What the Field Felt Like: Exploring Student Emotions and Reflections Through Photo Elicitation

Geoscience field trips are pivotal educational experiences, yet their emotional impact on students is often not fully explored. This study investigates undergraduate students’ affective responses to required field trips in geoscience courses. Participants submitted photographs they took during the field trip experience and through photo-elicitation interviews, reflected on the photographs’ meaning. These reflections were interpreted through a hermeneutic lens, emphasizing how students make sense of their embodied, emotional field trip experiences. Our discoveries suggest that field trips can evoke strong affective responses. We observed that participants reflected on moments of awe, connection with nature, and personal growth as they navigated physical and mental challenges. Our discoveries also reveal affective barriers, such as discomfort from unfamiliar settings, limited physical access, and inadequate preparation, which impacted how students engaged with the experience. These barriers can inhibit learning and reduce a sense of belonging. By planning for students’ physical, emotional, and cognitive needs, instructors can create more inclusive and student-centred field trips that foster engagement and persistence in the geosciences and support diverse learners. Our results emphasize the importance of recognizing the emotional and embodied nature of field trips.