meet the needs of all children when they enter the teaching profession (e.g., Putman, Greenberg, & Walsh, 2014 ). Teacher educators must consistently examine and evaluate their practice to ensure that they are producing teachers who will be able to meet the demands of the teaching profession.

In teacher education, experiential education, such as field experiences, has been widely used to enhance the learning of students and prepare them to be effective teachers ( McGlinn, 2003 ). Classroom teachers also use experiential education, typically in the form of field trips, to expand the school curriculum ( Kisiel, 2003 ). Experiential learning is a teaching strategy that provides concrete experiences to learners to aid their understanding of content, ideas, and concepts ( A. Y. Kolb & Kolb, 2005 ). In the form of field trips, experiential education has been shown to positively influence the achievement of children and youth, such as helping students learn multiple perspectives and access content in novel ways ( Marcus, 2008 ). Moreover, field trips provide children a unique context within which to transfer previous knowledge and acquire new knowledge ( Nadelson & Jordan, 2012 ). Such learning contexts help children recall material learned and provide a high level of engagement and enthusiasm ( Nadelson & Jordan, 2012 ). Thus, learning how to capitalize on field trips is an important part of teacher education and should receive greater attention as a teaching practice.

Experiential learning through field trips is one way teachers can incorporate specific content into the curriculum while providing a unique and challenging learning setting for children. Public school teachers do not teach content independently or in isolation; rather context standards provide a framework and guide for what should be taught in classrooms. Teachers, typically, have some autonomy on how to help children meet standards in their states. It is important that teachers have the ability to plan learning experiences based on content standards so that children can have maximum benefits from the experiences.

Within teacher education, various types of experiential learning help pre-service teachers gain valuable skills outside of traditional lectures and seminars ( Caires, Almeida, & Vieira, 2012 ; Olgun, 2009 ). Experiential learning in teacher education commonly includes practicum experiences and student teaching; through these forms of experiential learning, pre-service teachers gain hands-on experience with teachers, students, and administrators in schools ( Matsko & Hammerness, 2014 ; McDonald, Kazemil, & Kavanagh, 2013 ). Other forms of experiential learning, such as field trips and service learning, can also be effective experiences for pre-service teachers ( Zeichner, 2010 ).

This article addresses one teacher educator’s (first author) effort to implement field trips in a social studies methods course aimed at helping pre-service teachers gain a deeper understanding of course content while also modeling teaching methods that pre-service teachers might replicate with their own future students as a pilot study. The course was taken by students enrolled in a teacher licensure program during the 2010 summer term. The majority of the students were White females with three White males enrolled in the course. The course met at a suburban satellite of the main campus. The teacher educator identifies as an African American female and was a graduate assistant at the time the course was taught. The teacher/researcher decided to include an experiential education component to make the course more enjoyable, to give pre-service teachers access to the wealth of resources surrounding the university, and to model good teaching practices. Because this was the teacher/researcher’s first attempt at incorporating experiential learning in a social studies methods course, she thought it would be beneficial to examine students’ perceptions of the course, specifically with regard to the field trip components. The research questions that guided this inquiry were as follows:

Research Question 1 (RQ1): What do elementary pre-service teachers report as positive and negative aspects of field trips taken in their social studies methods course?

Research Question 2 (RQ2): How did the field trips help or hinder teacher candidates’ learning of the course material?

Theoretical Framework

Experiential learning is an approach that allows learners to create knowledge through the cycle of transforming lived experience into current patterns of thinking ( D. A. Kolb, 1984 ). Experiential learning theory was popularized by Kolb and includes four modes of learning: concrete experience (CE), reflective observation (RO), abstract conceptualization (AC), and active experimentation (AE). CE and AC are the two ends of a learning continuum; CE is the ability to be involved in new experiences and make observations without bias, and AC is the ability to “create concepts that integrate observations into logically sound theories” ( D. A. Kolb, 1984 , p. 30). RO and AE are also polar opposites on a continuum; RO is the ability to observe and reflect on experiences from different perspectives, and AE involves using knowledge to solve complex problems. According to D. A. Kolb (1984) , the learner must become adept at using all four learning modes. Figure 1 illustrates the four phases of D. A. Kolb’s (1984) learning cycle and shows how learners can move from one phase to the next. According to D. A. Kolb (1984) , all four learning modes are critical for student learning, although the mode that students begin with in the cycle can vary (see Figure 1 ).

Figure 1. Kolb’s Learning Cycle. Source. Adapted from D. A. Kolb (1984). Note. Four phases of Kolb’s learning cycle.

This framework is appropriate for this pilot study because it illuminates the specific components that are necessary for experiential learning to be successful for learners, specifically reflection and a connection to previous understandings. Although the actual learning experience is critical, the other components of the cycle are also necessary to ensure that the experience is meaningful and results in the formation of new knowledge. D. A. Kolb’s (1984) framework defines and places equal emphasis on all four parts of the learning cycle, so the framework is a useful tool to objectively critique the implementation of a new experiential learning component in a course.

In reviewing the literature, the researchers identify two relevant bodies of research: experiential learning in teacher education in the form of field trips and curriculum standards that lend themselves to experiential learning. Demarcations in the teacher education literature come mainly in the various examples from undergraduate, graduate, and teacher education students in different methods courses; however, the overall studies examined suggest that regardless of the level or program, experiential learning can be a critical experience that deepens and empowers student learning. In this section, the researchers review published literature in each area.

Field Trips in Teacher Education

Teacher educators have successfully used field trips to enhance pre-service teachers’ teacher preparation. The field trips were planned for different purposes and as a part of a variety of courses. For example, Johnson and Chandler (2009) describe the process of secondary mathematics pre-service teachers in a mathematics methods course attending a field trip to a battleship to plan an informal learning experience connected to math content for high school mathematics students. Through the experience, the pre-service teachers were able to plan for informal learning activities with their future students and make concrete connections to mathematics content. Johnson and Chandler (2009) noted that the pre-service teachers described the field trip as a fun, real-life application and a break from the normal routine.

In a social studies course, Yeşilbursa and Barton (2011) published results from an investigation that included a field trip to a local museum as a focus on heritage education, which is an approach to teaching history and culture using community sites and resources. They found that all of the enrolled pre-service teachers liked the trip and were able to make connections to heritage education. Moreover, they made connections to their future teaching practices by sharing their desire to use heritage places as teaching tools. The teacher candidates also saw the value of historic sites in teaching because they are concrete and make history interesting.

Similarly, in another content area, Tal (2001) reported on a field trip that 13 pre-service science teachers attended as part of a science methods course. Revial (2001) found that the pre-service teachers who participated in the single, full-day field trip found the science learning environment enriching and useful for teaching children content and improving engagement. Moreover, Revial (2001) described the necessity of reflection to enhance the teaching and learning process when field trips are used.

The Learning Process Using Field Trips

Field trips are also beneficial for pre-service teachers because of opportunities the experiences provide for them to make real world connections and engage in an authentic learning process. Several studies demonstrate how field trips were used as a part of the learning process for pre-service teachers, including constructivism, reflection, and content knowledge.

Constructivism is a framework heavily emphasized in teacher education courses, and Broome and Preston-Grimes (2009) designed their study to assist pre-service teachers in their understanding of constructivism. The pre-service teachers gathered information about a field trip site through in-class projects and completed a chart that detailed what they knew and wanted to learn (K-W-L chart) to document their prior knowledge and to generate specific questions for the trip.

Reflection, a component of experiential education, is also an important teaching strategy for children. Broome and Preston-Grimes (2009) and Pence and Macgillivray (2008) both included reflection components in their field trips with students. After the trip designed by Broome and Preston-Grimes (2009) , the pre-service teachers utilized reflection to discuss larger issues such as political, social, and economic trends that emerged. Pence and Macgillivray (2008) also stressed the importance of reflection as part of the learning process during their study, where 15 American teacher education students taught Italian children for 4 weeks in Rome, Italy. The authors noted that student reflection was critical to help students debrief and troubleshoot the challenges they encountered. In both instances, the researchers found that reflection helped the pre-service teachers make stronger connections to course content and grow professionally. More important, in both studies, the researchers followed a model of a learning process that their future students could replicate with their children in the future.

Content knowledge is typically a major component of course work that pre-service teachers take. Leinhardt and Gregg (2000) engaged in a learning process with their pre-service teachers to help them increase their content knowledge and attitudes toward the history from the Civil Rights Era. The pre-service teachers completed a web-making activity before their trip to a civil rights museum and repeated the activity after the field trip. Guided discussions were also woven into the experience. The authors found that, on average, pre-service teachers doubled the quantity of information they recorded on their webs, with more than half of the pre-service teachers tripling the amount of details included. Thus, the field trip combined with additional learning activities and discussions proved beneficial in meeting the objectives of the course.

Overall, these articles demonstrate that field trips can be used successfully to assist pre-service teachers in meeting course goals including enhancing their understanding of constructivism, engaging in reflection to make deeper connection to course content, and mastering content knowledge.

Curriculum Standards

According to the National Curriculum Standards for Social Studies (NCSS), there are 10 social studies themes that should be included in the curriculum ( National Curriculum Standards for Social Studies [NCSS], 2010 ). These 10 themes include culture; time, continuity, and change; people, places, and environments; individual development and identity; individuals, groups, and institutions; power, authority, and governance; production, distribution, and consumption; science, technology, and society; global connections; and civic ideals and practices. The standards for teaching social studies are based on these 10 themes; thus, it is important that teachers are able to embed them in course content, activities, and discussions ( Golston, 2010 ; Herczog, 2010 ).

Because culture is a central theme in social studies, many teacher educators use social studies methods courses as a locus for multicultural education and issues of diversity. For example, Fitchett, Starker, and Salyers (2012) contend that integrating a culturally responsive paradigm in social studies methods can increase future teachers’ aptitude for working with diverse students in the future and increase their cultural competence. Heritage education, a study of history and culture focused on material cultures and built environments, can also be included in social studies education ( Hunter, 1988 ). Material cultures and built environments are artifacts, buildings, historic sites, values, ideas, and traditions that have been passed from one generation to the next ( Hunter, 1988 ). Yeşilbursa and Barton (2011) discussed the importance of helping teachers and students take ownership of local historic sites, artifacts, and traditions. They merged the study of history, another major theme in the social studies, with historic places, cultural landscapes, buildings, and artifacts, both written and pictorial.

The social studies course for the present study included content for young children; thus, standards from the National Association for the Education of Young Children (NAEYC) are relevant to the pilot study. NAEYC standards for early childhood teachers suggest that teacher educators use a variety of methods to ensure that teacher candidates gain content knowledge and develop a large repertoire of teaching methods to help children construct knowledge ( National Association for the Education of Young Children [NAEYC], 2009 ). According to the NAEYC (2009 ), teacher candidates must have experiences in their methods courses, including social studies, that will enable them to “use their own knowledge and other resources to design, implement, and evaluate meaningful, challenging curricula that promote comprehensive development and learning outcomes for every young child” (p. 15). Mindes (2005) posits that social studies instruction should be child-centered and allow for varied projects and activities, such as field investigations and visits to local community resources.

The review of literature suggests that experiential learning in higher education has been successfully implemented for students. Moreover, national standards suggest that teacher candidates acquire tools that will enable them to create meaningful social studies experiences inside and outside of the classroom. Because experiential learning, specifically field trips, have been shown to be beneficial, researchers should document and share their personal efforts to implement similar activities. The studies in this review included field trips in teacher education courses that included a single trip as a part of the course. This pilot study is different in that the course took place over the summer (5 weeks), and the teacher educator embedded three field trips plus an independent excursion in the course. These differences may allow for replications in other teacher education programs.

This pilot study follows a case-study design. The focus was on the experiences of students and the teacher/researcher in a single college course. The teacher/researcher recognized the value of a course study after she received the course evaluations; thus, she designed and implemented the pilot study a posteriori. Institutional Review Board (IRB) approval was granted after the conclusion of the course and gave the researchers permission to evaluate course evaluations and course materials. In total, 17 course evaluations were completed. Although IRB was granted, the researchers asked for consent from the students to analyze and include their reflection papers.

Participants

The participants constituted a sample of convenience and consisted of students enrolled in the social studies course taught by the researcher. There were 24 students enrolled; three of the students were male and 21 were female. All of the students were White except for one student who was of Middle Eastern descent. All students participated in field trips and field trip reflections as part of the course requirements. Each student had the opportunity to complete a course evaluation per university procedures and guidelines. Because the course evaluations were collected anonymously, no participant data are available other than their enrollment in the course. Five students gave permission for their reflection papers to be analyzed. These participants included one male and four females, all of whom are White.

Course Context

The social studies teaching methods course that was the basis for the present pilot study was taught at a public university in a major city in the northeastern United States. The university serves about 30,000 undergraduate students and has multiple campuses. The College of Education serves about 3,000 students, most of whom are teacher licensure students. The main campus is located in the city, while two satellite campuses are located in the surrounding suburbs. Because of the location of the university, several community resources were available for experiential learning activities. These resources include historical sites, museums, historic churches, and national parks.

The course addressed issues and methods in teaching elementary social studies for grades nursery through 6. The emphasis was on teaching for understanding and investigating resources and curriculum in social studies. Experiential education was not a main focus of the course although the teacher/researcher chose it as a teaching strategy. This course provided a detailed examination of the content and methodology needed for teaching history, geography, and the social sciences in the elementary school curriculum. Furthermore, it sought to develop the students’ appreciation of the interdependence of cultural groups and use of inquiry and problem-solving methods to understand the historic, geographic, social, and economic dimensions of an interconnected world society. These themes were very important to the teacher educator and are an important part of NAEYC standards.

The teacher/researcher incorporated experiential learning through a series of three required class field trips and one independent excursion. Pre-service teachers attended three field trips in the local city that focused on American history and culture. The teacher/researcher selected these trips in advance of the course so that appropriate arrangements could be made. Following each trip, the pre-service teachers wrote a reflection paper based on guidelines that can be found in Appendix A . The pre-service teachers also selected a site to visit independently with no more than two other classmates.

Field trip 1

The first class field trip was a visit to a replica of the Niña. The trip included a guided tour of a historically accurate replica of the Niña and a view of the Pinta, two ships that Columbus sailed in the late 1400s and early 1500s. According to the Columbus Foundation (2012) , the Niña is a replica of the ship on which Columbus sailed across the Atlantic on his three voyages of discovery to the new world, beginning in 1492. Columbus sailed the ship more than 25,000 miles and was last heard of in 1501. The new Niña is a floating museum that visits ports all over the Western Hemisphere. This trip was chosen because it was directly related to colonial history and available in the area for only a short time.

Field trip 2

The second field trip was a visit to a historic African American church founded in the late 1700s. In addition to a guided tour of the actual church grounds, the students visited the archives contained in the lower level of the building. There was also a small museum that the pre-service teachers were guided through. This trip was connected to the course because it (a) celebrated the history of African Americans before, during, and after slavery and (b) contained a variety of primary sources that could be used to aid in the construction of history.

Field trip 3

The third field trip was a visit to a church and burial ground that is an important landmark connected to the United States’ Revolutionary War history. Many signers of the Declaration of Independence attended the church, and many notable figures are buried in the burial ground. This field trip was connected to course content and discussion about colonialism and the Revolutionary War. Attendance at the burial ground was required, but a visit to the church site was optional.

Independent excursion

In addition to the three class field trips, pre-service teachers were required to choose an excursion based on their own interests. They could visit a museum, cultural center, or historical site. Pre-service teachers were required to meet or speak with a docent, museum guide, or other administrator to learn about program offerings for school-aged children and youth (based on guidelines that can be found in Appendix B ). It was recommended that pre-service teachers choose a location that was related to their final project, which was a unit plan (a field trip for their students was a required component of the unit plan). They were given a class day to conduct their independent excursion, and no more than three pre-service teachers were allowed to visit the same location. Some of the pre-service teachers chose to visit sites that were close to their homes, while others visited sites that were in the same city as the class field trips.

Data Sources

To answer the research questions, this pilot study focused on pre-service teachers’ reflection papers and their course evaluations. In addition to student reflection papers and student course evaluations, the researchers collected course materials including the course syllabus, assignment guidelines, and course notes for analysis.

Data Collection/Procedures

The teacher/researcher administered formal course evaluations at the end of the semester using approved university-wide procedures. The university posted course evaluations from all participants via a web-interface that the teacher/researcher could access. After the conclusion of the course, the teacher/researcher contacted students via e-mail to ask for consent to use their field trip reflection papers and independent excursion reflection papers. Five students gave consent to have their reflection papers analyzed for potential publication. These papers were available to the instructor via Blackboard. There is no link between data set by respondent due to anonymous course evaluations.

Data Analysis

The researchers examined all anonymous student comments included in the course evaluations and isolated all comments directly related to the field trips. There were a total of 169 anonymous comments from 13 different students who specifically addressed the field trip portion of the course; a small number of course evaluations included no comments. Anonymous comments from each student were separated as a part of the course evaluation process. The researchers compiled all relevant comments into a new file for later analysis. Five pre-service teachers in the course gave consent for their reflection papers to be included in the analysis. 1 These student reflections were read multiple times to gain an overall sense of the students’ experiences.

The researchers entered the isolated course evaluation comments and the student reflection papers into Qualitative Data Analysis (QDA) Miner software for a more formal analysis. QDA Miner is a qualitative data analysis tool that allows researchers to code and annotate text documents. The researchers used open coding to analyze the data. Initially, the researchers applied 13 codes to the students’ course evaluation comments and reflections, such as cultural bias, extension, and choice of trip. She then read all documents a second time once all codes were determined. Second readings revealed several comments that corresponded with the 13 codes that were identified during the first readings. The third reading of the data provided an opportunity to collapse the 13 codes down to four, which were more theoretical themes that illustrated broader nuanced meaning. These four themes are (a) constructive components of field trips, (b) unfavorable components of field trips, (c) field trips advance social studies knowledge, and (d) field trip experiences foster replication for future teaching. These themes will be discussed in the section “Findings.” An overview of themes and codes can be found in Table 1 .

Table 1.  Overview of Categories and Codes.

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In this section, we discuss the four themes that emerged from the data analyses, including (a) constructive components of field trips, (b) unfavorable components of field trips, (c) field trips advance social studies knowledge, and (d) field trip experiences foster replication for future teaching. This section is organized around the research questions with exemplar quotes to help illustrate the theme.

What Do Elementary Teacher Candidates Report as Positive and Negative Aspects of Field Trips Taken in Their Social Studies Methods Course?

Overall, teacher candidates reported both positive and negative aspects of the field trips. Positive aspects included tour guides’ knowledge, the uniqueness of the field trips, and pre-service teachers’ ability to make connections to social studies course content. Negative components were the time and money necessary for the field trips, in addition to the perceived bias toward specific racial groups.

Constructive components of field trips

According to student evaluations and reflection papers, there were several positive aspects about using field trips as experiential learning opportunities in the course. The positive comments were mostly written in the reflection papers. Generally, the pre-service teachers found the field trips to be worthwhile and memorable, and they reported that they gained new knowledge. The pre-service teachers also found the tour guides knowledgeable. Below are several exemplary quotes that illustrate ways in which pre-service teachers thought the field trips were positive.

On this trip, I learned a lot of interesting facts that I never knew before.

This statement suggests that the field trips filled a gap in knowledge for this pre-service teacher regarding important historical events. One particularly memorable piece of knowledge was that the tar pitch used in the construction of the Niña is the same substance described in the construction of Noah’s Arc of the Bible. Another interesting fact the students found fascinating was that the crew of the Niña consisted of adolescent boys who slept above deck and were consistently exposed to saltwater and harsh temperatures.

I think this trip was worthwhile because of how accurately the ships were built, the experiences were very authentic, and real.

This comment reveals that this pre-service teacher values learning experiences that are real and authentic. Indeed, the creators of the Niña were very precise in their construction of the ship, down to the tools used for construction. This care and precision helped to create an experience where the pre-service teachers could actually travel back in time and experience the Niña as it was in the 1500s.

I was unaware, even, of the existence of the cemetery; the whole experience was new.

This quote shows how the trip to the church burial grounds served to fill a gap in knowledge of local educational resources. There are many local resources that can be used to aid in the development of social studies knowledge, and exposing the pre-service teachers to some of these resources was a major goal of the course.

As I mentioned, I’m more present minded, and therefore had no knowledge whatever of local black history, nor local history of any color, that I did not read in a textbook.

This quote demonstrates how this field trip raised the consciousness of this pre-service teacher about (a) the presence of local historical sites, and (b) African American history and culture.

I found the high level of education, qualification, and experience of our guides to be most enlightening.

This comment suggests that tour guides’ knowledge is an important factor for teachers to build confidence in the historical facts. When students see their instructors and leaders as knowledgeable experts, they are able to connect more in depth with the experience and ask relevant questions that will aid in their learning. Thus, having knowledgeable tour guides is an important component of a successful field trip experience.

Overall, the comments suggest that the pre-service teachers appreciated the opportunity to experience something new and different. Moreover, the comments suggest that the trips had a greater impact on their learning than previous traditional educational experiences. There were positive aspects mentioned from all three required field trips and from the required independent excursion visit. Not only did students experience something new and different, they also gained an appreciation for resources in their community. Thus, the trips served to help the pre-service teachers learn social studies content in a manner that was memorable and engaging, and they learned about potential resources they could use to enhance their own teaching.

Connecting these comments to D. A. Kolb’s (1984) experiential learning framework, the pre-service teachers had experiences that could be built upon through reflection to aid them in their learning of social studies concepts. These comments do not suggest, however, that the pre-service teachers progressed through all four phases of the learning cycle. The pre-service teachers did the required reflections, but the comments do not suggest that they integrated their experiences into new understandings about social studies teaching methods (AC) or used the experiences to solve problems (AE). Some teacher candidates made connections to their future teaching, but the connections were vague and lacked details that would demonstrate deep understanding.

Unfavorable components of field trips

The pre-service teachers expressed positive comments about the field trips, yet they also shared unfavorable aspects about their experience. These negative comments were mostly found in the course evaluations. The codes in the negative category included, “time,” “distance,” “choice of trip,” and “cultural bias.” Consistent with previous studies in the literature, several pre-service teachers mentioned the distance from the classroom to the trip sites as problematic. Below are student perspectives on the limitations of the field trip: Make a couple of the field trips closer to [the university]. I think it is very inappropriate to have our field trips in [the city] when we are all [suburban] students.

These comments suggest that these pre-service teachers who attended classes in a suburban setting found traveling to the city for field trips to be problematic. This might mean that they lacked an understanding of the value of visiting the city if they did not plan to teach in an urban area. The second of the two comments also suggests that one pre-service teacher thought his or her future students would not be interested in or benefit from trips to an urban city center.

I would rather the field trips be local. We had to travel to [the city] once a week and that costed [sic] us extra money.

This comment suggests that the burden of traveling was problematic for this pre-service teacher; probably due to gas and parking. Admission to sites was free for pre-service teachers, and they were encouraged to carpool. Several pre-service teachers chose sites for their independent excursion that were close to their homes for the visit they selected, which further indicates that distance was a barrier. However, other students returned to the city for their independent excursion. This action shows that some of them were open to exploring resources outside of their immediate community and possibly their comfort zone. The distance to the field trip sites required travel time and money for parking, although no sites were more than 30 miles from the assigned class location.

More troubling, however, are the comments that suggested the trips were biased toward African Americans.

I felt some of the field trips were geared toward African Americans and their history.

This comment, although seemingly neutral, was written in the course evaluation as a critique as evidenced by the comment section it was included under (What aspects of the course distracted from your learning?). This comment implies that the inclusion of African American history was a negative aspect of the course. This pre-service teacher does not feel connected to African American history or believe it is important for inclusion in the course.

The field trips chosen were biased in that somehow African culture was the main focus.

This pre-service teacher’s comment suggests that too much course content was focused on African American history. He or she did not offer a suggestion on other histories to include in the course content.

All trips were highly focused to African American heritage.

This pre-service teacher suggests that a negative aspect of the course was a focus on African American history and culture. This comment demonstrates a lack of awareness of the importance of knowing the histories of different cultural groups as a teacher.

These concerns were only expressed in the course evaluations after the conclusion of the semester; therefore, the teacher/researcher was unable to address these concerns during the class. Research indicates that White pre-service teachers are sometimes resistant to the inclusion of diverse themes in college courses ( Sleeter & Owuor, 2011 ). This could explain why students perceived too much emphasis on African Americans. Moreover, because the teacher/researcher identifies as African American, this could have enhanced the feeling of bias the students felt. Nevertheless, pre-service teachers should be reminded that African American history is American history and, thus, is important for everyone to examine at some point in their academic careers. As future teachers, it is very likely that they will interact with African American students. Having knowledge of these students’ histories and culture could increase their effectiveness and ability to teach in culturally responsive ways ( Cruz, 1997 ; Ladson-Billings, 2000 ). Culture is a main strand in the social studies standards; inclusion of African American culture in a social studies methods course is necessary to cover recommended content ( NCSS, 2010 ).

How Did the Field Trips Help or Hinder Teacher Candidates’ Learning of the Course Material?

The data suggest that the field trips helped the pre-service teachers to make concrete connections to course content, specifically pedagogical knowledge about pre-colonial, colonial, and antebellum history. The pre-service teachers were also exposed to local African American history and culture. Moreover, the data suggest the field trips helped some teacher candidates to consider how they might include experiential learning with their own students. Because the pre-service teachers noted bias in the selection of the field trips toward African Americans, it is possible that the field trips hindered their learning and acceptance of diversity and culture.

Field trip experiences foster replication for future teaching

The future actions category included comments that alluded to pre-service teachers’ desire to incorporate aspects of the field trips into their future teaching. The codes in this category included “replication” and “extension.” Many pre-service teachers commented that they would take their students on a similar field trip, although they understood that their students’ ages and maturity would be an important factor.

As to whether I would take my students on a similar trip, it would depend upon the students.

This pre-service teacher does not seem to be completely sold on the specific trips he or she experienced in the course. Some excursions, such as the trip to the historic church, may be inappropriate for very young children while others, such as the trip to the Niña, may be better suited for youngsters. This quote shows this pre-service teacher is open to trips so long as they are in the best interest of the students he or she teaches.

I would consider taking my class on this trip, because it was so informative and real.

This quote shows that this pre-service teacher was very enthusiastic about the trip to the Niña. He or she is very open to the idea of incorporating this type of experience with his or her future students.

I think that the museum would be appropriate for the students that I plan to teach because I plan on teaching around third or fourth grade and at that age.

This pre-service teacher commented on his or her independent excursion to a museum in the city. He or she chose this site based on the grade level and content for a third or fourth grade classroom and found it very useful. He or she is very open to the museum site for future students.

Just being in the historic area is enough, but going to the burial grounds can give students a glimpse into the past.

This pre-service teacher’s comment suggests that he or she saw the value in exploring the historic areas in the city, even if no tour was specifically planned. He or she felt the trip to the burial ground was an added bonus to an area already rich with history that could be explored.

It is important to note that not all schools have resources to send students on field trips. Other opportunities exist for exploring community resources such as virtual field trips. Teachers can share their own experiences with students, along with photographs and artifacts. Even though schools differ in their ability to provide trips for students, if teachers see them as important, they can still offer experiences to students.

Several students provided ideas for extending the field trips with additional activities and lessons with their own students. The two trips the students were able to connect most easily with were the trip to the Niña and the trip to the burial ground.

Given the opportunity and interest, I might even have students engage more fully in the sailor’s lifestyle.

This pre-service teacher is considering additional activities that might go along with the trip to the Niña. The guides gave a lot of interesting facts and details about the sailors that this pre-service teacher thinks may be worth exploring with his or her future students.

The students could write journals as someone from that time, or make a fact book about their job, and what it entails.

Again, this pre-service teacher considered the trip to the Niña and how it could be extended. Infusing reading and writing was important to this pre-service teacher because of its strong focus in the early grades.

For kids to grasp this concept it would be fun for them to build a small replica of the ship, after doing research, and visiting these life size replica ships.

This pre-service teacher sees an opportunity to connect social studies content based on the Niña trip to mathematics and engineering. Concepts such as scale, measurement, and weight would be necessary to include to create replica ships. This is an example of a hands-on activity that would be very appropriate for children.

Doing my unit plan on colonial America this would be a great field trip to take students on because of the historical content of the trip.

This pre-service teacher sees a connection between the burial ground and a unit on colonial America that he or she planned as a course requirement. He or she sees the value of helping students learn historical content in a unique setting.

The pre-service teachers were able to make connections between their experiences at the field trip sites and their future teaching. Many of them seriously considered ways to incorporate similar experiences with their future students by providing concrete examples of extension activities. The use of field trips helped the pre-service teachers see the benefit of experiential learning in the teaching of social studies content and think about how they might extend similar trips with additional lessons and activities.

Field trips advance social studies knowledge

The final category included pre-service teachers’ comments that relate to teaching social studies, engaging students in social studies activities, or learning social studies. These codes included, “understanding,” “opportunities,” “culture,” and “fun.”

Several students mentioned in their reflection papers how the trips enhanced their knowledge of social studies.

My understanding of social studies has been enhanced in that I now see the discipline as more dynamic.

This comment shows how the field trips made social studies come alive for this pre-service teacher. Indeed, social studies can be taught in a variety of ways such as through textbooks and worksheets or interactive experiences. This pre-service teacher saw how social studies can be more interactive and dynamic than he or she previously realized.

The trip enhanced my understanding of social studies in that it can be taught almost anywhere as any location.

This pre-service teacher notes how social studies does not have to be confined to the classroom. With a little planning, he or she realizes that social studies can be brought into many experiences and taught in non-traditional ways.

Social studies can be found all around and it can be affordable and meaningful, which I discovered through this field trip.

This pre-service teacher discovered that there are many local sites and locations that can be used to assist in the teaching of social studies. Many local resources are free and/or low-cost, especially for schoolchildren.

This trip enhanced my appreciation and understanding of social studies because social studies was never really that fun for me.

Social studies should be taught in a way that is fun, dynamic, and engaging. This pre-service teacher saw firsthand that field trips are a way to bring social studies content to life.

While on the trips, the pre-service teachers also learned interesting facts that helped to build their social studies content knowledge.

I don’t know much about Columbus, only that he sailed in 1492 and has a very controversial national holiday named after him. On this trip, I learned more about his background and the hardships he encountered throughout his voyages.

This pre-service teacher explained that the information shared by the tour guide during the trip to the Niña helped him or her learn more about Christopher Columbus besides the common facts that most people know (i.e., Columbus sailed with three ships in 1492). This memorable experience will enable him or her to teach more thoughtful, engaging, and authentic lessons to students.

Seeing things firsthand is exactly what helps to shape our own memories, ideas, and knowledge base.

This pre-service teacher expressed the importance of taking ownership of knowledge through firsthand accounts and experiences.

It is important for both students and teachers alike to utilize the educational resources that are right in their own communities, particularly when they are lucky enough to live outside a city that is so rich with history and opportunities for hands-on-learning.

It is easy for teachers to get caught up in the day-to-day ins and outs of managing a classroom and preparing lessons. This pre-service teacher expressed the importance of using community resources to enhance students’ learning. Teachers will not use community resources if they are not aware of them. The use of field trips helped this pre-service teacher to become more aware of the resources that surround schools and communities and potentially opportunities to use them in his or her own teaching.

The findings indicate that the pre-service teachers found the field trips to be worthwhile and beneficial. Consistent with previous research, experiential learning in the form of field trips was received positively by pre-service teachers ( Broome & Preston-Grimes, 2009 ; Johnson & Chandler, 2009 ). The participants found the trips to be memorable and were able to make connections to course content and teaching methods. As a result of the trips, some pre-service teachers explored extension activities and the possibility of similar trips with their future students. Nevertheless, the data do not suggest that the teacher candidates progressed through all four phases of D. A. Kolb’s (1984) learning cycle to gain the most knowledge and understanding from the field experiences.

The findings also suggest that field trips are a way to include local history and culture in course content and culture in the social studies curriculum. According to Yeşilbursa and Barton (2011) , it is important that heritage education be a part of the social studies curriculum; this includes historic places and cultural landscapes. Indeed, the city was rich with resources, which the pre-service teachers discovered throughout the course. Culture is central to the teaching of social studies, and the field trips were a great way for pre-service teachers to learn about different aspects of American culture, such as colonial life and African American traditions. Although reflections were required, the instructor should have done more to ensure that the pre-service teachers could see the value in learning about alternate historical perspectives, specifically African Americans’. According to D. A. Kolb (1984) , concrete experience involves the ability to experience new situations without bias. More preparation on the part of the instructor could have aided the teacher candidates in achieving this part of the learning cycle.

The pre-service teachers expressed concerns about time and distance. This challenge was also found in non-teacher education courses that included experiential education components ( Dardig, 2004 ; Gill, Adams, & Eriksen, 2012 ). Anticipating concerns about hardships the trips might cause, all pre-service teachers were notified about the trips prior to the beginning of the course, and a few students chose to enroll in a different section. Moreover, because the allotted class time was 4 hr per session, the teacher/researcher was able to provide time for travel to and from the suburban campus. Nevertheless, distance and time remain a challenge to successful implementation of experiential learning experiences in college courses, particularly when sites are selected by the instructor.

The most surprising finding is that some teacher candidates reacted negatively to the inclusion of diversity in the field trips. One of the field trips included an African American historical site, yet the instructor did not connect the trip to pre-service teachers’ prior knowledge nor allow them to reflect on why such a trip was important. Some of the pre-service teachers, therefore, did not see the relevance of the trip or make personal connections. The reflection papers were all positive, but the anonymous course evaluations revealed that some of the pre-service teachers perceived that the trips focused too much on African Americans. Incidentally, only one of the three trips was focused exclusively on African American history; the other two trips focused on American history as traditionally defined (e.g., Eurocentric). Fitchett et al. (2012) posit that social studies remains a topic that is heavily influenced by Eurocentric and Westernized ideas, even in the midst of a changing student demographic.

According to social studies standards, it is critical that future teachers have knowledge and appreciation for perspectives that are different from their own, which is why the trip to the African American church was included ( NCSS, 2010 ). Social studies teachers must not only be able to identify and understand alternate perspectives, they should be able to help children to consider alternate perspectives ( NCSS, 2010 ). However, it appears that some of the pre-service teachers were resistant to the inclusion of diverse themes. Research by other scholars indicates that short-term experiences are not sufficient to improve attitudes toward diverse cultures; a more formal and structured approach is necessary ( Fitchett et al., 2012 ; Langer, Escamilla, & Aragon 2010 ; Tidwell & Thompson 2008 ). Specific teaching methods that might have helped the pre-service teachers to see the importance of diverse themes and experiences include structured class discussions encouraging divergent views ( Arthur & Achenbach, 2002 ) and making concrete connections between the field experiences and the pre-service teachers’ lives ( Sevier, 2005 ), and reviews of social studies standards that include culture and diversity. It is critical that future teachers appreciate and value the inclusion of alternate perspectives and histories within social studies.

Methodological Limitations

There are several limitations of the pilot study. One of the limitations includes the availability of data sources. Additional data sources, such as interviews, post field trip activities, and documented class discussions would have added to the reliability and triangulation of the data. The teacher/researcher, however, did not plan the pilot study until after the course ended and the course evaluations were posted. Thus, it was impossible to generate data after the fact. Similar studies should make an effort to include stronger data sources.

Other limitations of this pilot study include the small sample size and the limited number of reflection papers included for analysis. As with most qualitative studies, the results are not generalizable to larger contexts. A teacher educator with a similar course context and classroom makeup may find different results. In addition, the small number of reflection papers included for analysis may not have been representative of the entire class. Had more pre-service teachers given permission for their papers to be included, additional themes may have emerged that could affect the findings. Nevertheless, the inclusion of the course evaluations ensured that all pre-service teachers’ views were represented. Moreover, course evaluations may be more authentic than reflection papers because course evaluations are ungraded and not reviewed by the instructor until after grades have been posted. There was no pre-test or post-test given to participants. Follow-up studies should include a pre- and post-test to confirm the findings.

Field trips can be an effective way to implement experiential learning in teacher education. In social studies education, field trips are particularly useful because they can coincide with course content, particularly social studies standards and multiculturalism. It is vital that teacher educators consider their students when designing field trips; some pre-service teachers may not immediately see the purpose for certain experiences, particularly if they are not aligned with their personal histories. Teacher educators must not only provide time for reflection, but must also make concrete connections for pre-service teachers so they gain the greatest benefit from the field trips. Some pre-service teachers may be resistant, but it is critical that instructors embed diverse themes and histories of those who have been marginalized into their courses so that future teachers will better understand and be able to teach diverse students.

Recommendations for Future Research

The authors recommend that future research include more studies of teacher education courses that include an experiential learning component, such as field trips. These studies should include more robust research methodologies such as pre-post surveys, participant interviews, regular journal reflections, and documented class discussions. In addition, participation from a larger percentage of the class members would add to the integrity of future studies. Future studies into experiential learning within teacher education should strive to include the opinions and interests of the participants when planning activities. We also recommend briefing and debriefing discussions or activities before and after the experiential learning activities so that participants are fully aware of what to expect, the purpose of the activity, connections to course content, and have opportunities for reflection.

Reflection Paper Questions

Where did you go?

Did you generally find the trip worthwhile?

What did you learn or experience that was new to you?

Might you consider taking your future students on a similar trip? Why or why not?

How did the trip connect to your personal content knowledge, pedagogical knowledge, and/or pedagogical content knowledge?

How has the trip enhanced your understanding/appreciation of social studies?

Independent Excursion Reflection Questions

Was the museum appropriate for the students you plan to teach? Why or why not?

Was the docent, guide, or administrator helpful and knowledgeable in regards to student programming?

Article Notes

Declaration of Conflicting Interests The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Funding The author(s) received no financial support for the research and/or authorship of this article.

↵ 1. All student course evaluations were included due to anonymous collection procedures per Institutional Review Board (IRB). Only reflections from students who gave expressed written permission for their course work to be analyzed were included in the analysis per IRB.

• © The Author(s) 2016

Author Biographies

Cara M. Djonko-Moore is an assistant professor of early childhood education at the University of Tennessee. Her research is focused on understanding teacher attrition as influenced by school environment and the development of culturally responsive pedagogy to engage children in relevant learning.

Nicole M. Joseph is an assistant professor of mathematics education at Vanderbilt University. Her current research includes examining the mathematics education of Blacks during segregation, 1854 – 1954 at 25 Historically Black Colleges and Universities accross the U.S. More broadly, her research interests include issues of race, class, and gender in mathematics education, with a particular focus on Black girls.

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• Out of the Classroom and Into the City: The Use of Field Trips As an Experiential Learning Tool in Teacher Education. Authored by : Cara M. Djonko-Moore and Nicole M. Joseph. Provided by : Sage. Located at : http://sgo.sagepub.com/content/6/2/2158244016649648 . License : CC BY: Attribution

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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Science Field Trips: Advantages and Critique Research Paper

Introduction, actual field trips, advantages of actual field trips, critique of actual field trips, alternative field trips, advantages of alternative field trips, critique of alternative field trips.

Science field trips are important in promoting science and scientific literacy. Learners gain scientific literacy and can apply science taught in the classroom to daily life. However, many students do not achieve scientific literacy to enable them to compete effectively in the scientific world. To achieve this competency field trips are necessary because they enable the learner to transfer knowledge gained in class to the real world. Fuller states that fieldwork “may incorporate field teaching, field trips, and field research or field camps” (2006, p. 215). This paper will endeavor to look at actual science field trips and alternative science field trips. In addition, the paper will look at the advantages and critiques of each type of field trip.

Actual field trips are very important in learning. They entail the learners and their instructors or teachers. They visit the environments or sites that provide students with an opportunity to learn as directed by the curriculum. For, example in Portugal an actual field study was conducted in the gold mines of Castromil (Lima, Vasconcelos, Felix, Barros & Mendonca, P. 1)

They add a variety to the instruction methods used by teachers (Lederman & Abell, p.141). This motivates the students and prepares them for lifelong learning. Actual field trips are important because they help to bridge the gap between informal learning and formal learning. They connect the topics learned in class to the real world Rennie, Feher, Dierking & Falk, 2003, p 114-115). Therefore, learning becomes meaningful. In addition, students get a chance to experience things and environments that they might not encounter otherwise (Tuthill & Klemm, 2002, p. 544-555). More importantly, field trips give learners sensory input that they connect with different learning modes. This enables them to get meaning from the experience.

Fields are sometimes criticized due to the lack of proper tour guides. Some of the tour guides on field trips are of poor quality and the information they give to the learners is suspect because some are not authority in the particular fields. In addition, some teachers have been accused of organizing field trips that have no educational value (Downing & Holtz, 2008, p.147).

Field trips are also subject to logistic challenges; these challenges might be scheduling problems. Students may use a lot of time to visit sites, or factories only to fail to access them due to a lack of proper scheduling. Organize a field trip requires time for preparation so that it can be successful. This time lacks due to the big load on the curriculum and when a field trip is arranged without adequate time many things are bound to go wrong.

Some field trips may fail to achieve their objectives if there are crowded classes. This means that some of the learners on the trip will not get an opportunity to learn. Some students may end up wandering (Raskind, Smedley & Higgins, 2005, p. 116-118).

Educational technology has advanced greatly. This has led to alternative science field trips. For instance, there are virtual science field trips made possible by multimedia formats like virtual reality (Pantelidis, 1993, p. 25). Actual field trips have many challenges and this has led to alternative science fields to try to make up for their shortcomings. Some of the alternatives are virtual field trips, broadcast, electronic media formats, and print. For instance, in a subject like geography, a teacher can provide the learners with a picture of a geographical area to show physical features. In addition, learners can watch a video about the area to give them a greater understanding of the subject.

Using software applications students interact with environments and worlds that would otherwise be inaccessible. Virtual science field trips enable students to do science experiments that are dangerous, very costly, or impossible to access. These virtual trips give students with a disability an opportunity to experience field trips at a pace that is convenient and enables them to go to places that they would normally not be able to access. For example, students can take virtual trips inside an active volcano Raskind, Smedley & Higgins, 2005, p. 115).

Students can learn more in a virtual field trip, as they can focus more than on an actual field trip. This is because teachers have more control and can, therefore; monitor the students to ensure they learn. Furthermore, teachers can tailor-make the virtual fields to meet the particular needs of their learners by matching them with the curriculum in an effective manner (Knapp, 2000, p. 1098-1101).

Virtue field trips are affordable as on may only require a connection to the internet. They are also safe as the learners do not require going out of school to study where they may be exposed to danger (Downing & Holtz, 2008, p.147).

Virtual field trips are very economical and contribute greatly to science learning. However, virtual field trips have some disadvantages. First, there can be poor preparation by the teachers or instructors that leads to inaccurate information (Bellan & Scheurman, 1998, p. 37-38). Sometimes the teachers do not have enough time to show the learners how to use technology and hence the learners may not benefit much from the field trip.

Some teachers have also replaced actual field trips with virtual field trips completely. This is not good because virtual trips are supposed to function in conjunction with actual field trips that give learners a real experience.

For a field trip to be successful adequate preparation is necessary so that the trip can be beneficial. This will enhance the students learning by promoting their understanding of science. Teachers should ensure that the tour guides are credible so that their learners are given credible information. More importantly, field studies should be carried out because out-of-school learning enhances the learning process.

Bellan, J., & Scheurman, G. (1998). Actual and virtual reality: Making the most of filed trips. Social Education , 62 (1), 35-40.

Downing, F.K. & Holtz, K.J. (2008). Online science learning: best practices and technologies. USA: Ideal Group Inc (IGI)

Fuller, I. C. (2006). What is the value of field work? Answers from New Zealand using two contrasting undergraduate Physical Geography field work. Journal of Geography , 70, 289-293.

Knapp, D. (2000). Memorable experiences of a science field trip. Journal of Research in Science Teaching , 31(10), 1097-1119.

Lederman, G.N. & Abell, K. S. (2007). Handbook of research on science education. London: Routelegde

(Lima, A., Vasconcelos, C., Felix, N., Barros, J. & Mendonca, A. (2009). Field trip activity in an ancient gold mine: Scientific literacy in Informal Education. Public Understanding of Science 40 (4), 1-15.

Raskind, M., Smedley, M.T., & Higgins, K. (2005). Virtual technology: Bringing the world into the special education Classroom. Intervention in School and Clinic , 41(2), 114-119.

Rennie, L.J., Feher, E., Dierking, L. D. & Falk, J.H. (2003). Toward an agenda for advancing research on science learning in out of school settings, Journal Of Research In Science Teaching , 40 (2), 112-120.

Tuthill, G. & Klemm, E. (2002). Virtual filed Trips: alternatives to actual field trips. International Journal of Instructional Media , 29 (4), 543-467.

Pantelidis, V. (1993). Virtual reality in the classroom. Educational Technology , 33 (4), 23-27.

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IvyPanda. (2021, November 21). Science Field Trips: Advantages and Critique. https://ivypanda.com/essays/science-field-trips-advantages-and-critique/

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How to Write an Essay on a School Field Trip

Susan davis.

Teachers often ask students to write essays about school field trips. These essays allow teachers to assess exactly what students have learned on the trip. This type of assignment also ensures that students actually think about the learning that took place on the trip, so that they understand that field trips are both a fun and a learning experience. To write a field trip essay, you must stick to the topic and write at least three sections.

Write a topic sentence telling where you went on your field trip.

Write three details about your topic sentence. Consider sentences that talk about how the trip relates to what you are studying, areas of study you focused on during the trip, and any tasks you had to complete while on the trip. This is your introductory paragraph.

Write a topic sentence for a new paragraph about one specific thing you learned. Then, write three or more sentences that go into detail about what you learned and how you learned it. Talk about how this knowledge corresponds to what you have learned in class. Write two more paragraphs just like this one, covering additional points of knowledge, to make the body of your essay.

Write a concluding sentence, summarizing what you've discussed in the essay thus far. Add sentences that demonstrate the value of the trip and summarize your learning. Consider finishing the essay by discussing how you might implement the knowledge you gained during the field trip into your classroom studies in the future.

• Always read over your essay to make sure it makes sense and has no spelling or grammatical errors. You may wish to have someone else read it, as well.
• 1 Writing Den: Essay Tips

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Home Essay Examples Geography Trip

School Field Trip: Personal Experience

• Category Education , Geography
• Subcategory Learning , Travelling
• Topic Student , Trip

This year student’s of the Greater Miami Adventist Academy are sick and tired of going to same old Zoo Miami for field trips. We the students have decided to spice things up this year and head up north to Orlando for a restful, yet fun packed trip. Instead of walking around a stinky zoo for hours we will gracefully trudge the streets of Universal Studios, Disney World, and Islands of Adventure. Not only will we go to theme parks, but we will embark on historical events in the city of St. Augustine. Going on this trip will be way more exciting, full of different experiences, and educational for the students.

On the first day in Orlando we would get all settled in our hotel before noon. Not only will the hotel provide the students with breakfast, but a pool and a shuttle bus to guide us around town. Getting all the students on the bus to head up to the theme parks wouldn’t be a hassle with the help of nine chaperones. While at the theme parks each chaperone will be designated with six students to watch over. And each chaperone will have a schedule with the times of which rides we will go on. Everything will be organized in a timely manner so no complications will occur. Before each ride each student must comply with the rules of the park as well as the school’s policies.

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After three days of going to theme parks we will change things up by going to St. Augustine to learn about Florida’s history. There the students will see the historical objects used like cannons, muskets, and spears. Each student will be required to take notes and write a two paragraph essay when we come back to school. During the day at St. Augustine we will have lunch on the beach where the students can bring a change of swim clothes to bathe. This will be a great opportunity for the students to learn about the history of their own state while having fun.

Then on the final day we will head to International Drive where the students and chaperones will have dinner and go to different attractions. The restaurant of our choice is Benihana because they offer student discounts which will help to cut back on the cost. After dinner the students will head over to the Orlando Eye ferries wheel which is the sixth-largest in the world. There they will see parts of Orlando that many people haven’t seen before, giving them an experience of a lifetime. Even though this will be our last night in Orlando, the fun isn’t over yet, we will be enjoying ourselves in the pool at the hotel taking in the last of this spectacular trip.

In conclusion, this trip will be well needed and help to rejuvenate the students mindset as well as their physical life. Everyone needs a little time out of a school environment and this trip is the answer. Students will have the opportunity to experience many new things that they would have never learned in a classroom. Being relieved from a classroom setting and going on this trip will excite these students as well as show them new experiences and play an important role in educating them while they have fun. The screenwriter Alan Bennett said it best with this quote, ‘ The bits I most remember about my school days are those that took place outside the classroom, as we were taken on countless theatre visits and trips to places of interest.’

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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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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 (Essay Sample)

A field excursion might be characterized as an outing made by students or research specialists to contemplate something at direct. The field trip was presented right on time in as varying media in instruction since it carries the understudy into coordinate contact with an existence circumstance in which the components can be considered as they really exists and on the grounds that it is the most concrete and most genuine of the varying media systems. The field trip is the most seasoned visual guide having been utilized hundreds of years back by the early Greek educators who took their classes to the normal circumstance for firsthand learning. Each trek we have gone has been child unbelievably instructive. I wish more classes could have a more substantial, and genuine encounters. It encourages the students to completely comprehend the ideas educated in class. I will take every experience I have gained from each of these excursions and apply them to my genuine work and encounters. This paper seeks to describe preparation of field trips and its importance in ones academics and future carrier encounters.

Field trips add student’s learning through dynamic down to earth involvement. For adding practicality to the point of study and for expanding student’s information and comprehension of the subject, student’s field trips are necessary. Field trips must be gone before by great planning. Pre-visit planning, trip choice, reasonable development, assessment and the trek itself ought to be given watchful consideration. Educators are encouraged to take after the recommended strategies and to first look for guidance from their executive concerning existing school board arrangements while panning on a student’s field tour. Every student’s field excursion must have unmistakably characterized destinations, fundamental basis and an arrangement of assessment. Pick the site to be gone by: Repair the time and date for the understudy’s field trip by connecting with the instructive facilitator for the site. Get the pre-trip data bundle, contact people subtle elements like telephone numbers and email addresses and the road map, or the bearings to the site. Before the field trip, students should be assigned particular roles relating to one feature of the subject that they will be learning. Students could be gathered in view of various branches of knowledge that are to be secured during the field trip like investigation of craftsmanship, history or condition.

Field trips enable students to interface with what they are learning. The experience goes past perusing about an idea; students can see it, control it or take part in it physically. Students can see components with their eyes as opposed to perusing about it and accepting what they are told in light of the fact that it is in print. Field trips give diversion to students. They regularly fill in as a capable spark for understudies, blending up energy as the excursion nears. Splitting far from the routine furnishes kids with a refresher that may make them more engaged back in the classroom. Learning and fun make an incredible blend. Field trips are considered fun, however the young people learn too, regardless of whether they understand it or not. Field trips, especially for more established students, can answer the subject of how learning can be connected in life. For instance, a field trek to a bread shop demonstrates that estimation and science apply past the science classroom. There are likewise a lot of chances to join the field trip experience once more into classroom activity in the wake of coming back to school.

In conclusion, a field excursion might be characterized as an outing made by students or research specialists to contemplate something at direct. Each tour I have gone has been child unbelievably instructive. It adds student’s learning through dynamic down to earth involvement. Field trips give diversion to students because it encourages them to completely comprehend the ideas educated in class. . I wish more classes could have a more substantial, and genuine encounters.

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• Knowledge Base
• How to conclude an essay | Interactive example

How to Conclude an Essay | Interactive Example

Published on January 24, 2019 by Shona McCombes . Revised on July 23, 2023.

The conclusion is the final paragraph of your essay . A strong conclusion aims to:

• Tie together the essay’s main points
• Show why your argument matters
• Leave the reader with a strong impression

Your conclusion should give a sense of closure and completion to your argument, but also show what new questions or possibilities it has opened up.

This conclusion is taken from our annotated essay example , which discusses the history of the Braille system. Hover over each part to see why it’s effective.

Braille paved the way for dramatic cultural changes in the way blind people were treated and the opportunities available to them. Louis Braille’s innovation was to reimagine existing reading systems from a blind perspective, and the success of this invention required sighted teachers to adapt to their students’ reality instead of the other way around. In this sense, Braille helped drive broader social changes in the status of blindness. New accessibility tools provide practical advantages to those who need them, but they can also change the perspectives and attitudes of those who do not.

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Table of contents

Step 1: return to your thesis, step 2: review your main points, step 3: show why it matters, what shouldn’t go in the conclusion, more examples of essay conclusions, other interesting articles, frequently asked questions about writing an essay conclusion.

To begin your conclusion, signal that the essay is coming to an end by returning to your overall argument.

Don’t just repeat your thesis statement —instead, try to rephrase your argument in a way that shows how it has been developed since the introduction.

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Next, remind the reader of the main points that you used to support your argument.

Avoid simply summarizing each paragraph or repeating each point in order; try to bring your points together in a way that makes the connections between them clear. The conclusion is your final chance to show how all the paragraphs of your essay add up to a coherent whole.

To wrap up your conclusion, zoom out to a broader view of the topic and consider the implications of your argument. For example:

• Does it contribute a new understanding of your topic?
• Does it raise new questions for future study?
• Does it lead to practical suggestions or predictions?
• Can it be applied to different contexts?
• Can it be connected to a broader debate or theme?

Whatever your essay is about, the conclusion should aim to emphasize the significance of your argument, whether that’s within your academic subject or in the wider world.

Try to end with a strong, decisive sentence, leaving the reader with a lingering sense of interest in your topic.

The easiest way to improve your conclusion is to eliminate these common mistakes.

Don’t include new evidence

Any evidence or analysis that is essential to supporting your thesis statement should appear in the main body of the essay.

The conclusion might include minor pieces of new information—for example, a sentence or two discussing broader implications, or a quotation that nicely summarizes your central point. But it shouldn’t introduce any major new sources or ideas that need further explanation to understand.

Don’t use “concluding phrases”

Avoid using obvious stock phrases to tell the reader what you’re doing:

• “In conclusion…”
• “To sum up…”

These phrases aren’t forbidden, but they can make your writing sound weak. By returning to your main argument, it will quickly become clear that you are concluding the essay—you shouldn’t have to spell it out.

Don’t undermine your argument

Avoid using apologetic phrases that sound uncertain or confused:

• “This is just one approach among many.”
• “There are good arguments on both sides of this issue.”
• “There is no clear answer to this problem.”

Even if your essay has explored different points of view, your own position should be clear. There may be many possible approaches to the topic, but you want to leave the reader convinced that yours is the best one!

• Argumentative
• Literary analysis

This conclusion is taken from an argumentative essay about the internet’s impact on education. It acknowledges the opposing arguments while taking a clear, decisive position.

The internet has had a major positive impact on the world of education; occasional pitfalls aside, its value is evident in numerous applications. The future of teaching lies in the possibilities the internet opens up for communication, research, and interactivity. As the popularity of distance learning shows, students value the flexibility and accessibility offered by digital education, and educators should fully embrace these advantages. The internet’s dangers, real and imaginary, have been documented exhaustively by skeptics, but the internet is here to stay; it is time to focus seriously on its potential for good.

This conclusion is taken from a short expository essay that explains the invention of the printing press and its effects on European society. It focuses on giving a clear, concise overview of what was covered in the essay.

The invention of the printing press was important not only in terms of its immediate cultural and economic effects, but also in terms of its major impact on politics and religion across Europe. In the century following the invention of the printing press, the relatively stationary intellectual atmosphere of the Middle Ages gave way to the social upheavals of the Reformation and the Renaissance. A single technological innovation had contributed to the total reshaping of the continent.

This conclusion is taken from a literary analysis essay about Mary Shelley’s Frankenstein . It summarizes what the essay’s analysis achieved and emphasizes its originality.

By tracing the depiction of Frankenstein through the novel’s three volumes, I have demonstrated how the narrative structure shifts our perception of the character. While the Frankenstein of the first volume is depicted as having innocent intentions, the second and third volumes—first in the creature’s accusatory voice, and then in his own voice—increasingly undermine him, causing him to appear alternately ridiculous and vindictive. Far from the one-dimensional villain he is often taken to be, the character of Frankenstein is compelling because of the dynamic narrative frame in which he is placed. In this frame, Frankenstein’s narrative self-presentation responds to the images of him we see from others’ perspectives. This conclusion sheds new light on the novel, foregrounding Shelley’s unique layering of narrative perspectives and its importance for the depiction of character.

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

• Ad hominem fallacy
• Post hoc fallacy
• Appeal to authority fallacy
• False cause fallacy
• Sunk cost fallacy

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Your essay’s conclusion should contain:

• A rephrased version of your overall thesis
• A brief review of the key points you made in the main body
• An indication of why your argument matters

The conclusion may also reflect on the broader implications of your argument, showing how your ideas could applied to other contexts or debates.

For a stronger conclusion paragraph, avoid including:

• Important evidence or analysis that wasn’t mentioned in the main body
• Generic concluding phrases (e.g. “In conclusion…”)
• Weak statements that undermine your argument (e.g. “There are good points on both sides of this issue.”)

Your conclusion should leave the reader with a strong, decisive impression of your work.

The conclusion paragraph of an essay is usually shorter than the introduction . As a rule, it shouldn’t take up more than 10–15% of the text.

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McCombes, S. (2023, July 23). How to Conclude an Essay | Interactive Example. Scribbr. Retrieved April 9, 2024, from https://www.scribbr.com/academic-essay/conclusion/

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Short Essay: My Adventurous Trip

A couple of short essay examples on an adventurous trip.

Table of Contents

My Adventurous Trip Essay Example 1

Traveling is one of the most exciting experiences one can have in life. It allows us to explore new places, meet different people, and create unforgettable memories. My recent adventurous trip was one such experience that I will cherish for a lifetime. The trip involved hiking through a dense forest, crossing a river, and reaching the summit of a mountain, where I enjoyed a breathtaking view. Despite facing challenges such as unpredictable weather and rough terrain, the trip was a memorable and rewarding experience. In this essay, I will share my experience of this adventurous trip, highlighting the challenges, the exhilarating moments, and the memories that I will cherish forever.

Our trip started with hiking through a dense forest. The forest was full of tall trees, colorful flowers, and chirping birds. The trail was steep and rocky, and we had to be careful while walking. The forest was so dense that we could hardly see the sun, and the air was full of freshness. We had to take breaks in between to catch our breath and hydrate ourselves. As we walked, we could hear the sound of a river, and after a few hours of hiking, we finally reached the river. The river was wide and had a strong current, and we had to cross it to continue our journey. We had to be careful while crossing the river, and we held hands to maintain our balance. The water was cold, and we could feel the current pushing us, but we made it to the other side, feeling proud of ourselves.

The highlight of our trip was reaching the summit of the mountain. The climb was steep and exhausting, but the view from the top was worth every effort. From the top of the mountain, we could see the entire valley, and it was a sight to behold. The sky was clear, and the sun was shining brightly, making the view even more beautiful. We took pictures and sat there for a while, enjoying the serene beauty of nature. We could hear the sound of birds and feel the cool breeze on our faces. It was a moment of pure bliss, and we felt grateful for being able to witness such a beautiful view.

Despite facing challenges such as unpredictable weather and rough terrain, the trip was a memorable and rewarding experience. We had to face unexpected rain and strong winds, which made the climb more challenging. We slipped a few times, but we managed to keep going, motivated by the thought of reaching the summit. The journey was long and tiring, but the memories we created were worth it. We bonded with our fellow travelers, shared laughter, and created memories that we will cherish forever. The trip taught us to be resilient, to push ourselves beyond our limits, and to appreciate the beauty of nature.

In conclusion, my adventurous trip was an unforgettable experience that allowed me to explore the beauty of nature, push my limits, and create memories that I will cherish forever. Hiking through a dense forest, crossing a river, and reaching the summit of a mountain were challenging but rewarding experiences. Despite facing unpredictable weather and rough terrain, we persevered and created memories that will stay with us for a lifetime. The trip taught us the importance of resilience, perseverance, and appreciation for the beauty of nature. It was an experience that I will always treasure and would love to relive again.

My Adventurous Trip Essay Example 2

My adventurous trip was an experience of a lifetime. It was a chance for me to step out of my comfort zone and explore the great outdoors. The trip was filled with activities such as hiking, camping, and kayaking. The beautiful scenery and wildlife sightings made the trip memorable. Overcoming challenges such as inclement weather and physical exertion added to the sense of accomplishment and adventure. In this essay, I will share my experiences of this unforgettable trip.

Hiking was one of the most exciting activities of the trip. We started our hike early in the morning, and the trail was challenging, but the view was worth it. The trail led us through dense forests, and we saw wildflowers, butterflies, and birds along the way. We stopped for a break at a small waterfall, and the sound of the water was soothing. As we continued our hike, we came across a steep incline, which was physically demanding, but we pushed on. At the peak, we were rewarded with an incredible view of the valley below. The sense of accomplishment we felt after completing the hike was indescribable.

Camping was another activity that added to the adventure of the trip. We set up our tents near a lake, and the view was breathtaking. We spent the night sitting around a campfire, roasting marshmallows, and sharing stories. The night sky was clear, and we saw countless stars, which was a beautiful sight. The next morning, we woke up early to go kayaking on the lake. The water was calm, and we saw fish jumping out of the water. We even saw a family of ducks swimming nearby. Kayaking was a peaceful and relaxing experience.

The trip was not without its challenges, however. We faced inclement weather during our kayaking, and it was physically demanding. The waves were strong, and the water was choppy. We had to navigate our kayaks through the waves carefully. At times, it was nerve-wracking, but we were able to push through and complete the activity. Overcoming these challenges added to the sense of adventure and accomplishment.

In conclusion, my adventurous trip was an experience that I will cherish forever. The activities such as hiking, camping, and kayaking, the beautiful scenery and wildlife sightings, and the challenges we faced made the trip unforgettable. It was an opportunity for me to step out of my comfort zone, explore the great outdoors, and create memories with friends. I hope to have more opportunities like this in the future.

My Adventurous Trip Essay Example 3

Going on an adventurous trip is an experience that many people crave. It is an opportunity to explore new destinations, push oneself to the limit, and create unforgettable memories. I recently had the chance to embark on one such journey, and it was an experience that I will never forget. My adventurous trip involved hiking through a dense forest to reach a remote waterfall. Along the way, I encountered challenging terrain and had to navigate through rough terrain. Despite the difficulties, the stunning views and sense of accomplishment made the trip a truly unforgettable adventure. In this essay, I will describe my trip in detail, highlighting the challenges and the rewards that came with it.

The first part of my adventurous trip involved hiking through a dense forest to reach a remote waterfall. The trail was not well-marked, and the terrain was challenging, consisting of steep inclines, muddy patches, and slippery rocks. The dense foliage made it difficult to see the path ahead, and we had to rely on our instincts and map reading skills to find our way through. The forest was alive with the sounds of birds and small animals, and the air was fresh and invigorating. As we got closer to our destination, the sound of rushing water became louder, and we knew we were getting close. Finally, after several hours of hiking, we arrived at the waterfall, and the sight before us was breathtaking. The waterfall was a powerful force of nature, cascading down from a height of over 100 feet. The water was crystal clear, and the surrounding rocks were covered in moss and ferns. It was a sight that made all the hiking and exertion worth it.

The second part of my adventurous trip involved navigating through rough terrain. The terrain was rocky and uneven, and we had to be careful not to slip or fall. At some points, the trail was so steep that we had to use ropes to climb up or down. The weather was also unpredictable, and we had to be prepared for sudden rain or wind. Despite the challenges, the sense of adventure and excitement kept us going. We were a group of friends, and we encouraged and supported each other along the way. We shared food and water, helped each other over difficult patches, and cheered each other on when we reached a milestone. The journey was not just about reaching the destination; it was also about the bonds we formed and the memories we created.

The final part of my adventurous trip was the sense of accomplishment that came with it. After several hours of hiking, navigating challenging terrain, and enduring unpredictable weather, we finally reached our destination. The feeling of standing in front of the waterfall, surrounded by the beauty of nature, was indescribable. It was a sense of accomplishment that came from pushing ourselves beyond our limits, from facing our fears and overcoming them. We took pictures, laughed, and savored the moment. It was a feeling that stayed with us long after the trip was over. The adventurous trip was not just a physical journey; it was also a journey of the mind and the spirit.

In conclusion, my adventurous trip was an experience that I will never forget. It involved hiking through a dense forest to reach a remote waterfall, navigating through rough terrain, and the sense of accomplishment that came with it. The trip was challenging, but it was also rewarding. It reminded me of the beauty of nature, the importance of perseverance, and the power of friendship. It was an experience that taught me to appreciate the simple things in life and to embrace the adventure that comes with it.

About Mr. Greg

Mr. Greg is an English teacher from Edinburgh, Scotland, currently based in Hong Kong. He has over 5 years teaching experience and recently completed his PGCE at the University of Essex Online. In 2013, he graduated from Edinburgh Napier University with a BEng(Hons) in Computing, with a focus on social media.

Mr. Greg’s English Cloud was created in 2020 during the pandemic, aiming to provide students and parents with resources to help facilitate their learning at home.

Whatsapp: +85259609792

[email protected]