Digital nature: Are field trips a thing of the past?

I awoke in the hut next to the pond. With an emphasis on my choice that day, I decided to crush between White Pine and Blackberry on the east coast of the pond and do some bird watching. Through their songs, I was able to identify mortar doves, blue birds, crows of America, and perhaps the northern cardinal. My method was shocked by the otter snorkelling in the pond to swim. On such a sunny day, I could not resist it. My morning mood is reflected in my condition indicator: discreet inspiration, exhaustion and hunger. My hiking trip was held in Walden, a video game, a game recently born in Henry David Thoreau. The ability to reach a new audience across schools and universities and conduct environmental education through the spread of this natural video game and simulation, and the rapidly growing online / digital learners community is a game rule It may still change, but it is still dangerous

Over the past 30 years, a great deal of research on field trips has been accumulated. Most of it is to decide whether field trips contribute to school-based education and learning, and to what extent they contribute to that degree. To a lesser extent, these experiences can create various learning outcomes. In the 1970s, many field trip-related studies of the 1980s and 1990s were conducted in informal learning environments such as museums, zoos, planets, or outdoor environments, or outside the campus as opposed to guidance in the university I focused on the possibilities of learning opportunities. Many of the studies focus on cognitive or conceptual outcomes and the general premise that school trip excursions must compete with classroom instruction to demonstrate their educational value It is based. Depending on settings and specific circumstances, other results may be displayed.

Over the past 25 years, we have learned a lot about field trips and how effective they become learning experiences. This research has been translated into various publications and "best practices" for field survey are provided. Now we need to do a lot of work to convert the concept of "best practices" into actual on-site experience, as the above problem shows, the focus of research can shift to implementation issues . We know what "good" field trip is, and we have found many obstacles that hinder ideal field trips. We now need to know more about how to overcome these obstacles.

Electronic field trips have many links to traditional types. Traditional field trip students visit people and places that do not usually contact when going to school, but electronic field trip students do the same. However, with electronic excursions, students are provided with a number of unique tools to improve follow-up activities based on excursion experience and expedition. Students can browse and download audiovisual materials, understand concepts further, and use them as research reporting tools. For example, a report on whales is augmented with a short film that shows how whales come to the surface to breathe through sound effects. Electronic access to the aquarium and zoo can enable this movie