The science field trip; its effect on achievement and attitude.

In the last few years great sums of money have been spent on the new teaching methods now being used in science education. The inquiry method and the concept . method have been professed by many as being the best ways for students to learn science. Entrenched in these methods is the belief that a field trip activity is an important and integral part of this learning process. It is believed by many, including this writer, that field trips will bring about better student achievement in science and that the activity will also positively affect the students' attitudes about science. The scientific investigation of this belief was conducted on four classes of beginning seventh grade science students who were gr~uped on the basis of IQ scores into experimental and control groups. A ten week unit on ecology "(:18.8 carrted through, utilizing the inquiry method of learning. At the beginning of this unit, a Semantic Differential pretest was given to the students coneerning their attitudes about science. At the completion of the unit a teacher prepared posttest was given to the stuients relating to their science knowledge acquired during the unit. The variable in question, a field trip, was conducted after which posttests on the dependent variables, (achievement and attitude), were given.