field trip essay assignment

Essay on Field Trip

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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.

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

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

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Field Trip and Its Educational Value

Categories: Field Trip

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Words: 633 |

Published: Sep 7, 2023

Words: 633 | Page: 1 | 4 min read

The educational significance of field trips, the benefits of field trips for students, practical considerations for successful field trips.

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America’s Field Trip

The Contest

What Does America Mean to You?

In 2026, the United States will mark our Semiquincentennial: the 250th anniversary of the signing of the Declaration of Independence. Today’s young people are the leaders, innovators, and thinkers who will shape the next 250 years — and it’s important their voices are heard as we commemorate this historic milestone.

America’s Field Trip is a new contest that invites students across the country in grades 3–12 to be part of America’s 250th anniversary by sharing their perspectives on what America means to them — and earning the opportunity to participate in unforgettable field trip experiences at some of the nation’s most iconic historic and cultural landmarks.

Students may submit artwork, videos, or essays in response to the contest’s prompt: “What does America mean to you?”

The Field Trips

Extraordinary Visits to Iconic National Landmarks

Twenty-five first-place awardees from each grade level category will receive free travel and lodging for a 3-day, 2-night trip to a select historical or cultural site where they will experience one of the following:

Tour of the Statue of Liberty in New York
Tour and hike at Yellowstone National Park in Wyoming and Montana
Weekend at Rocky Mountain National Park in Colorado
Unique tours at the National Archives or the Library of Congress in Washington, DC
Special tours at the Smithsonian’s National Museum of American History, National Museum of African American History and Culture, or the National Museum of Natural History in Washington, DC
Explore America’s iconic financial capital, New York City, with private tours of Federal Reserve Bank of New York Museum and Learning Center and The Bank of New York Mellon , the country’s oldest bank
Experience National Parks of Boston with a special visit to the USS Constitution and a sunset cruise to Spectacle Island
Candlelight tour at Fort Point at the base of the Golden Gate Bridge
Costumed roleplaying experience at American Village in Alabama

Second-place awardees will receive a $500 cash award. The teacher associated with the top scoring student submissions in each grade level category will receive a $1,000 cash award.

See full list of field trips

Submission Guidelines

Elementary School (3rd to 5th Grade): Students may submit artwork, including physical or digital artwork through a high-res photo or a short essay (up to 100 words).
Middle School (6th to 8th Grade): Students may submit artwork or a video (up to two minutes).
High School (9th to 12th Grade): Students may submit an essay (up to 1,000 words) or a video (up to two minutes).

Judging Criteria

A diverse panel of judges consisting of current and former teachers will consider the submissions based on the following weighted criteria:

CLARITY OF IDEA [25%]: How well does the Entrant use both their personal and academic experiences to clearly address the Question? Does the Entry effectively convey ideas, emotion, or a story visually or with words by acknowledging the past or celebrating America’s achievements and possibilities for the future? Does the response offer fresh insight and innovative thinking?
STUDENT VOICE [50%]: Is there passion in the Entry or a point-of-view that showcases a unique perspective on the diverse range of different experiences that make America unique in an original/authentic way?
PRESENTATION [25%]: What makes the submission content more compelling, fresh, or interesting than other Entrants’ content in their grade level category?

Want to stand out? Create something that feels special to you and has a personal touch. And remember, you don’t have to focus on our country’s past — you can talk about America’s future too. Finally, be creative and think outside the box!

Resources for Teachers

Teachers and school administrators will play an important role in engaging students and school communities in this contest and commemorating America’s 250th anniversary.

Students participating in the America’s Field Trip contest will be challenged to think critically about the nation’s journey to becoming a more perfect union, reflecting on the pivotal events and historical figures that have shaped the country.

In partnership with Discovery Education, America250 has developed standards-aligned lesson plans to assist educators in bringing the America’s Field Trip contest to their classrooms. Educator resources can be downloaded here.

In partnership with

Funding provided by The Bank of New York Mellon Foundation

What is America250?

America250 is a nonpartisan initiative working to engage every American in commemorating and celebrating the 250th anniversary of our country. It is spearheaded by the congressionally-appointed U.S. Semiquincentennial Commission and its nonprofit supporting organization, America250.org, Inc.

How can I bring America’s Field Trip into my classroom?

America250 partnered with Discovery Education, the worldwide edtech leader, to develop custom educational programming that helps students deepen their understanding of America’s 250th anniversary and encourages participation in the America’s Field Trip contest with ready-to-use resources and activities for teachers.

What should I submit?

Submission requirements differ by age group.

Elementary School ( 3rd to 5th Grade): Students are asked to submit artwork in response to the prompt or a short essay (up to 100 words). Artwork can include physical artwork like sculptures, painting, photography, etc. submitted through a high-res photo or a digital drawing.

Middle School (6th to 8th Grade): Students are asked to submit artwork or a video (up to two minutes).

High School (9th to 12th Grade): Students are asked to submit a written essay (up to 1,000 words) or a video (up to two minutes).

How will field trips be selected, and who will be chaperoning the trips?

Trips will be organized by America250 and chaperoned by the recipient’s parent or legal guardian along with other field trip recipients. First-place awardees will get to express their preference for trips, and final locations will be determined based on age group, availability, and recipient preference.

Can students bring their families on their Field Trips?

Students are required to have one chaperone, which must be a parent or legal guardian.

Will America’s Field Trip programming continue after 2024?

Yes, this year is a pilot program that America250 hopes to grow and expand, including with more field trips and award recipients in 2025 and 2026.

Have more questions? See the FAQs . Read the official contest rules here .

Ready to Share What America Means to You?

Once you finish responding to the prompt, you must have a teacher, parent, or legal guardian upload your submission for consideration.

Field Trip Hosts

Engaging students nationwide to celebrate America’s 250th anniversary!

A new contest inviting students in grades 3–12 to share their perspectives on what America means to them — and earn the opportunity to participate in field trip experiences at some of the nation’s most iconic historic and cultural landmarks.

Continue to the site

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.
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The Journal
Vol. 14, No. 1

The Educational Value of Field Trips

Jay P. Greene

Brian Kisida

Daniel H. Bowen

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

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

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

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

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

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

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

Design of the Study and School Tours

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

• Trips to art museums are interesting.

• Trips to art museums are fun.

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

• Would you like more museums in your community?

• How interested are you in visiting art museums?

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

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

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

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

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

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

Disadvantaged Students

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

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

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

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

Policy Implications

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

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

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

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

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

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

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

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SUMMER 18 Essay/Field Trip Guide

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Organizing Your Social Sciences Research Assignments

Annotated Bibliography
Analyzing a Scholarly Journal Article
Group Presentations
Dealing with Nervousness
Using Visual Aids
Grading Someone Else's Paper
Types of Structured Group Activities
Group Project Survival Skills
Leading a Class Discussion
Multiple Book Review Essay
Reviewing Collected Works
Writing a Case Analysis Paper
Writing a Case Study
About Informed Consent
Writing Field Notes
Writing a Policy Memo
Writing a Reflective Paper
Writing a Research Proposal
Generative AI and Writing
Acknowledgments

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

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

How to Approach Writing a Field Report

How to Begin

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

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

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

When writing a field report you need to:

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

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

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

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

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

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

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

Examples of Things to Document While Observing

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

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

Sampling Techniques

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

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

Ways to sample when conducting an observation include:

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

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

Structure and Writing Style

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

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

II. Description of Activities

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

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

III. Interpretation and Analysis

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

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

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

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

IV. Conclusion and Recommendations

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

V. Appendix

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

VI. References

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

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

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3 ways to spice up a homeschool field trip writing assignment

by Daniella Dautrich | Aug 15, 2016 | Homeschooling , Writing Across the Curriculum

For homeschoolers, any season is field trip season. When the weather is pleasant, we can enjoy outdoor destinations like farms or parks. And when the weather is too hot or too cold to be outdoors comfortably, we can visit museums, galleries, and science centers. Afterward, a homeschool field trip writing assignment can help cement learning!

Like many moms, you probably look forward to the novelty a field trip provides from the normal homeschool routine. But if you always assign the five-paragraph “What I Learned on my Field Trip” report the moment your family returns home, your kids may not quite share your excitement.

Why not follow up your outing with a field trip writing assignment that actually appeals to your squirmy son, imaginative daughter, or inquisitive preteen?

1. Make a Word Bank

After a fun but tiring excursion and a long drive home, your homeschool child might be overwhelmed at the thought of a post-field-trip writing assignment. He can easily show some of the things he learned simply by making lists or word banks!

First, encourage your child to think of one or two things that stood out to him. Was your third grader especially fascinated by the jellyfish at the aquarium? Help him make a list of adjectives, nouns, and verbs that remind him of this awesome creature. Perhaps you’ll want to do this together (out loud at the dinner table?). Or, set your kids loose in the backyard with sidewalk chalk, and take a picture of the word lists they create.

Example: Jellyfish

graceful, terrifying
umbrella, tentacles
sting, drifting
saltwater, ocean

2. Write a Story

Perhaps your book-loving daughter has just waltzed through the halls of a Victorian home or romped through the fields and cabins of a living history farm. She’s already aglow with dreams of adventure in other times and places. Why not encourage her to write a short story inspired by her day?

Structure this field trip writing assignment to keep it manageable. Ask her to introduce the main character and the character’s main problem in the first paragraph. The middle paragraphs should show the character attempting to fix the problem. The final paragraph should provide some kind of resolution or closure.

For example, her story might follow a wealthy man attempting to send an urgent message in the days before telephones. Or, it might revolve around a farm girl who wants to make her mother a present for Christmas. Whatever the story, make sure your child includes historical details learned on the field trip , such as the clothing, inventions, or entertainment of the time.

3. Conduct Super-Sleuth Research

If your student displays a scientific bent, a trip to the science museum is merely the first step in feeding his ever-growing curiosity. Instead of asking him to rehash what he just learned in a report, consider assigning a series of questions and answers—all prepared by the student himself, of course.

Begin by asking him to write one, two, or three genuine questions based on his new knowledge. Which exhibit in the museum left him wanting to know more? Which train of thought did the docent leave unexplored?

Questions should focus on hows and whys that require explanation, rather than simple when or where questions that can be answered with a single phrase. For example: Why had no one invented a practical light bulb before Thomas Edison? How do scientists agree on carbon dating?

After you approve the questions, set your student free to conduct research. Then, ask him to write one (or all) of his answers in paragraph form. When finished, have him check his own work for organization, clarity, and proper grammar!

Your home may be the training ground for budding artists, novelists, and scientists alike . By combining the hands-on learning of field trips with customized follow-up field trip writing assignments, you are teaching your kids that writing is not only relevant, but fun!

WriteShop curriculum will not only teach your child how to write, it will show you how to teach homeschool writing . All WriteShop products offer schedules, tips, activities, lesson plans, and checklists that help you teach effectively and edit and grade your children’s work with an objective eye.

Daniella Dautrich is a WriteShop alumna and graduate of Hillsdale College. Parents of two young daughters, Daniella and her husband fill their home with books on writing, literature, and computer science.

Spice up homeschool field trip writing assignments with these three creative ideas!

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Writing Prompts

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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Field Trip Report Essay Examples

Type of paper: Essay

Topic: Mind , Church , Religion , Peace , Life , Holiness , Love , God

Published: 02/20/2020

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I am a Buddhist and this is the first time when I am going to visit a church, and experience its facility, people, culture and several other aspects. The church, I decided to visit is a catholic church which is very near to my place. While entering into the church, I realized its difference from our temples. It was entirely different in terms of building, furniture, sitting arrangement, pictures of gods and dressing style of people. But one thing I found similar in my temple and church is peace and relaxing environment; an environment in which one gets attached with the god. /> People visit their religious places for a number of reasons. Some people visit because they need help of god in order to solve any problem while a number of people visit their gods to thank gods for what they are given and also for their smooth life. Some consider it one of their traditional duties while others visit their gods in search of peace, blessings, and several other reasons. While entering into the church, I saw that the building was easily recognizable from surrounding buildings, a huge structure and a separate place of god where large number of people assembles. At the entry gate people are supposed to pass through ‘narthex’ which means they are entering into peace zone, leaving the noisy world behind. It also means that people are entering into church to get connected with the god and leaving everything else behind. After entering into ‘narthex’ there was small vessel inbuilt in the wall filed with holy water. People are supposed to sprinkle it on themselves (Breugelmans et al., 2011). It was observed that people sprinkle it in a different manner in the form of cross, head to chest, then left and right by saying “In the Name of the Father and of the Son and of the Holy Ghost. Amen!”. People ask god to forgive their sinfulness and allow them to enter in his place. This holy water is believed to be cleaning our souls. It reminded me how devotees in Buddhist and Hindu’s temple, wash their hands and feet before entering into the temple to ensure that they are not carrying external impurity into the temple and approaching the sacred place with pure body, mind and soul. After entering inside the church, I observed that visitors are supposed to follow manners and customs of the church. People can find chair to sit as per their wish. In church, people do not only worship god with their body but also use their mind and soul. While prayer few people were standing, few were sitting and few were on their knees. These three positions reflect three different meanings: standing shows respect for God, kneel shows admiration and sitting shows respectful attention. However one can sit during his entire stay at the church as per his or her own wish as preferred by visitors. In Buddhist and Hindu temples, it is difficult to find any chair and people are expected to perform prayer either standing position or by sitting on the ground. Standing position shows the honor to the god and sitting on ground shows god is above all and giving its blessings. During my trip, I realized that different religions perform different rituals but the purpose of almost all religions seems to be same i.e. to reach to god, ask for his forgiveness, and blessings along with love, care, peace, happiness and satisfaction in our lives. Inside the church one can find fourteen crosses placed on equal distance and between two crosses some pictures of god. These crosses represent by the name of ‘stations of the cross’ that shows event from god’s life, from his birth to burial. Being a Buddhist, I was not aware with this concept but pictures were a great help in understanding things and establishing a connection with the god. People inside the church were in their traditional attires like in other religions people wear specific clothing during worship. Priests were also in their special dress. I observed that people were calm, moving slowly and singing prayer with deep belief in their eyes. Everybody was looking different from how they appear on streets or I their daily life. I imagined if people show such decency, peace and behavior everywhere, all the problems of society will be vanished. I took blessings and came out of the prayer along with others when it was completed. I found some people waiting in the lobby with their family and friends, perhaps they wanted to attend any special function. I was delighted by the divine experience and decided to visit the church again and again. Visiting religious places always gives me a pleasure, satisfaction and thoughtfulness. After visiting this holy church, I realized that every religion on this earth educates people to live with peace and love with others but people have their different interpretations of things and indulge in unnecessary hatred and violence against others.

S. M. Breugelmans, Y. H. Poortinga, A. Chasiotis and D. L. Sam. (2011). Cross-Cultural Psychology: Research and Applications. New York: Cambridge University Press.

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Field Trip Lesson Plan: How to Plan a Field Trip

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8 Ways to Create AI-Proof Writing Prompts

C reating 100 percent AI-proof writing prompts can often be impossible but that doesn’t mean there aren’t strategies that can limit the efficacy of AI work. These techniques can also help ensure more of the writing submitted in your classroom is human-generated.

I started seeing a big uptick in AI-generated work submitted in my classes over the last year and that has continued. As a result, I’ve gotten much better at recognizing AI work , but I’ve also gotten better at creating writing prompts that are less AI-friendly.

Essentially, I like to use the public health Swiss cheese analogy when thinking about AI prevention: All these strategies on their own have holes but when you layer the cheese together, you create a barrier that’s hard to get through.

The eight strategies here may not prevent students from submitting AI work, but I find these can incentivize human writing and make sure that any work submitted via AI will not really meet the requirements of the assignment.

1. Writing AI-Proof Prompts: Put Your Prompt Into Popular AI tools such as ChatGPT, Copilot, and Bard

Putting your writing prompt into an AI tools will give you an immediate idea of how most AI tools will handle your prompt. If the various AI chatbots do a good, or at least adequate, job immediately, it might be wise to tweak the prompt.

One of my classes asks students to write about a prized possession. When you put this prompt into an AI chatbot, it frequently returns an essay about a family member's finely crafted watch. Obviously, I now watch out for any essays about watches.

2. Forbid Cliché Use

Probably the quickest and easiest way to cut back on some AI use is to come down hard on cliché use in writing assignments. AI tools are essentially cliché machines, so banning these can prevent a lot of AI use.

Equally as important, this practice will help your students become better writers. As any good writer knows, clichés should be avoided like the plague.

3. Incorporate Recent Events

The free version of ChatGPT only has access to events up to 2022. While there are plugins to allow it to search the internet and other internet-capable AI tools, some students won’t get further than ChatGPT.

More importantly, in my experience, all AI tools struggle to incorporate recent events as effectively as historic ones. So connecting class material and assignments to events such as a recent State of Union speech or the Academy Awards will make any AI writing use less effective.

4. Require Quotes

AI tools can incorporate direct quotations but most are not very good at doing so. The quotes used tend to be very short and not as well-placed within essays.

Asking an AI tool for recent quotes also can be particularly problematic for today’s robot writers. For instance, I asked Microsoft's Copilot to summarize the recent Academy Awards using quotes, and specifically asked it to quote from Oppenheimer's director Christopher Nolan’s acceptance speech. It quoted something Nolan had previously said instead. Copilot also quoted from Wes Anderson’s acceptance speech, an obvious error since Anderson wasn’t at the awards .

5. Make Assignments Personal

Having students reflect on material in their own lives can be a good way to prevent AI writing. In-person teachers can get to know their students well enough to know when these types of personal details are fabricated.

I teach online but still find it easier to tell when a more personalized prompt was written by AI. For example, one student submitted a paper about how much she loved skateboarding that was so non-specific it screamed AI written. Another submitted a post about a pair of sneakers that was also clearly written by a "sole-less" AI (I could tell because of the clichés and other reasons).

6. Make Primary or Scholarly Sources Mandatory

Requiring sources that are not easily accessible on the internet can stop AI writing in its tracks. I like to have students find historic newspapers for certain assignments. The AI tools I am familiar with can’t incorporate these.

For instance, I asked Copilot to compare coverage of the first Academy Awards in the media to the most recent awards show and to include quotes from historic newspaper coverage. The comparison was not well done and there were no quotes from historical newspaper coverage.

AI tools also struggle to incorporate journal articles. Encouraging your students to include these types of sources ensures the work they produce is deeper than something that can be revealed by a quick Google search, which not only makes it harder for AI to write but also can raise the overall quality.

7. Require Interviews, Field Trips, Etc.

Building on primary and scholarly sources, you can have your students conduct interviews or go on field trips to historic sites, museums, etc.

AI is still, thankfully, incapable of engaging in these types of behavior. This requires too much work for every assignment but it is the most effective way to truly ensure your work is human- not computer-written.

If you’re still worried about AI use, you can even go a step further by asking your students to include photos of them with their interview subjects or from the field trips. Yes, AI art generators are getting better as well, but remember the Swiss cheese analogy? Every layer of prevention can help.

8. Have Students Write During Class

As I said to start, none of the methods discussed are foolproof. Many ways around these safeguards already exist and there will be more ways to bypass these in the future. So if you’re really, really worried about AI use you may want to choose what I call the “nuclear option.” If you teach in person you can require students to write essays in person.

This approach definitely works for preventing AI and is okay for short pieces, but for longer pieces, it has a lot of downsides. I would have trouble writing a long piece in this setting and imagine many students will as well. Additionally, this requirement could create an accusatory class atmosphere that is more focused on preventing AI use than actually teaching. It’s also not practical for online teaching.

That all being said, given how common AI writing has become in education, I understand why some teachers will turn to this method. Hopefully, suggestions 1-7 will work but if AI-generated papers are still out of hand in your classroom, this is a blunt-force method that can work temporarily.

Good luck and may your assignments be free of AI writing!

7 Ways To Detect AI Writing Without Technology
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How to Reduce Student Absenteeism

Readers discuss the reasons for the spike since the pandemic and how to lure students back.

Why School Absences Have ‘Exploded’ Almost Everywhere

The pandemic changed families’ lives and the culture of education: “Our relationship with school became optional.”

To the Editor:

“ Pandemic Effect: Absence From Schools Is Soaring ” (front page, March 30) highlights the persistent challenge of chronic absenteeism in U.S. schools. If pandemic-related “cultural shifts” are among the factors keeping students away from school, bringing them back may require us to rethink the culture of education itself.

Despite the efforts of many visionary educators, too many schools still offer a deskbound, test- and compliance-driven experience that leaves students passive, uninspired and flat-out bored.

Over the last two years, a pilot program in Salem, Mass. , has succeeded in cutting chronic absenteeism among middle schoolers in half by listening to students and designing learning with their interests in mind, including regular field trips, hands-on projects and mentoring with college students. Today, the chronic absenteeism rate among the pilot cohort of seventh and eighth graders hovers at 8 percent, in no small part because students don’t want to miss what’s on offer at school.

Educators can reset school culture by being adaptive, believing in teacher leadership and recognizing that powerful learning can happen outside classroom walls. Unlike the use of Band-Aids and gimmickry that do not result in long-term change, valuing a philosophy of “education everywhere,” as Salem has embraced, will result in improved attendance and academic growth.

Stephen Hinds Laura Tavares Stephen Zrike Chelsea Banks Mr. Hinds is president and Ms. Tavares is executive director of the WPS Institute, an education nonprofit. Dr. Zrike is superintendent and Ms. Banks is dean of innovation for Salem Public Schools.

This article brings light to an issue plaguing school districts across the country. As a former classroom teacher, I remember talking with students who returned to school after being absent. They would ask for the work they missed. While I could share the assignment, I could not possibly share the rest of what they missed, including the social and academic interaction with their peers, the instruction provided, the opportunity to ask questions while working through material and being part of a community.

When done right, school is more than a collection of assignments. It is a vibrant social fabric that provides a culture of belonging, and opportunities to grow and explore with trusted adults guiding the way.

The solution to the absenteeism problem is not easy. As the chief education officer at Mikva Challenge, a group that works to engage young people in the civic process and have their voices part of critical decision making affecting their lives, I know that for any solution to be successful, it must involve youth in the process.

Our default as adults is to make decisions in the best interest of children, without asking them what they think and whether an idea will work. Young people are not apathetic; they are uninvited. They care deeply about the issues that affect them. And when they are engaged in decision making, policy is better.

Jill Bass Chicago

We had mixed feelings when reading “Pandemic Effect: Absence From Schools Is Soaring.” On the one hand, it’s important for the public to understand that chronic absenteeism in America is no small problem. On the other hand, the article unwittingly minimized the deep struggle so many families experience, particularly those from underresourced backgrounds.

You quote a researcher who stated, “The problem got worse for everybody in the same proportional way,” but we question whether this accurately reflects the reality in America today. Based on our own and others’ research, we believe that families who struggled before the pandemic were much more vulnerable to its effects.

We cannot ignore just how much deeper Covid affected communities of color, communities with risk factors, communities in poverty and communities in rural areas. This does not negate anyone’s struggles; yet the struggle has been disproportionate. This cannot be ignored.

Zahava L. Friedman Keri Giordano Hillside, N.J. Dr. Friedman is an assistant professor and Dr. Giordano is an associate professor at the College of Health Professions and Human Services, Kean University.

My 12-year-old son has been absent from school most of this year and is a part of the chronic absenteeism statistics cited in the article. His attendance was excellent until he caught Covid twice in one year from school. He was 9 years old and has been chronically ill ever since.

It is shocking to me that the article never suggests that some absenteeism might be due to chronic illness from Covid.

One recent study suggested that as many as 5.8 million kids in the United States have had their health affected by long Covid. These statistics are highly contested, but given how reluctant our doctors have been to diagnose or treat our child for something that they cannot measure with any blood test, it is not surprising that we do not really know the full extent of this disease.

My child, and many other children like him, cannot go to school because they are struggling with the persistent life-altering symptoms of chronic illness. These children want to go back to school. Don’t leave them out of the story.

Sarah Mathis Pleasanton, Calif.

The root causes of chronic absenteeism in American public schools are as varied as the solutions needed to combat it. One often overlooked and underfunded strategy with the potential to re-engage students in learning is arts education.

A 2021 study on the benefits of arts instruction in the Boston Public Schools showed that increased access to arts education reduced student absenteeism, with a greater impact on students who had been chronically absent.

BPS Arts Expansion is a public-private partnership that has dramatically expanded access to quality arts education throughout the school district and enabled longitudinal research on its impact.

No one strategy will be the panacea for chronic absenteeism. But as districts across the country grapple with this issue, expanding access to in-school arts instruction warrants attention.

Marinell Rousmaniere Boston The writer is the president and C.E.O. of EdVestors, a nonprofit school improvement organization.

COMMENTS

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My Field Trip Experience: An Essay. This essay sample was donated by a student to help the academic community. Papers provided by EduBirdie writers usually outdo students' samples. As part of my summer unit, I had the opportunity to visit places that are very rich in biodiversity and history and the first location I visited was Bibra Lake in ...
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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 ...
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The Educational Value of Field Trips. Taking students to an art museum improves critical thinking skills, and more. Jay P. Greene joined EdNext Editor-in-chief Marty West to discuss the benefits of field trips, including how seeing live theater is a more enriching experience to students, on the EdNext podcast.
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Plan Your Schedule. Arrange Your Supervision. Create a Permission Form. Decide Who's Allowed To Go. Tie in Your Field Trip to Your Curriculum. These are the steps you will need to cover for your field trip plan. The order of these steps may be different for you, but be sure to think about all of these points. 1.
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Experiential learning is authentic, first-hand, sensory-based learning. Experiential activities explore, touch, listen to, watch, move things, dissemble and reassemble. Learning consists of grasping an experience and then transforming it into an application or result (Kolb, 1983).
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1. Make a Word Bank. After a fun but tiring excursion and a long drive home, your homeschool child might be overwhelmed at the thought of a post-field-trip writing assignment. He can easily show some of the things he learned simply by making lists or word banks! First, encourage your child to think of one or two things that stood out to him.
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My Trip to New York - Last year before my Grade 6 school year started, my family and I took a trip; Essay on My Summer Vacation Trip to England; ... The current assignment report is to highlight wildlife and cultural heritage visits in Ranthambore National Park and Bharatpur Bird Sanctuary. ... Field Trip to Ranthambore (3th March, 2020 to 5th ...
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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.
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Field Trip Report Essay Examples. Type of paper: Essay. Topic: Mind, Church, Religion, Peace, Life, Holiness, Love, God. Pages: 3. Words: 850. Published: 02/20/2020. ORDER PAPER LIKE THIS. I am a Buddhist and this is the first time when I am going to visit a church, and experience its facility, people, culture and several other aspects. The ...
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Straight Up Conversation: Scholar Jay Greene on the Importance of Field Trips

SUMMER 18 Essay/Field Trip Guide

Organizing Your Social Sciences Research Assignments

How to Approach Writing a Field Report

Structure and Writing Style

3 ways to spice up a homeschool field trip writing assignment

1. Make a Word Bank

2. Write a Story

3. Conduct Super-Sleuth Research

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