The answers to open questions have been used to provide overall quantitative
data on the expectations for and impacts of the courses. The data for the
specific, curriculum-focused questions have been collated as appropriate for
each type of course. The percentage values quoted are based upon the
number of questionnaires received and, where applicable, upon the number of
responses made to each question.
The overwhelming response of the students participating in all courses was
very positive. Ninety seven percent of students who responded stated that
they had enjoyed their course (although 11% of these had a least one
reservation). Eighty three percent would definitely go on a similar trip again -
I’d love to go again - and a further 10% would go if some changes were
made. Suggested changes included better food, choosing their own room,
more free time, less school work. Many students welcomed the opportunity to
do new things, be in nature, to get to know people in school better. They
described the courses as brilliant / amazing / wonderful, the best school trip
ever, a great time, fun, interesting and educational, I will never forget it.
Students in one group expressed the most doubt about going on another trip,
most citing too much work as the main reason. This may have been as a
result of the course taking place after the end of the summer term.
More detailed feedback from the students is summarised below within the four
impacts defined by Rickinson et al. (2004). Comparisons have been drawn,
where possible, between student expectations before the course and how
they felt afterwards. While the main interest, for many science teachers and
educators, is likely to be on the cognitive impacts of field courses, affective,
interpersonal / social and physical / behavioural impacts are important for a
number of reasons, not least because the evidence suggests that unless
these impacts kick in, cognitive expectations are not met.
Cognitive expectations and impacts
Before the courses, about 7% of students were looking forward to learning
new things. After the courses, students were asked to describe their two best
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