The History of Field Trips
Field Trips Based in Learning Theories
Traditional field trips have been bridging the gap between formal and informal knowledge for decades, preparing students for lifelong learning. As educators by taking our students on field trips we are attempting to make learning come to life.
Constructivists believe that learning is an active process of constructing knowledge, not simply passively acquiring knowledge. Furthermore, constructivists believe teaching is the process in encouraging students to construct their own knowledge, not simply transferring knowledge to them. Educators that embrace constructivist theories present their students with real-world environments that allow the students to apply what they have been learning into a context which is relevant.
Inquiry-based learning are based upon the constructivist theory at its finest. Through VFTs students are being introduced to environments that allow them to leave the walls of the classroom. The VFTs are engaging to them, the learning itself is integrated within the process of exploring, researching, designing, curating, and possibly even implementing. Vygotsky’s “proximal development, which he defined as ‘the distance between actual developmental level as determined through independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers’” (John-Steiner & Mahn, 1996, p. 198). By having the students guide themselves and create their own VFTs students are able to push the boundaries of their learning.
Access to different learning tools can be provided by the instructor, who will act as a facilitator, and will be able aid in the learning process. A positive offshoot of the teacher acting as the “tour guide on the side” to the student is that they may build knowledge together through inquiry, research, discovery, and knowledge co-construction. Children often curate their own pieces of knowledge from their surroundings, as result of watching modelled behaviours from others in their environments (Papert, 1980). This overt modelling is beneficial to students as the teacher also acts as an inquisitive, open-minded learner. Hence, allowing the students to become the teachers and the teachers to become the students as reciprocal teaching and learning transpires in a sociocultural environment. This type of environment encourages the co-construction of knowledge where all participants are able to contribute to the classroom learning.
Constructivists believe that learning is an active process of constructing knowledge, not simply passively acquiring knowledge. Furthermore, constructivists believe teaching is the process in encouraging students to construct their own knowledge, not simply transferring knowledge to them. Educators that embrace constructivist theories present their students with real-world environments that allow the students to apply what they have been learning into a context which is relevant.
Inquiry-based learning are based upon the constructivist theory at its finest. Through VFTs students are being introduced to environments that allow them to leave the walls of the classroom. The VFTs are engaging to them, the learning itself is integrated within the process of exploring, researching, designing, curating, and possibly even implementing. Vygotsky’s “proximal development, which he defined as ‘the distance between actual developmental level as determined through independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers’” (John-Steiner & Mahn, 1996, p. 198). By having the students guide themselves and create their own VFTs students are able to push the boundaries of their learning.
Access to different learning tools can be provided by the instructor, who will act as a facilitator, and will be able aid in the learning process. A positive offshoot of the teacher acting as the “tour guide on the side” to the student is that they may build knowledge together through inquiry, research, discovery, and knowledge co-construction. Children often curate their own pieces of knowledge from their surroundings, as result of watching modelled behaviours from others in their environments (Papert, 1980). This overt modelling is beneficial to students as the teacher also acts as an inquisitive, open-minded learner. Hence, allowing the students to become the teachers and the teachers to become the students as reciprocal teaching and learning transpires in a sociocultural environment. This type of environment encourages the co-construction of knowledge where all participants are able to contribute to the classroom learning.