Leading Effective Fieldtrips: Using Aquariums to Teach Secondary Students Form and Function
Megan Ennes – Informal Educator and EVS Graduate Student
Dennis S. Kubasko, Jr. – Associate Professor, School of Education
University of North Carolina Wilmington
Why are Fieldtrips Important?
They Offer:NoveltyHands on ExperienceInquiry-based Learning
Changing Educational Practices
North Carolina Standard Course of Study
End of Grade/Course Testing No Child Left Behind
How to Make Fieldtrips More Effective
Collaboration between teachers and informal science educators
Teacher workshops Pre- and Post-visit activities
Research Question
Do pre- and post-visit activities make fieldtrips more effective by promoting knowledge acquisition and retention?
The Participants
Total Students 13
Female: 10
Male: 3
Age:
15: 8
16: 3
17: 2
18: 0
Total Students 13
Female: 7
Male: 6
Age:
15: 6
16: 5
17: 1
18: 1
Control Group Experimental Group
Materials
Pre- and Post-Tests Teacher Packet:
Introduction to the AquariumPre-Visit ActivitiesOn-Site ActivitiesPost-Visit ActivitiesSupplemental Worksheets
Procedural Timeline
Material Activity Location Time Frame
1 Pre-Test High School 1 Week Prior
2 Introduction High School Day 1
3 Pre-Visit Activities High School Day 1
4 On-Site Activities High School Day 2
4 On-Site Activities Aquarium Day 3
5 Post-Visit Activities High School Day 4-5
6 Post-Test 1 High School Day 8
7 Post-Test 2 High School Day 35
Pre- and Post-Tests
Pre-Test Tests for Prior
Knowledge Post-Test 1
Tests for Acquisition of Knowledge
Opinion-based Questions for Evaluation
Post-Test 2 Tests for
Retention
Pre-Visit Activities
These Include:An Electronic Presentation Containing
an Introduction to Coral ReefsA Vocabulary List to Supplement the
Introduction There are Two Formats
Teacher DirectedStudent Centered
Pre-Visit Activities (Cont)
Teacher Directed:Coral Reef Electronic Presentation
On-Site Activities
These Include:An electronic presentation that
introduces form versus functionA “Create a Fish” ActivityStudent observations of the fishes in
the tanks
On-Site - Activity 1
Due to time constraints onsite activity 1 took place at the high school
Form Versus Function Electronic Presentation
“Create a Fish” Activity
Student Examples
On-Site - Activity 2
On-site at the NC Aquarium at Fort Fisher
Fish observations Each student
Selected 3 FishesSketched and Observed the FishesAnswered Questions on a Worksheet
about each Fish
Student Examples
Post-Visit Activities
There are Two Options:Write a Scientific Paper
• Honors or AP Classes• Can collaborate with interdisciplinary
subjects (such as English classes)Create an Electronic Presentation
• On-level classes or classes with time restrictions
• Covers the SCOS goals• Allows students to practice their public
speaking skills
Post-Visit Activities
Electronic Presentation Including:3 Facts about Coral and Coral ReefsExplain Form Versus Function1 Section: Mouth Shape, Body Shape
or Tail Shape3 Fishes They Observed at the
Aquarium3 Images Found on the Internet
Post-Visit Activities (Cont)
Share Their Electronic Presentations with the ClassPractice Their Public Speaking Skills
Supplemental Worksheets
These Include:All the Worksheets Needed for Each
ActivityFish Fact Sheets
Post-Tests
The First Post-Test was Given 5 Days After the FieldtripIt Included Opinion-based Questions
for Evaluation The Second Post-Test was Given 30
Days After the Field Trip
Conclusions
Both Classes Showed Improvement The Experimental Class had a Greater
Overall Improvement This Suggests that Pre- and Post-Visit
Activities are Helpful Both Classes Improved Between Post-Tests
This Could be Due to Content Review in Class
This Suggests Retention
Anecdotal Evidence
Student Behavior ChangesMore On-track BehaviorParticipating in Field-Trip Activities
Recommendations
Always include Pre- and Post-Visit Activities
Use your local resources! Encourage formal educators to
collaborate with educators at Informal Science Settings
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