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Principles for better environmental education field trips for early adolescent youth in the United States: an empirical study.

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Title: Principles for better environmental education field trips for early adolescent youth in the United States: an empirical study.
Authors: Stern, Marc J.1 (AUTHOR) mjstern@vt.edu, Powell, Robert B.2 (AUTHOR), Frensley, B. Troy3 (AUTHOR), Anderson, Kelley C.1 (AUTHOR), Kiewra, Lydia2 (AUTHOR), Pownall, Malia1 (AUTHOR), Schmitt, Talia1 (AUTHOR), Thorpe, Emily G.1 (AUTHOR)
Source: Environmental Education Research. Jan2026, Vol. 32 Issue 1, p232-255. 24p.
Subject Terms: *Environmental education, *Educational outcomes, *Mixed methods research, *Field research, *Teenagers, *Effective teaching, Social processes
Geographic Terms: United States
Abstract: Which approaches lead to better outcomes for participants in environmental education (EE) field trips? This manuscript builds upon previous large-sample quantitative research that identified effective elements of single-day EE field trip programs for early adolescent youth across the USA. In this mixed-methods study, we observed 87 EE-focused school field trips in the USA and then surveyed youth participants immediately afterwards. We used the student surveys to quantitatively distinguish the top-performing quartile of programs from the bottom quartile. We then examined in-depth qualitative fieldnotes on each program in the top and bottom quartiles. Our analyses revealed six key principles that distinguished the programs with the most positive student outcomes from those with the least positive: (1) ensuring basic needs (physiological and safety) are met; (2) ensuring instructional clarity; (3) providing emotional support for students; (4) highlighting the novelty of the activities and setting; (5) maintaining or restoring student attention; and (6) providing a cohesive and thematic experience with clear purpose. There are many ways to embody the six principles. We share examples for each. [ABSTRACT FROM AUTHOR]
Copyright of Environmental Education Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Principles for better environmental education field trips for early adolescent youth in the United States: an empirical study.
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  Data: <searchLink fieldCode="JN" term="%22Environmental+Education+Research%22">Environmental Education Research</searchLink>. Jan2026, Vol. 32 Issue 1, p232-255. 24p.
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  Data: Which approaches lead to better outcomes for participants in environmental education (EE) field trips? This manuscript builds upon previous large-sample quantitative research that identified effective elements of single-day EE field trip programs for early adolescent youth across the USA. In this mixed-methods study, we observed 87 EE-focused school field trips in the USA and then surveyed youth participants immediately afterwards. We used the student surveys to quantitatively distinguish the top-performing quartile of programs from the bottom quartile. We then examined in-depth qualitative fieldnotes on each program in the top and bottom quartiles. Our analyses revealed six key principles that distinguished the programs with the most positive student outcomes from those with the least positive: (1) ensuring basic needs (physiological and safety) are met; (2) ensuring instructional clarity; (3) providing emotional support for students; (4) highlighting the novelty of the activities and setting; (5) maintaining or restoring student attention; and (6) providing a cohesive and thematic experience with clear purpose. There are many ways to embody the six principles. We share examples for each. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Environmental Education Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Jan2026
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