Let's Justify the Field Trip

3) Critical thinking is enhanced in the outdoor environment. This is especially true for the average to below-average student; 4) Investigations in the outdoor environment increase the students' desire for that envrionment. 5) The lower ability student tends to prefer the environment to which he is exposed. For the sake of improving the field study aspect of natural science teaching, there is a need for definitive information concerning the frequency of use and characteristics of field trips being carried out by secondary science teachers. Especially needed is information concerning the inadequacies in preparation by science teachers for carrying out meaningful and motivating field activities with secondary students. Mason (1980) found that in Virginia teachers would prefer to increase the time spent in all types of Earth science field activities. His study, carried out in 1975 concerning the frequency of field study use in Virginia showed a much greater use of field resources by Virginia teachers than for Colorado teachers of Earth science in 1971 (Bybee). At the University of Wyoming a national study is under way to determine the status of secondary science field work and teacher-felt-needs for its improvement. In these times of high priority for the basics and austere school budgets-not to mention liability fears that have made some school administrators court shy -field trips must manifest their worth. Science teachers, and especially those who train science teachers, should take a close and constructive look at the role of the field experience in natural science curricula. Since the spring of 1966, the field trips that I conduct have regularly improved. Especially for the sake of the beginning field instructor, but also with the hope of improving and including field science in the curriculum, let me offer some