Student Self-Reported Learning Outcomes of Field Trips: The pedagogical impact

Nirit Lavie Alon, Tali Tal

Research output: Contribution to journalArticlepeer-review

46 Scopus citations


In this study, we used the classification and regression trees (CART) method to draw relationships between student self-reported learning outcomes in 26 field trips to natural environments and various characteristics of the field trip that include variables associated with preparation and pedagogy. We wished to examine the extent to which the preparation for the field trip, its connection to the school curriculum, and the pedagogies used, affect students’ self-reported outcomes in three domains: cognitive, affective, and behavioral; and the extent the students' socioeconomic group and the guide's affiliation affect students' reported learning outcomes. Given that most of the field trips were guide-centered, the most important variable that affected the three domains of outcomes was the guide's storytelling. Other variables that showed relationships with self-reported outcomes were physical activity and making connections to everyday life—all of which we defined as pedagogical variables. We found no significant differences in student self-reported outcomes with respect to their socioeconomic group and the guide's organizational affiliation.

Original languageEnglish
Pages (from-to)1279-1298
Number of pages20
JournalInternational Journal of Science Education
Issue number8
StatePublished - 24 May 2015
Externally publishedYes

Bibliographical note

Publisher Copyright:
© 2015, © 2015 Taylor & Francis.


  • CART
  • Field trips
  • Learning outcomes
  • Natural environments


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