Utilizing Field-Based Instruction as an Effective Teaching Strategy.

作者: Sara B. Marcketti , Joy M. Kozar

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摘要: The purpose of this study was to examine the effectiveness field-based instruction on student learning outcomes. Researchers in past have noted importance engaging students a deeper level through use active course designs. To investigate outcomes learning, two field assignments created for separate undergraduate courses at different four-year institutions were implemented. intended outcome both broaden and expand students' experiences knowledge. As result, authors found that settings, proved be worthwhile, enriching understanding subject matter facilitating retention. Based these observations, propose instructors implement as method into their whenever appropriate, allowing opportunity obtain more "real-world" perspective matter. ********** Active occurs when are mentally engaged processing knowledge order construct understanding. Through mental engagement, meaning is made, internalized, knowledge, skills, concepts applied (Starnes & Carone, 2002). In many classroom settings today, however, it not uncommon observe taking fairly passive role learning. This especially case employ mainly traditional methods teaching (i.e., lecturing, note-taking, using multiple-choice true-false exams). Unfortunately, while can convenient instructor, they often do impact significant way. reported by Wingfield Black (2005), likely instructor-centered. Conversely, styles foster greater participation, which oftentimes results intense longer-lasting has also been linked critical thinking, increased levels social integration resulting subsequent institutional commitment, enhancement well-being personal growth (Braxon, Milem, Sullivan, 2000; Koljatic Kuh, 2001). Field-based instruction, form proven worthwhile enhancing outcomes, including retention matter, improving student's problem solving skills (Davis, 1993). Field learner-centered, apply ideas taught setting an environment stimulates thinking analysis (Hickcox, enable further develop cognitively from simplistic positions (Barr Tagg, 1995; Ediger, Even perceive designs relevant future compared (Wingfield Black, 2005). Experiences outside where will eventually live work useful theory practice 2002; McCarthy McCarthy, 2006). Davis (1993) recommends, "... don' t tell you show them, don't them [the students] themselves (p. 181)." Many educators higher education recommend adopt fieldwork other hands-on activities courses. Yet, consensus suggests tends effective than necessarily implemented frequently Perhaps part encouraging incorporate facilitate curriculum involves outlining specific doing so. study, within family consumer sciences discipline assess …

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