Assessing the influence of preparation and follow-up on student outcomes associated with environmental education field trips

Experiential learning theory stresses the importance of adequate preparation and reflection surrounding concrete experiences. This study explores the relationship between preparation and follow-up classroom experiences and the outcomes of environmental education (EE) field trips, including environmental literacy, 21st century skills, positive youth development, satisfaction, and self-reported behavior change. Surveys with both students and their school teachers who attended over 300 EE programs reveal that both pre-trip preparation, especially concerning logistics, and post-trip follow up, related to the subject matter of the field trip, were significantly related to more positive student outcomes. The authors recommend both schools and organizations take into consideration how they can work together to create more holistic learning experiences.

Name thesis:degree_name

Master of Science

Level thesis:degree_level

masters

Discipline thesis:degree_discipline

Forestry

Department dc:contributor.department

Forest Resources and Environmental Conservation

Grantor dc:publisher

Virginia Tech

Year dc:date.issued

2019

Author dc:creator

• Lee, Hannah Garrett

Chair dc:contributor.committeechair

• Stern, Marc J.

Committee members dc:contributor.committeemember

• Powell, Robert B.
• Van Dyke, Ray E.

• environmental education
• field trips
• pre/post activities
• preparation
• follow-up
• student outcomes

Statement dc:rights

• In Copyright

Licence dc:rights.uri

• http://rightsstatements.org/vocab/InC/1.0/

Dc Identifier Other

vt_gsexam:20419

OAI identifier oai:identifier

oai:vtechworks.lib.vt.edu:10919/91465