The Benefits of Residential Fieldwork for School Science: Insights from a Five-Year Initiative for Inner-City Students in the UK

Autor/inn/en	Amos, Ruth; Reiss, Michael
Titel	The Benefits of Residential Fieldwork for School Science: Insights from a Five-Year Initiative for Inner-City Students in the UK
Quelle	In: International Journal of Science Education, 34 (2012) 4, S.485-511 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2011.585476
Schlagwörter	Foreign Countries; Urban Schools; Disadvantaged Youth; Secondary School Students; Field Instruction; Science Instruction; Secondary School Science; Residential Programs; Adventure Education; Program Effectiveness; Learning Experience; Outcomes of Education; Interpersonal Relationship; Student Development; Physical Development; Achievement Gains; Student Attitudes; Teacher Attitudes; Parent Attitudes; Mixed Methods Research; United Kingdom (London) + Suchen Sie Ihr Suchwort? Ausland; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Benachteiligter Jugendlicher; Sekundarschüler; Praxisklasse; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Sozialer Wohnungsbau; Adventure pedagogics; Abenteuerpädagogik; Erlebnispädagogik; Lernerfahrung; Lernleistung; Schulerfolg; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Körperliche Entwicklung; Achievement gain; Leistungssteigerung; Schülerverhalten; Lehrerverhalten; Elternverhalten
Abstract	There is considerable international interest in the value of residential fieldwork for school students. In the UK, pressures on curriculum time, rising costs and heightened concern over students' safety are curtailing residential experiences. Collaboration between several key fieldwork providers across the UK created an extensive programme of residential courses for 11-14-year-olds in London schools from 2004 to 2008. Some 33,000 students from 849 schools took part. This paper draws on the evaluation of the programme that gathered questionnaire, interview and observational data from 2,706 participating students, 70 teachers and 869 parents/carers from 46 schools, mainly in deprived areas of the city. Our findings revealed that students' collaborative skills improved and interpersonal relationships were strengthened and taken back to school. Gains were strongest in social and affective domains, together with behavioural improvements for some students. Individual cognitive gains were revealed more convincingly during face-to-face interviews, rather than through survey items. Students from socially deprived backgrounds benefitted from exposure to learning environments which promoted authentic practical inquiry. Over the 5-year programme, combined physical adventure and real-world experiences proved to be popular with students and their teachers, and opened up opportunities for learning and doing science in ways not often accessible in urban school environments. Further programmes have been implemented in other parts of the UK as a result of the London experience, which build upon the provision of mixed curriculum-adventure course design. The popularity and apparent success of these combination courses suggest that providers need to consider the value of developing similar programmes in the future. (Contains 3 tables and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10