This qualitative, phenomenological study presents the experiences of high-school biology students (n = 233) in an outreach programme titled Students Meet Authentic Science. The core of the programme consists of students' visits to life-science university research laboratories (from here on referred to as labs). The programme was designed according…

Concepts relating to outer space are difficult to grasp because we lack direct experience of this environment. We analysed students' understanding of gravitation on Earth and beyond by testing the effect of training on it. In a pretest (T1), 28 seventh graders answered a questionnaire about space concepts. They all then underwent the same formal…

Field trips are useful learning experiences if planned properly. Every area offers some places where meaningful learning can take place. (PS)

Offers guidelines for school visits to various industries. In addition, points out that industry would like students to know what it is like to work in a factory and that industrial applications should be incorporated into physics courses. (JN)

A two week, 3,000 mile, geology field trip for secondary school earth science students through New England is discussed. Student expenses, preparation details, accommodations, meals, transportation, course credit, and fieldwork are considered. A detailed trip itinerary is included. (BT)

Both indoor and outdoor garden plants can cause problems. For example, the foliage of the bird-of-paradise and philodendron plants is toxic. A poinsettia leaf can kill a young child. Outdoor plants such as castor beans are highly dangerous. All parts of the potato and tomato plant are poisonous, except the potato and tomato themselves. Large…

Advocates taking students on field trips to highway roadcuts to illustrate various geological principles. Photographs of three roadcuts (with sample objectives and questions/answers for students to answer) are included. Also included are suggestions for preparation, safety, and activities during such field trips. (DH)

A transdisciplinary course in marine biology and oceanography is described. The course was conducted during an experimental educational venture in which the school calendar was organized into two shortened semesters and a one-month miniterm in January. The field experience involved activities in the Florida Keys during the miniterm. (EB)

Provides a description of the geological history of the Naracoorte area of South Australia, and outlines how an excursion to the Naracoorte caves can be used to teach major ideas in biology. Background information including questions and activities are suggested. (JR)

A field camp was arranged to provide positive experiences in learning about the history, geography and ecology of an area. (PS)

Describes how a simple radio homing device can be used to allow students to participate in a search and rescue mission similar to that which the Civil Air Patrol engages in when locating planes that have crashed. (ZWH)

Describes how to plan and execute an extended field trip which provides first hand observation of biological and cultural systems. Socialization of the participants was achieved through common planning and goal achievement. (BR)