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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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Bibliographic Details
Title: Principles for Better Environmental Education Field Trips for Early Adolescent Youth in the United States: An Empirical Study
Language: English
Authors: Marc J. Stern (ORCID 0000-0002-0294-8941), Robert B. Powell (ORCID 0000-0003-2775-2571), B. Troy Frensley (ORCID 0000-0002-4670-5503), Kelley C. Anderson (ORCID 0000-0003-4042-0360), Lydia Kiewra (ORCID 0000-0002-6025-9423), Malia Pownall, Talia Schmitt, Emily G. Thorpe
Source: Environmental Education Research. 2026 32(1):232-255.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 24
Publication Date: 2026
Sponsoring Agency: National Science Foundation (NSF), Division of Research on Learning in Formal and Informal Settings (DRL)
Contract Number: 1906610
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 5
Intermediate Grades
Middle Schools
Grade 6
Grade 7
Junior High Schools
Secondary Education
Grade 8
Descriptors: Environmental Education, Field Trips, Early Adolescents, Student Attitudes, Program Effectiveness, Safety, Grade 5, Grade 6, Grade 7, Grade 8, Student Needs, Interpersonal Communication, Expectation, Novelty (Stimulus Dimension), Program Content, Attention, Personal Autonomy
DOI: 10.1080/13504622.2025.2502575
ISSN: 1350-4622
1469-5871
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.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1503103
Database: ERIC
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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.
ISSN:1350-4622
1469-5871
DOI:10.1080/13504622.2025.2502575