An Elementary School Environmental Education Field Trip: Long-Term Effects on Ecological and Environmental Knowledge and Attitude Development

By J. Farmer, D. Knapp, G. Benton. 2007

335 citations recorded by the source corpus.

Subfields: General Agricultural and Biological Sciences, Health, Toxicology and Mutagenesis, Management, Monitoring, Policy and Law

View Paper: https://www.semanticscholar.org/paper/7b63d8a389f7003f604a42a29f10b4849bd5b6be

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In General Agricultural and Biological Sciences

1. S. Jose
2. J. Jordan
3. Louis S. Nadelson
4. Christine Moseley
5. Patricia G. Patrick

In Health, Toxicology and Mutagenesis

1. J. Jordan
2. Louis S. Nadelson
3. Christine Moseley
4. Patricia G. Patrick

In Management, Monitoring, Policy and Law

1. J. Jordan
2. Louis S. Nadelson
3. Christine Moseley
4. Patricia G. Patrick

Citations in the corpus

• Experiential learning theory: the importance of outdoor classrooms in environmental education (2017, background): “…trips as informal learning environments that have a positive impact on the learning of facts and concepts (Bamberger & Tal, 2006; Miglietta, Belmonte, & Boero, 2008) and improve students’ short-term cognitive knowledge (Farmer et al., 2007; Knapp & Barrie, 2001; Prokop, Tuncer, & Kvasnicak, 2007).”
• Student Attitudes Toward and Recall of Outside Day: An Environmental Science Field Trip (2012, methodology): “Second, similar to the work of Farmer, Knapp, and Benton (2007), Knapp (2000), and Morrell (2003), we delayed for a month posttesting the participating sixth-grade students to determine their recall of the Outside Day field trip experience.”