components of a field trip report

Field Trip Report

Report generator.

Who does not like field trips? When you were a kid or when you were still attending school, you would have gone through field trips and often than not asked to write a report about it. You get to visit different places and learn from it. A lot of people who have gone through field trips often expect to have a written report about it, but it is of course different from when you were a kid or a student. There are some who do go on field trips who are tasked to make reports like those in agricultural businesses or have graduated within the field of agriculture. To get to know more about what can be expected in a field trip report, let’s check out the example templates below for more information. Check out  10+ Trip Report Examples & Templates .

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10+ Field Trip Report Examples

1. data field trip report.

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2. Field Trip Report Template

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3. Formal Field Trip Report

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4. Professional Field Trip Report

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5. Field Trip Report in PDF

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6. General Field Trip Report

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7. Temple Field Trip Report

8. Field Trip Report Form

9. Draft Field Trip Report

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10. Construction Field Trip Report

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11. Printable Field Trip Report

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What Is a Field Trip Report?

What is a field trip report? A field trip report is a document that describes , summarizes and explains the things that have been done during the field trip. Whether or not the field trip may have been done as work related, school related, or even personal or family related. There is no denying, field trips can be fun and informative. A field trip report consists of an introduction, a body and a conclusion. Basically like writing a report. In addition, the field trip report contains information and the reason for the said field trip. Working in agriculture, a field trip report is a required paperwork to explain the process of the agricultural work and any issues that may slow down the agricultural business. Lastly, when you think of field trip reports, you think of information necessary to record and explain. The document is also used as a means of record to be sure that everything is going as it should. See  13 + Business Trip Report Examples . 

How to Write a Field Trip Report

How do you write a report for a field trip? For students, they are given a template for them to follow and write down what they see and learn. On a work related or professional level, the person who went on the field trip is required to make a report of what they have observed and what they may take from the learning experience. Regardless of what the field trip may be and for who it is for, writing the report is needed. With that being said, a list of steps to take to make a field trip report. For students on a field trip see  12+ Permission Slip Templates . 

1. Make an Interesting Title and Introduction

To start making a field trip report, you must also make an interesting title and an interesting introduction. What this simply means is that, to get your audiences’ attention, you must grab it with an interesting title. The title must be about the field trip you went on. The same goes for an introduction. Avoid adding too much detail in the introduction.

2.  Tell It in Story Format

Telling your report in story format is fine, but do avoid making it sound fiction when it is supposed to be non-fiction. Writing the report can also be written in an essay format. Again as long as you avoid adding too many flimsy words that may make your report sound more fiction than non-fiction. Another way to make it is to outline your report to make it easier. Outlining helps a lot.

3. Jargon Must Be Clear and Concise

Jargon . There may be times that we are tempted to use different jargon to express what we feel and see in the field trip report. But make sure that the jargon you are using is easy enough for the audience to understand. The use of jargon must be clear and concise throughout your report. See  6+ Jargon Examples in Literature – PDF .

4. Review Your Trip Report

The last thing to do is to review the trip report. Just to be sure that you have added an introduction, the body and your conclusion. The jargon should be understandable, the details complete and of course check on your grammar and spelling throughout the report.

What is a field trip report?

When you hear the words field trip, the first thing that may come to mind is your childhood memories filled with those trips either made with family, friends or school. With school, you are asked to make a report or an essay about what you did on the field trip. A field trip  report is a document that describes , summarizes and explains the things that have been done during the field trip. Whether or not the field trip may have been done as work related, school related, or even personal or family related.

How do you make a field trip report?

To make a field trip report, you must remember to make it interesting. Capture the attention of the audience. Add in some photos if you have any, but remember the main focus is in your words or how you express it in a story.

Why do you need a field trip report?

The need for making the report may vary. For students, it is a way for them to express what they felt during the field trip. For business purposes, it is to explain the ongoing projects or the ongoing business that they have.

Who does not like field trips? A lot of people may find it useless as they may not have had the best field trips growing up, but it’s not too late for that. Field trip reports are made for varying reasons, one reason would be to describe and talk about the things they see. For a business point of view, it would be for the prospect of expanding to other places.

Text prompt

• Instructive
• Professional

Generate a report on the impact of technology in the classroom on student learning outcomes

Prepare a report analyzing the trends in student participation in sports and arts programs over the last five years at your school.

Organizing Your Social Sciences Research Assignments

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The purpose of a field report in the social sciences is to describe the deliberate observation of people, places, and/or events and to analyze what has been observed in order to identify and categorize common themes in relation to the research problem underpinning the study. The content represents the researcher's interpretation of meaning found in data that has been gathered during one or more observational events.

Flick, Uwe. The SAGE Handbook of Qualitative Data Collection . London: SAGE Publications, 2018; Lofland, John, David Snow, Leon Anderson, and Lyn H. Lofland. Analyzing Social Settings: A Guide to Qualitative Observation and Analysis. Long Grove, IL: Waveland Press, 2022; Baker, Lynda. "Observation: A Complex Research Method." Library Trends 55 (Summer 2006): 171-189.; Kellehear, Allan. The Unobtrusive Researcher: A Guide to Methods . New York: Routledge, 2020.

How to Approach Writing a Field Report

How to Begin

Field reports are most often assigned in disciplines of the applied social sciences [e.g., social work, anthropology, gerontology, criminal justice, education, law, the health care services] where it is important to build a bridge of relevancy between the theoretical concepts learned in the classroom and the practice of actually doing the work you are being taught to do. Field reports are also common in certain science disciplines [e.g., geology] but these reports are organized differently and serve a different purpose than what is described below.

Professors will assign a field report with the intention of improving your understanding of key theoretical concepts by applying methods of careful and structured observation of, and reflection about, people, places, or phenomena existing in their natural settings. Field reports facilitate the development of data collection techniques and observation skills and they help you to understand how theory applies to real world situations. Field reports are also an opportunity to obtain evidence through methods of observing professional practice that contribute to or challenge existing theories.

We are all observers of people, their interactions, places, and events; however, your responsibility when writing a field report is to conduct research based on data generated by the act of designing a specific study, deliberate observation, synthesis of key findings, and interpretation of their meaning.

When writing a field report you need to:

• Systematically observe and accurately record the varying aspects of a situation . Always approach your field study with a detailed protocol about what you will observe, where you should conduct your observations, and the method by which you will collect and record your data.
• Continuously analyze your observations . Always look for the meaning underlying the actions you observe. Ask yourself: What's going on here? What does this observed activity mean? What else does this relate to? Note that this is an on-going process of reflection and analysis taking place for the duration of your field research.
• Keep the report’s aims in mind while you are observing . Recording what you observe should not be done randomly or haphazardly; you must be focused and pay attention to details. Enter the observation site [i.e., "field"] with a clear plan about what you are intending to observe and record in relation to the research problem while, at the same time, being prepared to adapt to changing circumstances as they may arise.
• Consciously observe, record, and analyze what you hear and see in the context of a theoretical framework . This is what separates data gatherings from reporting. The theoretical framework guiding your field research should determine what, when, and how you observe and act as the foundation from which you interpret your findings in relation to the underlying assumptions embedded in the theoretical framework .

Techniques to Record Your Observations Although there is no limit to the type of data gathering techniques you can use, these are the most frequently used methods:

Note Taking This is the most common and easiest method of recording your observations. Tips for taking notes include: organizing some shorthand symbols beforehand so that recording basic or repeated actions does not impede your ability to observe, using many small paragraphs, which reflect changes in activities, who is talking, etc., and, leaving space on the page so you can write down additional thoughts and ideas about what’s being observed, any theoretical insights, and notes to yourself that are set aside for further investigation. See drop-down tab for additional information about note-taking.

Photography With the advent of smart phones, an almost unlimited number of high quality photographs can be taken of the objects, events, and people observed during a field study. Photographs can help capture an important moment in time as well as document details about the space where your observation takes place. Taking a photograph can save you time in documenting the details of a space that would otherwise require extensive note taking. However, be aware that flash photography could undermine your ability to observe unobtrusively so assess the lighting in your observation space; if it's too dark, you may need to rely on taking notes. Also, you should reject the idea that photographs represent some sort of "window into the world" because this assumption creates the risk of over-interpreting what they show. As with any product of data gathering, you are the sole instrument of interpretation and meaning-making, not the object itself. Video and Audio Recordings Video or audio recording your observations has the positive effect of giving you an unfiltered record of the observation event. It also facilitates repeated analysis of your observations. This can be particularly helpful as you gather additional information or insights during your research. However, these techniques have the negative effect of increasing how intrusive you are as an observer and will often not be practical or even allowed under certain circumstances [e.g., interaction between a doctor and a patient] and in certain organizational settings [e.g., a courtroom]. Illustrations/Drawings This does not refer to an artistic endeavor but, rather, refers to the possible need, for example, to draw a map of the observation setting or illustrating objects in relation to people's behavior. This can also take the form of rough tables, charts, or graphs documenting the frequency and type of activities observed. These can be subsequently placed in a more readable format when you write your field report. To save time, draft a table [i.e., columns and rows] on a separate piece of paper before an observation if you know you will be entering data in that way.

NOTE:   You may consider using a laptop or other electronic device to record your notes as you observe, but keep in mind the possibility that the clicking of keys while you type or noises from your device can be obtrusive, whereas writing your notes on paper is relatively quiet and unobtrusive. Always assess your presence in the setting where you're gathering the data so as to minimize your impact on the subject or phenomenon being studied.

ANOTHER NOTE:   Techniques of deliberate observation and data gathering are not innate skills; they are skills that must be learned and practiced in order to achieve proficiency. Before your first observation, practice the technique you plan to use in a setting similar to your study site [e.g., take notes about how people choose to enter checkout lines at a grocery store if your research involves examining the choice patterns of unrelated people forced to queue in busy social settings]. When the act of data gathering counts, you'll be glad you practiced beforehand.

YET ANOTHER NOTE:   An issue rarely discussed in the literature about conducting field research is whether you should move around the study site while observing or remaining situated in one place. Moving around can be intrusive, but it facilitates observing people's behavior from multiple vectors. However, if you remain in one place throughout the observation [or during each observation], you will eventually blend into the background and diminish the chance of unintentionally influencing people's behavior. If the site has a complex set of interactions or interdependent activities [e.g., a play ground], consider moving around; if the study site is relatively fixed [e.g., a classroom], then consider staying in one place while observing.

Examples of Things to Document While Observing

• Physical setting . The characteristics of an occupied space and the human use of the place where the observation(s) are being conducted.
• Objects and material culture . This refers to the presence, placement, and arrangement of objects that impact the behavior or actions of those being observed. If applicable, describe the cultural artifacts representing the beliefs [i.e., the values, ideas, attitudes, and assumptions] of the individuals you are observing [e.g., the choice of particular types of clothing in the observation of family gatherings during culturally specific holidays].
• Use of language . Don't just observe but  listen to what is being said, how is it being said, and the tone of conversations among participants.
• Behavior cycles . This refers to documenting when and who performs what behavior or task and how often they occur. Record at which stage this behavior is occurring within the setting.
• The order in which events unfold . Note sequential patterns of behavior or the moment when actions or events take place and their significance. Also, be prepared to note moments that diverge from these sequential patterns of behavior or actions.
• Physical characteristics of subjects. If relevant, document personal characteristics of individuals being observed. Note that, unless this data can be verified in interviews or from documentary evidence, you should only focus on characteristics that can be clearly observed [e.g., clothing, physical appearance, body language].
• Expressive body movements . This would include things like body posture or facial expressions. Note that it may be relevant to also assess whether expressive body movements support or contradict the language used in conversation [e.g., detecting sarcasm].

Brief notes about all of these examples contextualize your observations; however, your observation notes will be guided primarily by your theoretical framework, keeping in mind that your observations will feed into and potentially modify or alter these frameworks.

Sampling Techniques

Sampling refers to the process used to select a portion of the population for study . Qualitative research, of which observation is one method of data gathering, is generally based on non-probability and purposive sampling rather than probability or random approaches characteristic of quantitatively-driven studies. Sampling in observational research is flexible and often continues until no new themes emerge from the data, a point referred to as data saturation.

All sampling decisions are made for the explicit purpose of obtaining the richest possible source of information to answer the research questions. Decisions about sampling assumes you know what you want to observe, what behaviors are important to record, and what research problem you are addressing before you begin the study. These questions determine what sampling technique you should use, so be sure you have adequately answered them before selecting a sampling method.

Ways to sample when conducting an observation include:

• Ad Libitum Sampling -- this approach is not that different from what people do at the zoo; they observe whatever seems interesting at the moment. There is no organized system of recording the observations; you just note whatever seems relevant at the time. The advantage of this method is that you are often able to observe relatively rare or unusual behaviors that might be missed by more deliberately designed sampling methods. This method is also useful for obtaining preliminary observations that can be used to develop your final field study. Problems using this method include the possibility of inherent bias toward conspicuous behaviors or individuals, thereby missing mundane or repeated patterns of behavior, and that you may miss brief interactions in social settings.
• Behavior Sampling -- this involves watching the entire group of subjects and recording each occurrence of a specific behavior of interest and with reference to which individuals were involved. The method is useful in recording rare behaviors missed by other sampling methods and is often used in conjunction with focal or scan methods [see below]. However, sampling can be biased towards particular conspicuous behaviors.
• Continuous Recording -- provides a faithful record of behavior including frequencies, durations, and latencies [the time that elapses between a stimulus and the response to it]. This is a very demanding method because you are trying to record everything within the setting and, thus, measuring reliability may be sacrificed. In addition, durations and latencies are only reliable if subjects remain present throughout the collection of data. However, this method facilitates analyzing sequences of behaviors and ensures obtaining a wealth of data about the observation site and the people within it. The use of audio or video recording is most useful with this type of sampling.
• Focal Sampling -- this involves observing one individual for a specified amount of time and recording all instances of that individual's behavior. Usually you have a set of predetermined categories or types of behaviors that you are interested in observing [e.g., when a teacher walks around the classroom] and you keep track of the duration of those behaviors. This approach doesn't tend to bias one behavior over another and provides significant detail about a individual's behavior. However, with this method, you likely have to conduct a lot of focal samples before you have a good idea about how group members interact. It can also be difficult within certain settings to keep one individual in sight for the entire period of the observation without being intrusive.
• Instantaneous Sampling -- this is where observation sessions are divided into short intervals divided by sample points. At each sample point the observer records if predetermined behaviors of interest are taking place. This method is not effective for recording discrete events of short duration and, frequently, observers will want to record novel behaviors that occur slightly before or after the point of sampling, creating a sampling error. Though not exact, this method does give you an idea of durations and is relatively easy to do. It is also good for recording behavior patterns occurring at a specific instant, such as, movement or body positions.
• One-Zero Sampling -- this is very similar to instantaneous sampling, only the observer records if the behaviors of interest have occurred at any time during an interval instead of at the instant of the sampling point. The method is useful for capturing data on behavior patterns that start and stop repeatedly and rapidly, but that last only for a brief period of time. The disadvantage of this approach is that you get a dimensionless score for an entire recording session, so you only get one one data point for each recording session.
• Scan Sampling -- this method involves taking a census of the entire observed group at predetermined time periods and recording what each individual is doing at that moment. This is useful for obtaining group behavioral data and allows for data that are evenly representative across individuals and periods of time. On the other hand, this method may be biased towards more conspicuous behaviors and you may miss a lot of what is going on between observations, especially rare or unusual behaviors. It is also difficult to record more than a few individuals in a group setting without missing what each individual is doing at each predetermined moment in time [e.g., children sitting at a table during lunch at school]. The use of audio or video recording is useful with this type of sampling.

Alderks, Peter. Data Collection. Psychology 330 Course Documents. Animal Behavior Lab. University of Washington; Emerson, Robert M. Contemporary Field Research: Perspectives and Formulations . 2nd ed. Prospect Heights, IL: Waveland Press, 2001; Emerson, Robert M. et al. “Participant Observation and Fieldnotes.” In Handbook of Ethnography . Paul Atkinson et al., eds. (Thousand Oaks, CA: Sage, 2001), 352-368; Emerson, Robert M. et al. Writing Ethnographic Fieldnotes . 2nd ed. Chicago, IL: University of Chicago Press, 2011; Ethnography, Observational Research, and Narrative Inquiry. Writing@CSU. Colorado State University; Hazel, Spencer. "The Paradox from Within: Research Participants Doing-Being-Observed." Qualitative Research 16 (August 2016): 446-457; Pace, Tonio. Writing Field Reports. Scribd Online Library; Presser, Jon and Dona Schwartz. “Photographs within the Sociological Research Process.” In Image-based Research: A Sourcebook for Qualitative Researchers . Jon Prosser, editor (London: Falmer Press, 1998), pp. 115-130; Pyrczak, Fred and Randall R. Bruce. Writing Empirical Research Reports: A Basic Guide for Students of the Social and Behavioral Sciences . 5th ed. Glendale, CA: Pyrczak Publishing, 2005; Report Writing. UniLearning. University of Wollongong, Australia; Wolfinger, Nicholas H. "On Writing Fieldnotes: Collection Strategies and Background Expectancies.” Qualitative Research 2 (April 2002): 85-95; Writing Reports. Anonymous. The Higher Education Academy.

Structure and Writing Style

How you choose to format your field report is determined by the research problem, the theoretical framework that is driving your analysis, the observations that you make, and/or specific guidelines established by your professor. Since field reports do not have a standard format, it is worthwhile to determine from your professor what the preferred structure and organization should be before you begin to write. Note that field reports should be written in the past tense. With this in mind, most field reports in the social sciences include the following elements:

I.  Introduction The introduction should describe the research problem, the specific objectives of your research, and the important theories or concepts underpinning your field study. The introduction should describe the nature of the organization or setting where you are conducting the observation, what type of observations you have conducted, what your focus was, when you observed, and the methods you used for collecting the data. Collectively, this descriptive information should support reasons why you chose the observation site and the people or events within it. You should also include a review of pertinent literature related to the research problem, particularly if similar methods were used in prior studies. Conclude your introduction with a statement about how the rest of the paper is organized.

II.  Description of Activities

Your readers only knowledge and understanding of what happened will come from the description section of your report because they were not witnesses to the situation, people, or events that you are writing about. Given this, it is crucial that you provide sufficient details to place the analysis that will follow into proper context; don't make the mistake of providing a description without context. The description section of a field report is similar to a well written piece of journalism. Therefore, a useful approach to systematically describing the varying aspects of an observed situation is to answer the "Five W’s of Investigative Reporting." As Dubbels notes [p. 19], these are:

• What -- describe what you observed. Note the temporal, physical, and social boundaries you imposed to limit the observations you made. What were your general impressions of the situation you were observing. For example, as a student teacher, what is your impression of the application of iPads as a learning device in a history class; as a cultural anthropologist, what is your impression of women's participation in a Native American religious ritual?
• Where -- provide background information about the setting of your observation and, if necessary, note important material objects that are present that help contextualize the observation [e.g., arrangement of computers in relation to student engagement with the teacher].
• When -- record factual data about the day and the beginning and ending time of each observation. Note that it may also be necessary to include background information or key events which impact upon the situation you were observing [e.g., observing the ability of teachers to re-engage students after coming back from an unannounced fire drill].
• Who -- note background and demographic information about the individuals being observed e.g., age, gender, ethnicity, and/or any other variables relevant to your study]. Record who is doing what and saying what, as well as, who is not doing or saying what. If relevant, be sure to record who was missing from the observation.
• Why -- why were you doing this? Describe the reasons for selecting particular situations to observe. Note why something happened. Also note why you may have included or excluded certain information.

III.  Interpretation and Analysis

Always place the analysis and interpretations of your field observations within the larger context of the theoretical assumptions and issues you described in the introduction. Part of your responsibility in analyzing the data is to determine which observations are worthy of comment and interpretation, and which observations are more general in nature. It is your theoretical framework that allows you to make these decisions. You need to demonstrate to the reader that you are conducting the field work through the eyes of an informed viewer and from the perspective of a casual observer.

Here are some questions to ask yourself when analyzing your observations:

• What is the meaning of what you have observed?
• Why do you think what you observed happened? What evidence do you have for your reasoning?
• What events or behaviors were typical or widespread? If appropriate, what was unusual or out of the ordinary? How were they distributed among categories of people?
• Do you see any connections or patterns in what you observed?
• Why did the people you observed proceed with an action in the way that they did? What are the implications of this?
• Did the stated or implicit objectives of what you were observing match what was achieved?
• What were the relative merits of the behaviors you observed?
• What were the strengths and weaknesses of the observations you recorded?
• Do you see connections between what you observed and the findings of similar studies identified from your review of the literature?
• How do your observations fit into the larger context of professional practice? In what ways have your observations possibly changed or affirmed your perceptions of professional practice?
• Have you learned anything from what you observed?

NOTE:   Only base your interpretations on what you have actually observed. Do not speculate or manipulate your observational data to fit into your study's theoretical framework.

IV.  Conclusion and Recommendations

The conclusion should briefly recap of the entire study, reiterating the importance or significance of your observations. Avoid including any new information. You should also state any recommendations you may have based on the results of your study. Be sure to describe any unanticipated problems you encountered and note the limitations of your study. The conclusion should not be more than two or three paragraphs.

V.  Appendix

This is where you would place information that is not essential to explaining your findings, but that supports your analysis [especially repetitive or lengthy information], that validates your conclusions, or that contextualizes a related point that helps the reader understand the overall report. Examples of information that could be included in an appendix are figures/tables/charts/graphs of results, statistics, pictures, maps, drawings, or, if applicable, transcripts of interviews. There is no limit to what can be included in the appendix or its format [e.g., a DVD recording of the observation site], provided that it is relevant to the study's purpose and reference is made to it in the report. If information is placed in more than one appendix ["appendices"], the order in which they are organized is dictated by the order they were first mentioned in the text of the report.

VI.  References

List all sources that you consulted and obtained information from while writing your field report. Note that field reports generally do not include further readings or an extended bibliography. However, consult with your professor concerning what your list of sources should be included and be sure to write them in the preferred citation style of your discipline or is preferred by your professor [i.e., APA, Chicago, MLA, etc.].

Alderks, Peter. Data Collection. Psychology 330 Course Documents. Animal Behavior Lab. University of Washington; Dubbels, Brock R. Exploring the Cognitive, Social, Cultural, and Psychological Aspects of Gaming and Simulations . Hershey, PA: IGI Global, 2018; Emerson, Robert M. Contemporary Field Research: Perspectives and Formulations . 2nd ed. Prospect Heights, IL: Waveland Press, 2001; Emerson, Robert M. et al. “Participant Observation and Fieldnotes.” In Handbook of Ethnography . Paul Atkinson et al., eds. (Thousand Oaks, CA: Sage, 2001), 352-368; Emerson, Robert M. et al. Writing Ethnographic Fieldnotes . 2nd ed. Chicago, IL: University of Chicago Press, 2011; Ethnography, Observational Research, and Narrative Inquiry. Writing@CSU. Colorado State University; Pace, Tonio. Writing Field Reports. Scribd Online Library; Pyrczak, Fred and Randall R. Bruce. Writing Empirical Research Reports: A Basic Guide for Students of the Social and Behavioral Sciences . 5th ed. Glendale, CA: Pyrczak Publishing, 2005; Report Writing. UniLearning. University of Wollongong, Australia; Wolfinger, Nicholas H. "On Writing Fieldnotes: Collection Strategies and Background Expectancies.” Qualitative Research 2 (April 2002): 85-95; Writing Reports. Anonymous. The Higher Education Academy.

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Field Report – Steps, Structure & Data Collection

Researchers write field reports to combine the theoretical concepts learned in the classroom with observation methods applied out of the classroom. Field reports are used to describe an observed event, person or place and analysing the observed data to identify and categorize the themes about the research problems outlined in the study.

In most cases, the data is usually in the form of notes taken while observing the event, person or place. It can also include other data-gathering forms such as illustrations, photography and audio recordings to name a few. Having a basic idea about sampling method, some experience with research report writing, framing research questions, and data collection techniques, qualitative research & quantitative research are of additional advantage.

Also Read: Getting started with Thesis Writing

How to write a field report?

Field reports are usually prepared by employees in the social sciences departments. These departments include criminal justice, anthropology, health care, law and social work to name a few. In these professions it is crucial to do field research and construct a bridge of relevance between theory learned in class and doing the work that you’ve been taught to do practically. People in science and technology departments such as geology also generate field reports. However, they are organized differently than what we are talking about.

Employers and professors assign field reports to improve how you think and understand key concepts through a well-structured method of observation and reflection on real-life practices. A theoretical framework is essential just like a field research. Field reports allow researchers to develop new techniques to collect data while improving their observation skills.

They also help researchers understand how theoretical concepts apply in the real world. Field reports offer opportunities and additional information to obtain evidence through observational practices that challenge and improve current theories.

Everyone who goes out of their home is an observer of places, people and events, however, when writing a field report, you are responsible for creating a research study that is supported by data obtained through observation, findings and interpreting their meaning. When writing your field report for any field study, you need to:

• Observe and record the aspects of a situation accurately – Approaching your area of study with a clear and concise plan about what you are going to observe, where you’ll conduct your observation and the data collection method that you’ll use to collect and record data is crucial.
• Analyse what you observe – Looking for the meaning in every action observed will enhance clarity in your field report. Ask yourself: What is happening here? What does this action signify? Remember, this process never ends.
• Keep your goals in mind while observing – Recording what you see and hear in your area of study should not be done haphazardly. Instead, you should pay attention to detail. Go to the field with a detailed plan of what you intend to observe and note down. Also, be flexible and adaptable when things change.
• Record and analyse what you observe in your theoretical framework context – This section separates the researcher who is just gathering data from one who is simply reporting. Your theoretical framework should act as the foundation that enables you to interpret what you find.

Recording Your Observations

Taking notes.

This is one of the best and easiest ways to record your field observations. When taking notes, you should come up and organize a few symbols so that recording a repeated action does not affect your ability to pay attention.

You should also take short notes, record changes in activities and leaving some space in the end where you can write down any brilliant idea or thought about what you are observing. Remember to write down anything that needs further investigation.

Audio & Video Recordings

Audio and video recordings have a positive effect of giving you an unaltered observation of an event. It also allows you to review what you’ve analysed countless times. The negative effect of audio and video recording is increasing your intrusion levels as an observer. The majority of people will change how they talk or behave when they are recorded.

Drawings and Illustrations

You don’t have to be an artist to create drawings and illustrations of objects or people’s behaviour. You can use rough tables and graphs to document what you are observing. You can always recreate your drawings and make them readable while writing your field report.

Some of the things to document while observing

• Physical setting – These are the characteristics of a specified place of observation
• Objects and materials – These are all the objects that are present and arranged in the physical setting that affect the behaviour of the subjects. Some of these objects include attitudes, beliefs, values, and assumptions of your subjects.
• Language – Observing also involves listening to what your participants are saying and how they communicate with each other.
• Behaviour – This refers to noting down the participants who perform a particular task and how they behave. Recording the behavioural stages in the setting will greatly benefit you.
• Order of events unfolding – Pay attention to the pattern of action or events that are taking place and their relevance. It can also be described as time period during which a particular event took place.
• Physical characteristics of respondents – This includes clothing, gender, and physical attributes to name a few. Keep in mind that your observations will greatly affect the framework of your field report.

How to structure your field report?

Field Reporting requires you to start with determining your research problem , the observations you make and the guidelines that you are going to follow. Since most field reports don’t have a standard format, it is important to go through the guidelines of your organization or educational institution. Most them have the following components:

Introduction

The introduction is the section where the objectives and important concepts of the field of study are outlined. The introduction describes the nature of your settings, your observations and the methods that you used to collect and gather information.

Description of activities

Your readers will want to understand what happened during your field research because they were not witnesses in the events that you describing. It is crucial to provide details of your place of analysis. The description section helps you describe the five W’s namely:

• What – describe what you saw and heard in your area of study
• Where – write about the background information of the setting that you’ve observed
• Why – Describe why you are doing what you are doing. Write why something happened and why you included or excluded some information.
• Who – describe the participants in terms of gender, age, ethnicity and other relevant variables from your observation.
• When – Record the day or time the actions observed occurred and how time impacted your participants.

Interpretation

As a researcher, it is your responsibility to determine which observations you are going to interpret. Your theoretical framework will help you make this decision. You should show the reader that you are interpreting events like an informed viewer and not an amateur.

Conclusion and recommendation

The conclusion should briefly summarize your entire field report and emphasize the importance of your observations. You should avoid including new information in this section. Also, remember to highlight any recommendations that you’ll have. The conclusion should not exceed three paragraphs.

You should list every source that you used while writing your field report in this section. You should consult your professor or employer regarding the format to use when writing this section.

After reading and understanding all the points described in the sections above, writing a field report should not be difficult. The more you’ll do it, the easier it will become. Happy writing!

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• Sample Reports

Field Trip Report Samples [ Agriculture, Educational, Environmental ]

Are you a student who recently went on an educational field trip? Or perhaps you are a professional researcher in agriculture who needs to conduct an observation and analysis of a particular farm? If you consider engaging in field research paper, and supporting research in difficult environments, you need to have the right skills and expertise in managing effective and safer research statement. Working on different types of field reports can be nerve-racking and challenging for most of the students or new researchers. Don’t fret because in this article, we have some downloadable field trip report samples to guide you. Keep on reading!

Field Trip Report

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[School Name] Field Trip Report

Trip Details :

• Date : May 24, 2024
• Destination : Natural History Museum, Springfield
• Grade Level : 5th Grade
• Teacher in Charge : Mrs. Laura Bennett

The primary objectives of the field trip to the Natural History Museum were:

• To enhance students’ understanding of prehistoric life and geological history.
• To provide a hands-on learning experience related to the current science curriculum.
• To inspire interest in natural history and the sciences.

9:00 AM – Departure from School :

• Students boarded the bus at 8:45 AM and departed from school at 9:00 AM.

10:00 AM – Arrival at Museum :

• The group arrived at the Natural History Museum and were greeted by the museum staff who provided an overview of the day’s schedule.

10:15 AM – Guided Tour of the Dinosaur Exhibit :

• A museum guide led the students through the dinosaur exhibit, highlighting various species, their habitats, and the periods in which they lived.

11:30 AM – Interactive Workshop on Fossils :

• Students participated in a workshop where they learned about fossil formation and were able to handle real fossils.

12:30 PM – Lunch Break :

• Students had lunch in the museum’s designated picnic area.

1:15 PM – Exploration of the Earth Science Wing :

• The group explored exhibits on geology, including rock formations, minerals, and the Earth’s layers.

2:00 PM – Educational Film :

• Students watched an educational film on the evolution of life on Earth in the museum’s theater.

2:45 PM – Free Exploration and Souvenir Shop :

• Students had the opportunity to explore other exhibits of interest and visit the souvenir shop.

3:30 PM – Departure from Museum :

• The group boarded the bus and left the museum at 3:30 PM.

4:30 PM – Arrival at School :

• Students returned to school at 4:30 PM.

The field trip successfully met its objectives, as evidenced by:

• Increased Engagement : Students showed high levels of interest and engagement during the museum tour and activities.
• Enhanced Understanding : The hands-on experiences and interactive workshops helped reinforce the science concepts being studied in class.
• Positive Feedback : Both students and chaperones provided positive feedback about the trip, highlighting the dinosaur exhibit and fossil workshop as the most enjoyable parts.
• Extended Time : Allow more time for free exploration as students were particularly enthusiastic about the interactive exhibits.
• Pre-Trip Preparation : Provide students with background information and pre-visit activities to enhance their learning experience.
• Follow-Up Activities : Incorporate follow-up activities in the classroom to reinforce what was learned during the trip.

Special thanks to the parent volunteers and museum staff for their support and assistance in making this field trip a success.

Report Prepared By : Mrs. Laura Bennett 5th Grade Teacher [School Name] May 24, 2024

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School Name: Springfield High School Date of Field Trip: May 15, 2024 Location: Springfield Science Museum Teacher: Ms. Sarah Thompson Grade: 9th Grade Number of Students: 25

The main objectives of this field trip were to:

• Enhance students’ understanding of scientific concepts through real-world exhibits.
• Provide hands-on learning experiences that complement classroom instruction.
• Foster students’ curiosity and interest in science.

The field trip to the Springfield Science Museum included a variety of educational activities and exhibits. Highlights of the trip included:

• The museum staff provided an overview of the exhibits and safety guidelines.
• Students were divided into small groups, each supervised by a chaperone.
• Dinosaur Exhibit: Students learned about different dinosaur species, fossils, and paleontology.
• Planetarium Show: A 30-minute show about the solar system, stars, and galaxies.
• Interactive Science Lab: Students participated in hands-on experiments related to physics and chemistry.
• Robotics Workshop: Students built and programmed simple robots, reinforcing concepts from their technology and engineering classes.
• Students enjoyed a picnic lunch in the museum’s outdoor garden area.
• Students had the opportunity to explore other exhibits of interest, such as the human body, energy conservation, and environmental science.

The field trip successfully met its objectives. Key learning outcomes included:

• Enhanced understanding of scientific principles through direct observation and interaction with exhibits.
• Increased student engagement and interest in science subjects.
• Improved teamwork and collaboration skills through group activities and discussions.

Students provided positive feedback about the field trip, particularly enjoying the interactive science lab and the robotics workshop. They expressed excitement about the real-world applications of their classroom learning.

• Future Field Trips: Consider scheduling additional field trips to other educational venues, such as a natural history museum or a planetarium.
• Pre-Trip Preparation: Provide students with more background information and pre-trip assignments to enhance their learning experience.
• Post-Trip Activities: Implement follow-up activities in the classroom to reinforce the concepts learned during the field trip.

The field trip to the Springfield Science Museum was a valuable educational experience for the 9th-grade students. It successfully achieved its objectives of enhancing scientific understanding and fostering a love for learning. Future trips of this nature are highly recommended to continue providing students with enriching educational opportunities.

Submitted by: Ms. Sarah Thompson 9th Grade Science Teacher Springfield High School

Date: May 20, 2024

University Name: Metropolis University Date of Field Trip: May 10, 2024 Location: Metropolis Biotechnology Research Center Course: Advanced Molecular Biology Instructor: Dr. Emily Carter Number of Students: 30

• Provide students with an opportunity to observe cutting-edge biotechnology research and applications.
• Enhance students’ understanding of molecular biology concepts through real-world exposure.
• Foster connections between academic learning and industry practices.

The field trip to the Metropolis Biotechnology Research Center included a variety of educational activities and presentations. Highlights of the trip included:

• The center’s director provided an overview of the research facility, its mission, and safety guidelines.
• Students were briefed on the day’s schedule and divided into small groups for better interaction.
• Genomics Lab: Students observed ongoing research on gene editing using CRISPR technology.
• Protein Engineering Lab: Demonstrations on the design and production of therapeutic proteins.
• Bioinformatics Suite: Insight into how computational tools are used to analyze biological data.
• Cancer Research: Presentation on the latest advancements in cancer immunotherapy.
• Environmental Biotechnology: Discussion on bioremediation techniques for environmental cleanup.
• Agricultural Biotechnology: Overview of genetically modified crops and their benefits.
• Hands-On Experiment: Students participated in a DNA extraction experiment, providing practical experience in a laboratory setting.
• Students had lunch with researchers and staff, providing an opportunity to discuss career paths and industry trends.
• An open forum where students could ask questions and engage in discussions with leading scientists and researchers.
• Enhanced understanding of molecular biology and biotechnology through direct observation and interaction with experts.
• Increased student engagement and interest in pursuing careers in biotechnology and related fields.
• Improved practical skills through hands-on laboratory experience.

Students provided overwhelmingly positive feedback about the field trip. They particularly appreciated the hands-on experiment and the opportunity to interact with researchers. Many students expressed a deeper interest in biotechnology and a desire to explore research opportunities.

• Future Field Trips: Organize additional field trips to other research institutions and biotech companies to broaden students’ exposure to the field.
• Pre-Trip Preparation: Assign pre-trip readings and discussions to ensure students have a solid understanding of the concepts they will observe.
• Post-Trip Activities: Conduct follow-up activities, such as lab reports or presentations, to reinforce the learning experience.

The field trip to the Metropolis Biotechnology Research Center was an invaluable educational experience for the Advanced Molecular Biology students. It successfully achieved its objectives of enhancing scientific understanding and fostering a connection between academic learning and industry practices. Future trips of this nature are highly recommended to continue providing students with enriching educational opportunities.

Submitted by: Dr. Emily Carter Professor of Molecular Biology Metropolis University

School Name: Green Valley High School Date of Field Trip: May 12, 2024 Location: Green Valley Nature Reserve Course: AP Biology Teacher: Mrs. Linda Parker Number of Students: 28

• Provide students with a hands-on learning experience in an ecological setting.
• Enhance students’ understanding of biodiversity, ecosystems, and environmental conservation.
• Apply classroom knowledge to real-world observations and field research.

The field trip to Green Valley Nature Reserve included a variety of educational activities and explorations. Highlights of the trip included:

• The nature reserve’s guide provided an overview of the reserve, its significance, and safety guidelines.
• Flora and Fauna Identification: Students identified various plant species, insects, birds, and other wildlife.
• Habitat Exploration: Examination of different habitats within the reserve, including wetlands, forests, and grasslands.
• Water Quality Testing: Students conducted tests on water samples from the reserve’s pond to measure pH, turbidity, and dissolved oxygen levels.
• Soil Sampling: Collection and analysis of soil samples to study composition and microorganism presence.
• Transect and Quadrat Sampling: Techniques used to estimate species diversity and abundance in different areas of the reserve.
• Species Observation: Recording and analyzing the behavior and interactions of various species.
• Discussion on Conservation Practices: Presentation by the reserve staff on the importance of conservation and the efforts being made to protect local ecosystems.
• Interactive Session: Students participated in a discussion on how they can contribute to conservation efforts.
• Students enjoyed a picnic lunch in a designated area of the reserve.
• Students shared their observations and findings, followed by a Q&A session with the reserve’s guide and biology teacher.
• Enhanced understanding of biodiversity and ecosystem dynamics through direct observation and hands-on activities.
• Increased student engagement and interest in environmental science and conservation.
• Improved practical skills in field research techniques and data analysis.

Students provided positive feedback about the field trip, particularly enjoying the hands-on activities and the opportunity to observe wildlife in their natural habitat. They expressed a greater appreciation for environmental conservation and a desire to participate in similar activities in the future.

• Future Field Trips: Plan additional trips to other ecological sites and reserves to provide students with a diverse range of environmental experiences.
• Pre-Trip Preparation: Assign pre-trip readings and activities to ensure students are well-prepared and informed about the topics they will explore.
• Post-Trip Activities: Implement follow-up assignments, such as field reports or presentations, to reinforce the learning experience and encourage further research.

The field trip to Green Valley Nature Reserve was an enriching educational experience for the AP Biology students. It successfully achieved its objectives of enhancing scientific understanding and fostering a connection between classroom learning and real-world ecology. Future trips of this nature are highly recommended to continue providing students with valuable educational opportunities.

Submitted by: Mrs. Linda Parker AP Biology Teacher Green Valley High School

Date: May 18, 2024

• Google Docs

Size: 96 KB

Writing a field trip report outline involves documenting the activities, experiences, and learning outcomes of the trip. Here are some tips to help you craft a comprehensive and effective field trip report:

• Include the name of the institution or school, the date of the field trip, the location visited, the course or subject related to the trip, the name of the teacher or instructor, and the number of students who participated.
• Clearly outline the objectives of the field trip. What were the educational goals? What did you hope the students would learn or experience?
• Provide a detailed summary of the activities that took place during the field trip. Describe the sequence of events, including any guided tours, workshops, experiments, or hands-on activities.
• Discuss the main learning outcomes of the trip. What concepts or skills did the students learn or reinforce? How did the trip enhance their understanding of the subject matter?
• If possible, include feedback from the students about their experiences. What did they enjoy the most? What did they find challenging or interesting?
• Offer recommendations for future field trips. What worked well and what could be improved? Suggest any additional activities or pre/post-trip assignments that could enhance the learning experience.
• Maintain a formal and professional tone throughout the sample report . Ensure that your writing is clear, concise, and free of grammatical errors.
• If appropriate, include photographs, charts, or diagrams that illustrate the activities and experiences of the field trip. Visual aids can make the report more engaging and informative.
• Include your own observations as the teacher or instructor. How did the students engage with the material? Were there any unexpected outcomes or particularly noteworthy moments?
• Summarize the overall success of the field trip in the conclusion. Reinforce the importance of such trips in achieving educational goals and fostering student engagement.

Size: 115 KB

A report format generally comprises several main parts, each serving a distinct function to ensure the document is clear, informative, and well-organized. The main parts of a report are as follows:

• Purpose: To provide essential information about the report.
• Content: Title of the report, author’s name, date, and any other relevant details such as the organization or institution.
• Purpose: To list the main sections and subsections of the report writin g with their page numbers.
• Content: An organized outline of the report’s structure for easy navigation.
• Purpose: To provide a brief summary of the report’s key points.
• Content: An overview of the objectives, methodology, findings, conclusions, and recommendations (if applicable), usually in a concise format.
• Purpose: To introduce the report’s topic, purpose, and scope.
• Content: Background information, objectives of the report, and an outline of what the report will cover.
• Purpose: To explain how the information was gathered or the research was conducted.
• Content: Detailed description of the methods, procedures, and tools used for data collection and analysis.
• Purpose: To present the data or information collected during the research or investigation.
• Content: Detailed account of the findings, often supported by tables, charts, graphs, or other visual aids to illustrate key points.
• Purpose: To interpret and analyze the findings.
• Content: Explanation of the significance of the findings, discussion of any patterns or trends observed, and how the findings relate to the report’s objectives or hypotheses.
• Purpose: To summarize the main findings and their implications.
• Content: Recap of the key points, addressing the objectives of the report, and providing a clear statement of the overall conclusions drawn from the research.
• Purpose: To suggest actions or further steps based on the findings.
• Content: Practical suggestions or recommendations for future research, policy changes, or other actions that should be taken.
• Purpose: To list all the sources of information cited in the report.
• Content: A detailed list of books, articles, websites, and other sources, formatted according to a standardized citation style.
• Purpose: To provide supplementary material that supports the main content.
• Content: Additional data, detailed tables, questionnaires, or other relevant documents referenced in the report but too lengthy to include in the main sections.

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Whether you are a graduate student who works with your academic advisors as you engage in field research or being one of the lead investigators of certain research projects, you need to be able to write a well-detailed and technical analysis field trip report. Additionally, you must use some diverse fieldwork methods such as ethnographic method, observational methods, comparative method, intersubjectivity, and other methods. To assist you in writing an informative field report, we provide you some downloadable and printable field trip report samples here in different formats. Simply click the field trip report templates in this article and start downloading now!

A field report is a clear and well-detailed report of a student or researcher while demonstrating primary activities, tasks, significant accomplishments, and other integral aspects of a field visit  report in a certain place or event through writing. 

Writing a clear and cohesive field report is essential to maintain the essence and content of the field trip. Thus, when you work on your field trip report , it must have good characteristics such as simplicity, consistency, precision and accuracy, topic relevance and many more. In order to guide you in preparing your narrative report of a field trip, we provide some useful tips that you should consider: 

First, you must conduct field research in the place or event that you are visiting. Your objectives should be measurable, actionable results that will support your field report writing. Ask some questions to the people around the area.  Some examples of field research are deciphering social metrics in a particular place, understanding the effects of food on child’s growth, etc.

Being cognizant on the specific figures can help you in completing the field report thoroughly. Know about the opinions, insights, and other quantitative data analysis which appear to be highly fundamental to your report. Collecting and preserving these figures in your field report will assist you and other researchers in understanding relevant themes of a research study plan . 

After that, you need to summarize the highlighted points of the field trip . It should be less than one page and easy for readers to skim. Use subheaders, short sentences, and bullet points to emphasize your main idea accurately.  Include facts such as primary research objectives, sample  timeline , and many others 

Provide a simple overview of field activities such as lectures, tours, sample worksheets, videos, and demonstrations.  List down each of the activities and tasks involved in the place that you are covering. 

Think deeply about the main purpose and benefits of visiting the area or place of your field research trip. Develop a conclusion of the entire field trip by presenting the useful elements of the field trip. Understand the key lessons you acquired from the field trip and explain how you have greatly benefited from them.  

The purpose of a field trip is to help the students to conduct careful observation and sample assessment of people, places, and/or events, as well as a comprehensive analysis of the observation details. In this way, the students can determine and organize prevalent topics according to the research problem of a certain study.

If you need to write a sample brief summary for a field trip, indicate a clear and concise title and demonstrate the major elements in your introduction. Then, provide comprehensive information of the facility that you visited. Add several examples about the activities and tasks that happened in the field trip. Discuss what are the things that surprised you and other findings you gathered during the field trip.

A field report sample is necessary for the student or researcher when it comes to combining theory and analysis acquired through the application of observation techniques and practices. On the other hand, a survey report is a written document which contains the details collected during the survey. 

A field trip is an educational outing where students or participants visit a location outside their regular classroom setting to explore and learn about specific subjects or concepts hands-on.

An example of a field trip is a visit to a natural history museum, where students can see and learn about fossils, dinosaurs, and various geological exhibits to enhance their understanding of Earth’s history.

In conclusion, this field trip report encapsulates the enriching experiences and educational insights gained during our excursion. The interactive learning opportunities provided a deeper understanding of [subject]. I extend gratitude to all participants, contributing to a memorable and valuable journey that enhances our collective knowledge and fosters a spirit of discovery.

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Field report: writing guide from a to z.

February 18, 2021

So, you’ve just been given the difficult task of writing a field report. In most cases, this is your first field report. As such, you probably have absolutely no idea about what to do and how to do it. Fortunately, writing such a report is not as difficult as you imagine. In this blog post, we will discuss everything about the field report. What is a field report? Get all the answers in one blog post! We will also show you how to write a field trip report the easy way. You will find a nice little template you can use and we will also be more than happy to help you with a 100% original sample – upon your request. Read on!

So, What Is a Field Report?

Where can i get a field report example, a simple field report template, writing a field report from start to finish.

• FAQ About the Field Report

Need a Great Field Report Sample?

But what is field report? This is a very good question; one that we would like to answer right from the start. Why? Because if you don’t know the definition of field report, you have little chance of writing one correctly. After all, you can’t write about something you don’t understand, can you?

Basically, a field report is an academic paper that requires you to combine the theory you’ve learned in the classroom with specific methods of observation (applied in a specific environment, outside of class) to describe a subject. Said subject can be a person, a group of persons, an event, or even an animal. This is basically the field report definition.

But what are the objectives of field trip report? This is where it gets a bit tricky. Your report should be very comprehensive and you need to show your professor that you’ve mastered not only the theoretical parts of analysis, but also the practical ones. You need to observe the subject and take note of all things that are of interest. You need to be able to categorize, make connections, gather evidence, organize evidence, and even work with photographs, audio recordings and illustrations. Bottom line, the observation phase is not easy to do.

When it comes to getting a good field report example, there are several options you can explore. However, only one of them is viable for most students. Here are some of the things you can try:

• Go online and try to find an example on a websit e. Now, it’s true that you may be able to find several examples. However, many of them are poorly written. They are missing vital information and may even be missing certain parts. Be aware that some websites will attempt to sell you pre-written reports, which is something you need to stay away from at all costs.
• You can ask around on blogs, forums or social media if somebody has a report example they can share with you. While you may get lucky and get an example, you have no way of knowing whether or not it is correctly written.
• Many students try to hire a freelance writer to write the report . The idea is good, but you need much more than a freelance writer who probably doesn’t know how to write a field trip report After all, just 1% of freelance writers have academic writing experience (and these people are quite expensive to hire).
• You can hire a writing service to get the job done . This is the best way to go if you want to make sure you get a top quality, complete product. For instance, our ENL writers have written hundreds of these reports, so they definitely know what they’re doing. They have access to the best field scouting report forms and know how to write field report sections in a way that will make your professor give you some bonus points.

If you don’t know how to write a field report, it is important to get a good template. Obviously, you will need to learn how to write a field study report eventually. However, by using a good template, you make your life a lot easier. You will always have the basic structure of the report right there in front of you. This means that with a good field report template or daily field report template, you won’t miss any important sections or information. Here is how the basic structure of a field report home looks like:

• An introduction where you describe the objective of your report and underline specific concepts (if any).
• A Description of Activities section. This is where you describe everything that you observe, so that your readers know what is happening.
• An Interpretation and Analysis section. This is the part where you need to interpret and analyze the data you’ve gathered during your observations.
• A Conclusion and Recommendations section. This is the conclusion of your report, so you should never include any new information here.

If necessary, you can add a fifth section, the Appendix. This section will support your analysis in case you need to include lengthy information. Use the Appendix section to include any graphs, charts, graphics, tables, or illustrations.

Now that you know the field study report definition and have a template to work with, it’s time to show you how to write the report from start to finish. Let’s get started:

• Write the introduction . Don’t explain your readers what is field trip report. Instead, provide a bit of background information about the objective of your report. Describe the theoretical perspective and talk a bit about the various types of observations you’ve used.
• Write the Description of Activities section . In other words, describe everything that you have observed in an well organized, logical manner. Each observation needs to be written as a separate paragraph and needs to answer the five Ws: What, Where, When, Who, Why.
• Write the Interpretation and Analysis section . This is where you are free to interpret and analyze all the data you have gathered during your observations. In other words, this section can get pretty lengthy. You are not required to discuss each and every observation, so pick the most important ones (and explain why you consider them to be the most important ones). In this section, you need to convince your professor that you are talking from the perspective of a knowledgeable viewer by applying the theoretical knowledge you’ve accumulated in class.
• Write the field trip report conclusion and include any recommendations . You will basically need to summarize everything and show how your observations support your thesis. The recommendation can be used as a call to action to end the conclusion.
• As with any essay, you must edit the report . Eliminate the unnecessary information and don’t be afraid to delete entire sections if necessary. Your field report is, after all, an academic paper. It should be unbiased, objective and to the point. Also, make sure it is well organized.
• The last thing you need to do is proofread the paper . We would advise you to proofread the field report twice to make sure you didn’t miss anything. You can easily lose points over a few typos, so don’t risk it.

Frequently Asked Questions About the Field Report

Q: What are the differences between a daily field report and a regular report?

A: There are minor differences between field report types, and they all have to do with time. A daily field report is completed daily, while a regular report can take a couple of days or a couple of weeks to compile. The time span of the observations is different, that’s the major difference.

Q: What is the best field report app you can use?

A: Truth be told, we don’t know about any applications that can do a field report for you. In any case, you don’t even need such an app to do a field observation report. A notebook and a pen, a camera and a voice recorder are more than enough tools to record your observations.

Q: What are the top 3 tips you can give me?

A: Here they are:

• Before you begin writing the field experience report, you need to accurately record all aspects of the situation. It’s good to have a plan in place so you don’t miss anything.
• Analyze your observations and try to find the meaning of the things you are observing. Try to figure out what is happening and why it is happening.
• Remember that you need to write a report. Keep this in mind as you do the observations. Stay focused and pay attention to even minor details. Record every piece of new information.

Q: How to sample during the observations phase?

A: There are various methods to sample. For example, Ad Libitum sampling simply means observing what you deem important at a given moment. Behavior sampling translates to observing an entire group and noting specific individual behaviors. Continuous recording sampling and focal sampling are two other widely used methods for a field study report.

We realize you may not know how to write a field observation report. Or perhaps you want to learn how to write a field report for geography in just one day. However, there is an easy way to learn more about the field report. You can simply contact us and request a field report or an observation essay . The sample will be written just for you, so it will be 100% original.

Of course, you are free to use parts of our sample in your own writing. After all, you will own the sample and nobody else will have access to it. And did you know that our experienced writers and professional editors can help you with many other things? We can help you write intro or conclusion, edit your paper or even proofread your work. With our help, your essay will be perfect. So what are you waiting for? Learn how to write a report on a field trip with one of our awesome samples!

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Field Reports: Explanations, Best Practices, and Examples (with Template)

• 10 min read
• Published : October 25, 2023

Cedric Jackson

• October 25, 2023

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Field reporting is a great way of gathering data and noting observations to help businesses, researchers, or students understand more about the projects at hand.

The result is informed decision-making, academic advancement, and the formulation of effective strategies.

Read on to learn more about field reports, their key components and benefits, and best practices associated with creating and utilizing them.

What Is a Field Report?

A field report is a document containing a compilation of observations, findings, experiences, and analyses gathered from a particular site.

Field reports include raw field data presented in a way that decision-makers can easily understand and interpret. This field data can be presented in various ways, including charts, graphs, histograms, images, and text analysis.

Field reports are used in many fields, including construction, scientific research, business, medicine, management, field services, psychology, and others.

The main objectives of field reports include:

• DOCUMENTATION: Field reports usually provide detailed and accurate documentation of everything observed in the field, site, or location.
• ANALYSIS: Field reports analyze and interpret data in the context of the observed phenomena or research problem.
• INFORMATION SHARING: Field reports are written for a specific audience, including stakeholders, policymakers, researchers, colleagues, or the broader community. As a result, they're used to communicate the findings of a particular field of study in a way that is easy for the audience to understand.
• PROBLEM-SOLVING: Sometimes, field reports are used to raise awareness about a particular problem or need encountered on-site or in the field. This helps set up a basis for problem-solving and formulation of effective strategies.
• DECISION-MAKING: Field reports offer evidence-based insights and recommendations from collected data, which stakeholders can use to make more informed decisions.
• MONITORING AND EVALUATION: Field reports give stakeholders and team members a means to track progress and performance on-site or in the field. This allows for easier monitoring and evaluation of tasks and projects.

How Field Reports Differ From Other Reports in Field Service Operations

Field reports are quite different from other types of reports used in field service operations, such as dispatch reports, financial reports, performance reports, and work order reports. These differences include:

• ON-SITE OBSERVATIONS: Unlike other reports in field service operations that may rely on secondary data sources, field reports rely only on on-site observations. This allows field workers, technicians, researchers, and other personnel to provide first-hand accounts of the findings, experiences, and challenges associated with a particular site or location.
• AUDIENCE: Field reports are usually written for field service technicians who completed the job, as well as business managers or other stakeholders. In contrast, other reports may be written for a broader audience, such as customers and investors.
• LEVEL OF DETAILS: Field reports are typically more detailed than other reports in field service operations. These reports must provide adequate information regarding how a certain job was performed and any challenges the technicians or field workers encountered.
• FOCUS: Most of the time, field reports focus on specific details related to a particular field service job. These details include the task or service performed, equipment and materials used, and challenges encountered. On the other hand, other reports in field service operations focus on broader topics like performance, financial results, resource utilization, and customer satisfaction.

The Role of Field Reports in Ensuring Transparency, Communication, and Efficiency

Field reports are vital in ensuring transparency, communication, and efficiency in various fields and industries. Here’s how:

TRANSPARENCY

Field reports promote transparency by providing a detailed and accurate account of events on-site or in the field. They document real-time observations, experiences, and challenges of a particular project, initiative, research study, or task.

Since anyone can access this information, it helps build trust, confidence, and accountability between stakeholders, employees, customers, and the general public.

COMMUNICATION

Field reports are a valuable medium through which stakeholders, team members, and decision-makers share information and insights. This leads to effective communication and collaboration among all stakeholders and team members involved in a particular task, project, or research.

One of the best things about field reports is that they provide stakeholders with a great channel to identify and solve problems promptly, improving operational efficiency. With the help of field reports, stakeholders can easily understand on-site challenges and even track progress in real time. This enables them to make informed decisions regarding resource allocation and streamlining processes to achieve the desired results.

Key Components of an Effective Field Report

Field reports come in different formats depending on the client and the kind of service being performed. What matters is that the crucial elements of the service, project, or task are documented accordingly. The following are the key components of a professional and effective field report:

DATE AND TIME

Just like any other official business document, a good field report should include a title that clearly defines the purpose of the report as well as the date and time of the service or job.

TECHNICIAN/FIELD WORKER/CUSTOMER DETAILS

One of the first and most important things you need to include in your field report is basic information about the customer and the technician or field worker assigned to do the job. The customer’s details may include their name, address, contact information, company information, and other basic information.

On the other hand, the technician information will include the name, address, contact information, expertise level, company information, and number of team members needed on-site. You must also specify whether the technician has been sent by a third-party contractor or is part of the in-house team.

DESCRIPTION OF THE TASK OR SERVICE PERFORMED

This is the core of your field report. Under this field, you should list all the actions the technician or field worker must perform to solve the customer’s problems or queries.

That said, the technicians or field workers should clearly specify the exact procedure they’ll use to manage the situation and fix the problem at hand.

• The reported issue
• The inspection report indicating all defective assets/products
• All repairs made to those assets
• Any installations made
• Services performed or maintenance work required
• Completed replacements

EQUIPMENT OR TOOLS USED

When writing a field report, you must include all processes, equipment, procedures, and tools used to do the job or complete the project. This helps stakeholders monitor resource utilization and project costs.

OBSERVATIONS, CHALLENGES, OR ISSUES FACED

This is another important part of your field report. Under this section, list all observations made during the project or while performing the task. With clear documentation of all observations made, it will be easier for the stakeholders to understand the project at hand.

These observations can be presented in the form of text, tables, graphs, charts, or even photos, depending on the data collected.

Any challenges or issues faced by technicians and field workers during the project should also be documented in this section. Additionally, you need to list the various ways these challenges were addressed.

CLIENT FEEDBACK OR REMARKS

Customer feedback is an important part of a field report. Instead of relying solely on the technician or field worker’s side of the story, which can be biased at times, stakeholders must read about the customer’s feedback and remarks. From there, they can make informed decisions and formulate effective strategies.

RECOMMENDATIONS OR FOLLOW-UP ACTIONS NEEDED

Sometimes, a field report is diagnostic or explanatory in nature. This means that a field report may not always contain information on how to solve or rectify a certain problem. In that case, technicians and field workers should document all follow-up actions needed for a given job or project and assign them to the right people.

This section should also contain recommendations from the technicians or field workers on how to prevent various challenges or problems in the future.

AVERAGE TIME FRAMES

One of the biggest challenges most companies in the service industry encounter is tracking the time technicians and field workers spend performing various tasks.

To overcome this problem, you need to include a section documenting the time technicians or field workers take to complete a particular task. This leads to better scheduling of jobs and improves time management.

SIGN-OFF FROM ALL PARTIES

A field report isn’t complete without being signed off by all parties involved. Most field reports usually include a section for the technician/field worker and customer to sign. Signing off a field report indicates that all the involved parties witnessed the successful completion of the job or project.

Before signing, customers should review the entire report to check that all issues have been resolved. On the other hand, technicians and field workers should confirm that they’ve completed all the tasks required to the customer’s satisfaction before signing off the field report.

The Value of Regular Field Reporting

Regular field reporting offers several benefits to organizations, including the following:

ENHANCES COMMUNICATION

Regular field reporting ensures the visibility of everything happening on-site or in the field and fosters effective communication among stakeholders, managers, team members, and clients. This ensures that everyone is on the same page at all times.

PROVIDES ACTIONABLE INSIGHTS FOR TRAINING AND PERFORMANCE IMPROVEMENT

• Field reports can raise awareness about the areas where technicians and field workers need additional training to improve service delivery.

For example, if a field report indicates several customer complaints regarding a particular service, it will indicate that the technicians need more training to improve their performance.

Additionally, stakeholders and managers can use these reports to identify best practices used by best-performing employees and share them with other employees to boost their performance.

AIDS IN RESOURCE ALLOCATION AND JOB SCHEDULING

With the help of regular field reporting, stakeholders can easily identify the specific resources needed to complete various tasks. If a certain task is taking longer to complete, stakeholders can simply allocate additional resources to speed up things.

Field reports can also be used to schedule jobs in a way that maximizes operational efficiency and minimizes downtimes.

For example, if a field report indicates that a certain job is completed faster during given hours of the day, such findings can be used to schedule jobs accordingly.

HELPS IN CLARIFYING MISCOMMUNICATIONS

The more people a project or task requires, the higher the risk of misunderstandings and miscommunications. When team members do not communicate effectively, costly errors and frustrating delays can occur.

However, with field reports that clearly indicate who should do what and accurate information about what is happening on-site or in the field, disputes, misunderstandings, and miscommunications are less likely to occur. Instead, tasks will be completed on time, and the project’s overall profitability will increase.

INFORMED DECISION-MAKING

All the data and valuable insights from regular field reporting contribute to data-driven decision-making.

With findings from field reports, stakeholders can make informed decisions regarding crucial aspects such as resource allocation, operational improvement, market expansion, and many others.

Challenges in Field Reporting

Although field reporting is an important practice in various industries, it comes with its set of challenges. They include:

INCONSISTENCIES IN REPORT FORMATS

Team members may use different field report formats depending on their personal preferences, training, and experience. This can easily lead to inconsistencies in the tone and content of field reports across the team.

RESISTANCE FROM FIELD STAFF

One of the biggest challenges of most organizations in field reporting is resistance and defiance from their own field staff. Field reporting can be tedious and time-consuming, especially if the field staff is already occupied with other tasks.

As a result, most field staff may prefer to perform other duties than go on-site to collect data.

KEEPING FIELD REPORTS CONCISE YET COMPREHENSIVE

It can be challenging for field staff to find a balance between writing concise yet comprehensive field reports. Sometimes, it’s hard to include all the relevant information in a field report without making it too long and hard to read.

INTEGRATING FIELD REPORTS WITH OTHER MANAGEMENT TOOLS OR SOFTWARE

Although integrating field reports with other management tools or software is crucial for smooth business operations, it’s not easy.

Since field reports come in various formats, it can be difficult to integrate them with other management tools that accommodate specific formats.

Additionally, integrations between field reports and other management tools or software can be costly to develop and maintain. This makes it an unfavorable option for some organizations, especially for small(er) businesses.

A Basic Field Report Template for Field Service Companies

Below is a simple outline to help you create your own template for field reports: 

• Header: Company Logo, field technician name, date, and job ID
• Client Information: Name, address, contact details, and service type
• Job Details: Description of the task, start and end time, and equipment used
• Observations/Findings: Any anomalies, challenges, or noteworthy points
• Recommendations: Any follow-up services required or preventive measures suggested
• Feedback Section: Client's comments, ratings, or any immediate concerns
• Signature Area: Field technician and client signatures for acknowledgment

Want a downloadable template? Check out our template library !

Tips for Optimizing Field Report Utilization

Below is a simple template for field reports: 

• Hold training sessions for your field staff to educate them on the process and importance of field reporting.
• Use digital tools or applications to streamline and simplify field reporting in your organization.
• Regularly review and update your field report template based on feedback to ensure it meets the changing needs of your organization.
• Always integrate your field reports into weekly or monthly reviews to identify trends and patterns in customer behavior and make more informed decisions.

Key Takeaways

• A field report contains a compilation of observations, findings, experiences, and analyses gathered from a particular site.
• CREATE BETTER FIELD REPORTS WITH WORKYARD -- CLICK HERE!

The Bottom Line

By tracking key metrics and trends in field reports, organizations can easily identify areas for improvement in their field service delivery.

Teams can use this information to formulate effective strategies to drive field service excellence and increase revenue. However, you can utilize constructive customer feedback and iteration to ensure you create field reports that meet your business needs.

If you need help creating more accurate field reports, give Workyard a try today!

Did you find this post helpful? Please rate it!

viibe. “ Field Service Report for Technicians, Accessed on October 23 ,” 2023

Sitemate. “ Plant Equipment Assets Field Service Report, Accessed on October 23 ,” 2023

Examples.com, “ Field Report ,” Accessed on October 21, 2023

Status. “ Field Service Report Free Form Template ,” Accessed on October 23, 2023

Jot. “ Field Reporting ,” Accessed on October 23, 2023

Servicepower. “ Guide to Field Service Reporting ,” Accessed on October 23, 2023

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Reading Anthology: Level 3

Out of the classroom and into the city: the use of field trips as an experiential learning tool in teacher education.

By  Cara M. Djonko-Moore and   Nicole M. Joseph

Published May 17, 2016 in Sage

This article explores the researcher’s use of field trips as an experiential learning tool in a social studies methods course as a pilot study. The researchers analyzed course evaluations and student reflection papers using document analysis to determine (a) the positive and negative aspects of utilizing field trips during the course, and (b) the ways the field trips advanced or limited pre-service teachers’ learning. The findings indicate that students found the field trips to be worthwhile but had concerns about the time and distance. They were able to make important connections to course content but reacted negatively to the inclusion of diversity in the field trips.

As the cost of college education increases, there has been an increased emphasis on the quality of instruction in higher education (e.g., Commission, 2006 ). Moreover, with an increased emphasis on teacher quality in K-12 classrooms, more attention has been placed on teacher education programs and the training and skills that graduates receive to meet the needs of all children when they enter the teaching profession (e.g., Putman, Greenberg, & Walsh, 2014 ). Teacher educators must consistently examine and evaluate their practice to ensure that they are producing teachers who will be able to meet the demands of the teaching profession.

In teacher education, experiential education, such as field experiences, has been widely used to enhance the learning of students and prepare them to be effective teachers ( McGlinn, 2003 ). Classroom teachers also use experiential education, typically in the form of field trips, to expand the school curriculum ( Kisiel, 2003 ). Experiential learning is a teaching strategy that provides concrete experiences to learners to aid their understanding of content, ideas, and concepts ( A. Y. Kolb & Kolb, 2005 ). In the form of field trips, experiential education has been shown to positively influence the achievement of children and youth, such as helping students learn multiple perspectives and access content in novel ways ( Marcus, 2008 ). Moreover, field trips provide children a unique context within which to transfer previous knowledge and acquire new knowledge ( Nadelson & Jordan, 2012 ). Such learning contexts help children recall material learned and provide a high level of engagement and enthusiasm ( Nadelson & Jordan, 2012 ). Thus, learning how to capitalize on field trips is an important part of teacher education and should receive greater attention as a teaching practice.

Experiential learning through field trips is one way teachers can incorporate specific content into the curriculum while providing a unique and challenging learning setting for children. Public school teachers do not teach content independently or in isolation; rather context standards provide a framework and guide for what should be taught in classrooms. Teachers, typically, have some autonomy on how to help children meet standards in their states. It is important that teachers have the ability to plan learning experiences based on content standards so that children can have maximum benefits from the experiences.

Within teacher education, various types of experiential learning help pre-service teachers gain valuable skills outside of traditional lectures and seminars ( Caires, Almeida, & Vieira, 2012 ; Olgun, 2009 ). Experiential learning in teacher education commonly includes practicum experiences and student teaching; through these forms of experiential learning, pre-service teachers gain hands-on experience with teachers, students, and administrators in schools ( Matsko & Hammerness, 2014 ; McDonald, Kazemil, & Kavanagh, 2013 ). Other forms of experiential learning, such as field trips and service learning, can also be effective experiences for pre-service teachers ( Zeichner, 2010 ).

This article addresses one teacher educator’s (first author) effort to implement field trips in a social studies methods course aimed at helping pre-service teachers gain a deeper understanding of course content while also modeling teaching methods that pre-service teachers might replicate with their own future students as a pilot study. The course was taken by students enrolled in a teacher licensure program during the 2010 summer term. The majority of the students were White females with three White males enrolled in the course. The course met at a suburban satellite of the main campus. The teacher educator identifies as an African American female and was a graduate assistant at the time the course was taught. The teacher/researcher decided to include an experiential education component to make the course more enjoyable, to give pre-service teachers access to the wealth of resources surrounding the university, and to model good teaching practices. Because this was the teacher/researcher’s first attempt at incorporating experiential learning in a social studies methods course, she thought it would be beneficial to examine students’ perceptions of the course, specifically with regard to the field trip components. The research questions that guided this inquiry were as follows:

Research Question 1 (RQ1): What do elementary pre-service teachers report as positive and negative aspects of field trips taken in their social studies methods course?

Research Question 2 (RQ2): How did the field trips help or hinder teacher candidates’ learning of the course material?

Theoretical Framework

Experiential learning is an approach that allows learners to create knowledge through the cycle of transforming lived experience into current patterns of thinking ( D. A. Kolb, 1984 ). Experiential learning theory was popularized by Kolb and includes four modes of learning: concrete experience (CE), reflective observation (RO), abstract conceptualization (AC), and active experimentation (AE). CE and AC are the two ends of a learning continuum; CE is the ability to be involved in new experiences and make observations without bias, and AC is the ability to “create concepts that integrate observations into logically sound theories” ( D. A. Kolb, 1984 , p. 30). RO and AE are also polar opposites on a continuum; RO is the ability to observe and reflect on experiences from different perspectives, and AE involves using knowledge to solve complex problems. According to D. A. Kolb (1984) , the learner must become adept at using all four learning modes. Figure 1 illustrates the four phases of D. A. Kolb’s (1984) learning cycle and shows how learners can move from one phase to the next. According to D. A. Kolb (1984) , all four learning modes are critical for student learning, although the mode that students begin with in the cycle can vary (see Figure 1 ).

Figure 1. Kolb’s Learning Cycle. Source. Adapted from D. A. Kolb (1984). Note. Four phases of Kolb’s learning cycle.

This framework is appropriate for this pilot study because it illuminates the specific components that are necessary for experiential learning to be successful for learners, specifically reflection and a connection to previous understandings. Although the actual learning experience is critical, the other components of the cycle are also necessary to ensure that the experience is meaningful and results in the formation of new knowledge. D. A. Kolb’s (1984) framework defines and places equal emphasis on all four parts of the learning cycle, so the framework is a useful tool to objectively critique the implementation of a new experiential learning component in a course.

In reviewing the literature, the researchers identify two relevant bodies of research: experiential learning in teacher education in the form of field trips and curriculum standards that lend themselves to experiential learning. Demarcations in the teacher education literature come mainly in the various examples from undergraduate, graduate, and teacher education students in different methods courses; however, the overall studies examined suggest that regardless of the level or program, experiential learning can be a critical experience that deepens and empowers student learning. In this section, the researchers review published literature in each area.

Field Trips in Teacher Education

Teacher educators have successfully used field trips to enhance pre-service teachers’ teacher preparation. The field trips were planned for different purposes and as a part of a variety of courses. For example, Johnson and Chandler (2009) describe the process of secondary mathematics pre-service teachers in a mathematics methods course attending a field trip to a battleship to plan an informal learning experience connected to math content for high school mathematics students. Through the experience, the pre-service teachers were able to plan for informal learning activities with their future students and make concrete connections to mathematics content. Johnson and Chandler (2009) noted that the pre-service teachers described the field trip as a fun, real-life application and a break from the normal routine.

In a social studies course, Yeşilbursa and Barton (2011) published results from an investigation that included a field trip to a local museum as a focus on heritage education, which is an approach to teaching history and culture using community sites and resources. They found that all of the enrolled pre-service teachers liked the trip and were able to make connections to heritage education. Moreover, they made connections to their future teaching practices by sharing their desire to use heritage places as teaching tools. The teacher candidates also saw the value of historic sites in teaching because they are concrete and make history interesting.

Similarly, in another content area, Tal (2001) reported on a field trip that 13 pre-service science teachers attended as part of a science methods course. Revial (2001) found that the pre-service teachers who participated in the single, full-day field trip found the science learning environment enriching and useful for teaching children content and improving engagement. Moreover, Revial (2001) described the necessity of reflection to enhance the teaching and learning process when field trips are used.

The Learning Process Using Field Trips

Field trips are also beneficial for pre-service teachers because of opportunities the experiences provide for them to make real world connections and engage in an authentic learning process. Several studies demonstrate how field trips were used as a part of the learning process for pre-service teachers, including constructivism, reflection, and content knowledge.

Constructivism is a framework heavily emphasized in teacher education courses, and Broome and Preston-Grimes (2009) designed their study to assist pre-service teachers in their understanding of constructivism. The pre-service teachers gathered information about a field trip site through in-class projects and completed a chart that detailed what they knew and wanted to learn (K-W-L chart) to document their prior knowledge and to generate specific questions for the trip.

Reflection, a component of experiential education, is also an important teaching strategy for children. Broome and Preston-Grimes (2009) and Pence and Macgillivray (2008) both included reflection components in their field trips with students. After the trip designed by Broome and Preston-Grimes (2009) , the pre-service teachers utilized reflection to discuss larger issues such as political, social, and economic trends that emerged. Pence and Macgillivray (2008) also stressed the importance of reflection as part of the learning process during their study, where 15 American teacher education students taught Italian children for 4 weeks in Rome, Italy. The authors noted that student reflection was critical to help students debrief and troubleshoot the challenges they encountered. In both instances, the researchers found that reflection helped the pre-service teachers make stronger connections to course content and grow professionally. More important, in both studies, the researchers followed a model of a learning process that their future students could replicate with their children in the future.

Content knowledge is typically a major component of course work that pre-service teachers take. Leinhardt and Gregg (2000) engaged in a learning process with their pre-service teachers to help them increase their content knowledge and attitudes toward the history from the Civil Rights Era. The pre-service teachers completed a web-making activity before their trip to a civil rights museum and repeated the activity after the field trip. Guided discussions were also woven into the experience. The authors found that, on average, pre-service teachers doubled the quantity of information they recorded on their webs, with more than half of the pre-service teachers tripling the amount of details included. Thus, the field trip combined with additional learning activities and discussions proved beneficial in meeting the objectives of the course.

Overall, these articles demonstrate that field trips can be used successfully to assist pre-service teachers in meeting course goals including enhancing their understanding of constructivism, engaging in reflection to make deeper connection to course content, and mastering content knowledge.

Curriculum Standards

According to the National Curriculum Standards for Social Studies (NCSS), there are 10 social studies themes that should be included in the curriculum ( National Curriculum Standards for Social Studies [NCSS], 2010 ). These 10 themes include culture; time, continuity, and change; people, places, and environments; individual development and identity; individuals, groups, and institutions; power, authority, and governance; production, distribution, and consumption; science, technology, and society; global connections; and civic ideals and practices. The standards for teaching social studies are based on these 10 themes; thus, it is important that teachers are able to embed them in course content, activities, and discussions ( Golston, 2010 ; Herczog, 2010 ).

Because culture is a central theme in social studies, many teacher educators use social studies methods courses as a locus for multicultural education and issues of diversity. For example, Fitchett, Starker, and Salyers (2012) contend that integrating a culturally responsive paradigm in social studies methods can increase future teachers’ aptitude for working with diverse students in the future and increase their cultural competence. Heritage education, a study of history and culture focused on material cultures and built environments, can also be included in social studies education ( Hunter, 1988 ). Material cultures and built environments are artifacts, buildings, historic sites, values, ideas, and traditions that have been passed from one generation to the next ( Hunter, 1988 ). Yeşilbursa and Barton (2011) discussed the importance of helping teachers and students take ownership of local historic sites, artifacts, and traditions. They merged the study of history, another major theme in the social studies, with historic places, cultural landscapes, buildings, and artifacts, both written and pictorial.

The social studies course for the present study included content for young children; thus, standards from the National Association for the Education of Young Children (NAEYC) are relevant to the pilot study. NAEYC standards for early childhood teachers suggest that teacher educators use a variety of methods to ensure that teacher candidates gain content knowledge and develop a large repertoire of teaching methods to help children construct knowledge ( National Association for the Education of Young Children [NAEYC], 2009 ). According to the NAEYC (2009 ), teacher candidates must have experiences in their methods courses, including social studies, that will enable them to “use their own knowledge and other resources to design, implement, and evaluate meaningful, challenging curricula that promote comprehensive development and learning outcomes for every young child” (p. 15). Mindes (2005) posits that social studies instruction should be child-centered and allow for varied projects and activities, such as field investigations and visits to local community resources.

The review of literature suggests that experiential learning in higher education has been successfully implemented for students. Moreover, national standards suggest that teacher candidates acquire tools that will enable them to create meaningful social studies experiences inside and outside of the classroom. Because experiential learning, specifically field trips, have been shown to be beneficial, researchers should document and share their personal efforts to implement similar activities. The studies in this review included field trips in teacher education courses that included a single trip as a part of the course. This pilot study is different in that the course took place over the summer (5 weeks), and the teacher educator embedded three field trips plus an independent excursion in the course. These differences may allow for replications in other teacher education programs.

This pilot study follows a case-study design. The focus was on the experiences of students and the teacher/researcher in a single college course. The teacher/researcher recognized the value of a course study after she received the course evaluations; thus, she designed and implemented the pilot study a posteriori. Institutional Review Board (IRB) approval was granted after the conclusion of the course and gave the researchers permission to evaluate course evaluations and course materials. In total, 17 course evaluations were completed. Although IRB was granted, the researchers asked for consent from the students to analyze and include their reflection papers.

Participants

The participants constituted a sample of convenience and consisted of students enrolled in the social studies course taught by the researcher. There were 24 students enrolled; three of the students were male and 21 were female. All of the students were White except for one student who was of Middle Eastern descent. All students participated in field trips and field trip reflections as part of the course requirements. Each student had the opportunity to complete a course evaluation per university procedures and guidelines. Because the course evaluations were collected anonymously, no participant data are available other than their enrollment in the course. Five students gave permission for their reflection papers to be analyzed. These participants included one male and four females, all of whom are White.

Course Context

The social studies teaching methods course that was the basis for the present pilot study was taught at a public university in a major city in the northeastern United States. The university serves about 30,000 undergraduate students and has multiple campuses. The College of Education serves about 3,000 students, most of whom are teacher licensure students. The main campus is located in the city, while two satellite campuses are located in the surrounding suburbs. Because of the location of the university, several community resources were available for experiential learning activities. These resources include historical sites, museums, historic churches, and national parks.

The course addressed issues and methods in teaching elementary social studies for grades nursery through 6. The emphasis was on teaching for understanding and investigating resources and curriculum in social studies. Experiential education was not a main focus of the course although the teacher/researcher chose it as a teaching strategy. This course provided a detailed examination of the content and methodology needed for teaching history, geography, and the social sciences in the elementary school curriculum. Furthermore, it sought to develop the students’ appreciation of the interdependence of cultural groups and use of inquiry and problem-solving methods to understand the historic, geographic, social, and economic dimensions of an interconnected world society. These themes were very important to the teacher educator and are an important part of NAEYC standards.

The teacher/researcher incorporated experiential learning through a series of three required class field trips and one independent excursion. Pre-service teachers attended three field trips in the local city that focused on American history and culture. The teacher/researcher selected these trips in advance of the course so that appropriate arrangements could be made. Following each trip, the pre-service teachers wrote a reflection paper based on guidelines that can be found in Appendix A . The pre-service teachers also selected a site to visit independently with no more than two other classmates.

Field trip 1

The first class field trip was a visit to a replica of the Niña. The trip included a guided tour of a historically accurate replica of the Niña and a view of the Pinta, two ships that Columbus sailed in the late 1400s and early 1500s. According to the Columbus Foundation (2012) , the Niña is a replica of the ship on which Columbus sailed across the Atlantic on his three voyages of discovery to the new world, beginning in 1492. Columbus sailed the ship more than 25,000 miles and was last heard of in 1501. The new Niña is a floating museum that visits ports all over the Western Hemisphere. This trip was chosen because it was directly related to colonial history and available in the area for only a short time.

Field trip 2

The second field trip was a visit to a historic African American church founded in the late 1700s. In addition to a guided tour of the actual church grounds, the students visited the archives contained in the lower level of the building. There was also a small museum that the pre-service teachers were guided through. This trip was connected to the course because it (a) celebrated the history of African Americans before, during, and after slavery and (b) contained a variety of primary sources that could be used to aid in the construction of history.

Field trip 3

The third field trip was a visit to a church and burial ground that is an important landmark connected to the United States’ Revolutionary War history. Many signers of the Declaration of Independence attended the church, and many notable figures are buried in the burial ground. This field trip was connected to course content and discussion about colonialism and the Revolutionary War. Attendance at the burial ground was required, but a visit to the church site was optional.

Independent excursion

In addition to the three class field trips, pre-service teachers were required to choose an excursion based on their own interests. They could visit a museum, cultural center, or historical site. Pre-service teachers were required to meet or speak with a docent, museum guide, or other administrator to learn about program offerings for school-aged children and youth (based on guidelines that can be found in Appendix B ). It was recommended that pre-service teachers choose a location that was related to their final project, which was a unit plan (a field trip for their students was a required component of the unit plan). They were given a class day to conduct their independent excursion, and no more than three pre-service teachers were allowed to visit the same location. Some of the pre-service teachers chose to visit sites that were close to their homes, while others visited sites that were in the same city as the class field trips.

Data Sources

To answer the research questions, this pilot study focused on pre-service teachers’ reflection papers and their course evaluations. In addition to student reflection papers and student course evaluations, the researchers collected course materials including the course syllabus, assignment guidelines, and course notes for analysis.

Data Collection/Procedures

The teacher/researcher administered formal course evaluations at the end of the semester using approved university-wide procedures. The university posted course evaluations from all participants via a web-interface that the teacher/researcher could access. After the conclusion of the course, the teacher/researcher contacted students via e-mail to ask for consent to use their field trip reflection papers and independent excursion reflection papers. Five students gave consent to have their reflection papers analyzed for potential publication. These papers were available to the instructor via Blackboard. There is no link between data set by respondent due to anonymous course evaluations.

Data Analysis

The researchers examined all anonymous student comments included in the course evaluations and isolated all comments directly related to the field trips. There were a total of 169 anonymous comments from 13 different students who specifically addressed the field trip portion of the course; a small number of course evaluations included no comments. Anonymous comments from each student were separated as a part of the course evaluation process. The researchers compiled all relevant comments into a new file for later analysis. Five pre-service teachers in the course gave consent for their reflection papers to be included in the analysis. 1 These student reflections were read multiple times to gain an overall sense of the students’ experiences.

The researchers entered the isolated course evaluation comments and the student reflection papers into Qualitative Data Analysis (QDA) Miner software for a more formal analysis. QDA Miner is a qualitative data analysis tool that allows researchers to code and annotate text documents. The researchers used open coding to analyze the data. Initially, the researchers applied 13 codes to the students’ course evaluation comments and reflections, such as cultural bias, extension, and choice of trip. She then read all documents a second time once all codes were determined. Second readings revealed several comments that corresponded with the 13 codes that were identified during the first readings. The third reading of the data provided an opportunity to collapse the 13 codes down to four, which were more theoretical themes that illustrated broader nuanced meaning. These four themes are (a) constructive components of field trips, (b) unfavorable components of field trips, (c) field trips advance social studies knowledge, and (d) field trip experiences foster replication for future teaching. These themes will be discussed in the section “Findings.” An overview of themes and codes can be found in Table 1 .

Table 1.  Overview of Categories and Codes.

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In this section, we discuss the four themes that emerged from the data analyses, including (a) constructive components of field trips, (b) unfavorable components of field trips, (c) field trips advance social studies knowledge, and (d) field trip experiences foster replication for future teaching. This section is organized around the research questions with exemplar quotes to help illustrate the theme.

What Do Elementary Teacher Candidates Report as Positive and Negative Aspects of Field Trips Taken in Their Social Studies Methods Course?

Overall, teacher candidates reported both positive and negative aspects of the field trips. Positive aspects included tour guides’ knowledge, the uniqueness of the field trips, and pre-service teachers’ ability to make connections to social studies course content. Negative components were the time and money necessary for the field trips, in addition to the perceived bias toward specific racial groups.

Constructive components of field trips

According to student evaluations and reflection papers, there were several positive aspects about using field trips as experiential learning opportunities in the course. The positive comments were mostly written in the reflection papers. Generally, the pre-service teachers found the field trips to be worthwhile and memorable, and they reported that they gained new knowledge. The pre-service teachers also found the tour guides knowledgeable. Below are several exemplary quotes that illustrate ways in which pre-service teachers thought the field trips were positive.

On this trip, I learned a lot of interesting facts that I never knew before.

This statement suggests that the field trips filled a gap in knowledge for this pre-service teacher regarding important historical events. One particularly memorable piece of knowledge was that the tar pitch used in the construction of the Niña is the same substance described in the construction of Noah’s Arc of the Bible. Another interesting fact the students found fascinating was that the crew of the Niña consisted of adolescent boys who slept above deck and were consistently exposed to saltwater and harsh temperatures.

I think this trip was worthwhile because of how accurately the ships were built, the experiences were very authentic, and real.

This comment reveals that this pre-service teacher values learning experiences that are real and authentic. Indeed, the creators of the Niña were very precise in their construction of the ship, down to the tools used for construction. This care and precision helped to create an experience where the pre-service teachers could actually travel back in time and experience the Niña as it was in the 1500s.

I was unaware, even, of the existence of the cemetery; the whole experience was new.

This quote shows how the trip to the church burial grounds served to fill a gap in knowledge of local educational resources. There are many local resources that can be used to aid in the development of social studies knowledge, and exposing the pre-service teachers to some of these resources was a major goal of the course.

As I mentioned, I’m more present minded, and therefore had no knowledge whatever of local black history, nor local history of any color, that I did not read in a textbook.

This quote demonstrates how this field trip raised the consciousness of this pre-service teacher about (a) the presence of local historical sites, and (b) African American history and culture.

I found the high level of education, qualification, and experience of our guides to be most enlightening.

This comment suggests that tour guides’ knowledge is an important factor for teachers to build confidence in the historical facts. When students see their instructors and leaders as knowledgeable experts, they are able to connect more in depth with the experience and ask relevant questions that will aid in their learning. Thus, having knowledgeable tour guides is an important component of a successful field trip experience.

Overall, the comments suggest that the pre-service teachers appreciated the opportunity to experience something new and different. Moreover, the comments suggest that the trips had a greater impact on their learning than previous traditional educational experiences. There were positive aspects mentioned from all three required field trips and from the required independent excursion visit. Not only did students experience something new and different, they also gained an appreciation for resources in their community. Thus, the trips served to help the pre-service teachers learn social studies content in a manner that was memorable and engaging, and they learned about potential resources they could use to enhance their own teaching.

Connecting these comments to D. A. Kolb’s (1984) experiential learning framework, the pre-service teachers had experiences that could be built upon through reflection to aid them in their learning of social studies concepts. These comments do not suggest, however, that the pre-service teachers progressed through all four phases of the learning cycle. The pre-service teachers did the required reflections, but the comments do not suggest that they integrated their experiences into new understandings about social studies teaching methods (AC) or used the experiences to solve problems (AE). Some teacher candidates made connections to their future teaching, but the connections were vague and lacked details that would demonstrate deep understanding.

Unfavorable components of field trips

The pre-service teachers expressed positive comments about the field trips, yet they also shared unfavorable aspects about their experience. These negative comments were mostly found in the course evaluations. The codes in the negative category included, “time,” “distance,” “choice of trip,” and “cultural bias.” Consistent with previous studies in the literature, several pre-service teachers mentioned the distance from the classroom to the trip sites as problematic. Below are student perspectives on the limitations of the field trip: Make a couple of the field trips closer to [the university]. I think it is very inappropriate to have our field trips in [the city] when we are all [suburban] students.

These comments suggest that these pre-service teachers who attended classes in a suburban setting found traveling to the city for field trips to be problematic. This might mean that they lacked an understanding of the value of visiting the city if they did not plan to teach in an urban area. The second of the two comments also suggests that one pre-service teacher thought his or her future students would not be interested in or benefit from trips to an urban city center.

I would rather the field trips be local. We had to travel to [the city] once a week and that costed [sic] us extra money.

This comment suggests that the burden of traveling was problematic for this pre-service teacher; probably due to gas and parking. Admission to sites was free for pre-service teachers, and they were encouraged to carpool. Several pre-service teachers chose sites for their independent excursion that were close to their homes for the visit they selected, which further indicates that distance was a barrier. However, other students returned to the city for their independent excursion. This action shows that some of them were open to exploring resources outside of their immediate community and possibly their comfort zone. The distance to the field trip sites required travel time and money for parking, although no sites were more than 30 miles from the assigned class location.

More troubling, however, are the comments that suggested the trips were biased toward African Americans.

I felt some of the field trips were geared toward African Americans and their history.

This comment, although seemingly neutral, was written in the course evaluation as a critique as evidenced by the comment section it was included under (What aspects of the course distracted from your learning?). This comment implies that the inclusion of African American history was a negative aspect of the course. This pre-service teacher does not feel connected to African American history or believe it is important for inclusion in the course.

The field trips chosen were biased in that somehow African culture was the main focus.

This pre-service teacher’s comment suggests that too much course content was focused on African American history. He or she did not offer a suggestion on other histories to include in the course content.

All trips were highly focused to African American heritage.

This pre-service teacher suggests that a negative aspect of the course was a focus on African American history and culture. This comment demonstrates a lack of awareness of the importance of knowing the histories of different cultural groups as a teacher.

These concerns were only expressed in the course evaluations after the conclusion of the semester; therefore, the teacher/researcher was unable to address these concerns during the class. Research indicates that White pre-service teachers are sometimes resistant to the inclusion of diverse themes in college courses ( Sleeter & Owuor, 2011 ). This could explain why students perceived too much emphasis on African Americans. Moreover, because the teacher/researcher identifies as African American, this could have enhanced the feeling of bias the students felt. Nevertheless, pre-service teachers should be reminded that African American history is American history and, thus, is important for everyone to examine at some point in their academic careers. As future teachers, it is very likely that they will interact with African American students. Having knowledge of these students’ histories and culture could increase their effectiveness and ability to teach in culturally responsive ways ( Cruz, 1997 ; Ladson-Billings, 2000 ). Culture is a main strand in the social studies standards; inclusion of African American culture in a social studies methods course is necessary to cover recommended content ( NCSS, 2010 ).

How Did the Field Trips Help or Hinder Teacher Candidates’ Learning of the Course Material?

The data suggest that the field trips helped the pre-service teachers to make concrete connections to course content, specifically pedagogical knowledge about pre-colonial, colonial, and antebellum history. The pre-service teachers were also exposed to local African American history and culture. Moreover, the data suggest the field trips helped some teacher candidates to consider how they might include experiential learning with their own students. Because the pre-service teachers noted bias in the selection of the field trips toward African Americans, it is possible that the field trips hindered their learning and acceptance of diversity and culture.

Field trip experiences foster replication for future teaching

The future actions category included comments that alluded to pre-service teachers’ desire to incorporate aspects of the field trips into their future teaching. The codes in this category included “replication” and “extension.” Many pre-service teachers commented that they would take their students on a similar field trip, although they understood that their students’ ages and maturity would be an important factor.

As to whether I would take my students on a similar trip, it would depend upon the students.

This pre-service teacher does not seem to be completely sold on the specific trips he or she experienced in the course. Some excursions, such as the trip to the historic church, may be inappropriate for very young children while others, such as the trip to the Niña, may be better suited for youngsters. This quote shows this pre-service teacher is open to trips so long as they are in the best interest of the students he or she teaches.

I would consider taking my class on this trip, because it was so informative and real.

This quote shows that this pre-service teacher was very enthusiastic about the trip to the Niña. He or she is very open to the idea of incorporating this type of experience with his or her future students.

I think that the museum would be appropriate for the students that I plan to teach because I plan on teaching around third or fourth grade and at that age.

This pre-service teacher commented on his or her independent excursion to a museum in the city. He or she chose this site based on the grade level and content for a third or fourth grade classroom and found it very useful. He or she is very open to the museum site for future students.

Just being in the historic area is enough, but going to the burial grounds can give students a glimpse into the past.

This pre-service teacher’s comment suggests that he or she saw the value in exploring the historic areas in the city, even if no tour was specifically planned. He or she felt the trip to the burial ground was an added bonus to an area already rich with history that could be explored.

It is important to note that not all schools have resources to send students on field trips. Other opportunities exist for exploring community resources such as virtual field trips. Teachers can share their own experiences with students, along with photographs and artifacts. Even though schools differ in their ability to provide trips for students, if teachers see them as important, they can still offer experiences to students.

Several students provided ideas for extending the field trips with additional activities and lessons with their own students. The two trips the students were able to connect most easily with were the trip to the Niña and the trip to the burial ground.

Given the opportunity and interest, I might even have students engage more fully in the sailor’s lifestyle.

This pre-service teacher is considering additional activities that might go along with the trip to the Niña. The guides gave a lot of interesting facts and details about the sailors that this pre-service teacher thinks may be worth exploring with his or her future students.

The students could write journals as someone from that time, or make a fact book about their job, and what it entails.

Again, this pre-service teacher considered the trip to the Niña and how it could be extended. Infusing reading and writing was important to this pre-service teacher because of its strong focus in the early grades.

For kids to grasp this concept it would be fun for them to build a small replica of the ship, after doing research, and visiting these life size replica ships.

This pre-service teacher sees an opportunity to connect social studies content based on the Niña trip to mathematics and engineering. Concepts such as scale, measurement, and weight would be necessary to include to create replica ships. This is an example of a hands-on activity that would be very appropriate for children.

Doing my unit plan on colonial America this would be a great field trip to take students on because of the historical content of the trip.

This pre-service teacher sees a connection between the burial ground and a unit on colonial America that he or she planned as a course requirement. He or she sees the value of helping students learn historical content in a unique setting.

The pre-service teachers were able to make connections between their experiences at the field trip sites and their future teaching. Many of them seriously considered ways to incorporate similar experiences with their future students by providing concrete examples of extension activities. The use of field trips helped the pre-service teachers see the benefit of experiential learning in the teaching of social studies content and think about how they might extend similar trips with additional lessons and activities.

Field trips advance social studies knowledge

The final category included pre-service teachers’ comments that relate to teaching social studies, engaging students in social studies activities, or learning social studies. These codes included, “understanding,” “opportunities,” “culture,” and “fun.”

Several students mentioned in their reflection papers how the trips enhanced their knowledge of social studies.

My understanding of social studies has been enhanced in that I now see the discipline as more dynamic.

This comment shows how the field trips made social studies come alive for this pre-service teacher. Indeed, social studies can be taught in a variety of ways such as through textbooks and worksheets or interactive experiences. This pre-service teacher saw how social studies can be more interactive and dynamic than he or she previously realized.

The trip enhanced my understanding of social studies in that it can be taught almost anywhere as any location.

This pre-service teacher notes how social studies does not have to be confined to the classroom. With a little planning, he or she realizes that social studies can be brought into many experiences and taught in non-traditional ways.

Social studies can be found all around and it can be affordable and meaningful, which I discovered through this field trip.

This pre-service teacher discovered that there are many local sites and locations that can be used to assist in the teaching of social studies. Many local resources are free and/or low-cost, especially for schoolchildren.

This trip enhanced my appreciation and understanding of social studies because social studies was never really that fun for me.

Social studies should be taught in a way that is fun, dynamic, and engaging. This pre-service teacher saw firsthand that field trips are a way to bring social studies content to life.

While on the trips, the pre-service teachers also learned interesting facts that helped to build their social studies content knowledge.

I don’t know much about Columbus, only that he sailed in 1492 and has a very controversial national holiday named after him. On this trip, I learned more about his background and the hardships he encountered throughout his voyages.

This pre-service teacher explained that the information shared by the tour guide during the trip to the Niña helped him or her learn more about Christopher Columbus besides the common facts that most people know (i.e., Columbus sailed with three ships in 1492). This memorable experience will enable him or her to teach more thoughtful, engaging, and authentic lessons to students.

Seeing things firsthand is exactly what helps to shape our own memories, ideas, and knowledge base.

This pre-service teacher expressed the importance of taking ownership of knowledge through firsthand accounts and experiences.

It is important for both students and teachers alike to utilize the educational resources that are right in their own communities, particularly when they are lucky enough to live outside a city that is so rich with history and opportunities for hands-on-learning.

It is easy for teachers to get caught up in the day-to-day ins and outs of managing a classroom and preparing lessons. This pre-service teacher expressed the importance of using community resources to enhance students’ learning. Teachers will not use community resources if they are not aware of them. The use of field trips helped this pre-service teacher to become more aware of the resources that surround schools and communities and potentially opportunities to use them in his or her own teaching.

The findings indicate that the pre-service teachers found the field trips to be worthwhile and beneficial. Consistent with previous research, experiential learning in the form of field trips was received positively by pre-service teachers ( Broome & Preston-Grimes, 2009 ; Johnson & Chandler, 2009 ). The participants found the trips to be memorable and were able to make connections to course content and teaching methods. As a result of the trips, some pre-service teachers explored extension activities and the possibility of similar trips with their future students. Nevertheless, the data do not suggest that the teacher candidates progressed through all four phases of D. A. Kolb’s (1984) learning cycle to gain the most knowledge and understanding from the field experiences.

The findings also suggest that field trips are a way to include local history and culture in course content and culture in the social studies curriculum. According to Yeşilbursa and Barton (2011) , it is important that heritage education be a part of the social studies curriculum; this includes historic places and cultural landscapes. Indeed, the city was rich with resources, which the pre-service teachers discovered throughout the course. Culture is central to the teaching of social studies, and the field trips were a great way for pre-service teachers to learn about different aspects of American culture, such as colonial life and African American traditions. Although reflections were required, the instructor should have done more to ensure that the pre-service teachers could see the value in learning about alternate historical perspectives, specifically African Americans’. According to D. A. Kolb (1984) , concrete experience involves the ability to experience new situations without bias. More preparation on the part of the instructor could have aided the teacher candidates in achieving this part of the learning cycle.

The pre-service teachers expressed concerns about time and distance. This challenge was also found in non-teacher education courses that included experiential education components ( Dardig, 2004 ; Gill, Adams, & Eriksen, 2012 ). Anticipating concerns about hardships the trips might cause, all pre-service teachers were notified about the trips prior to the beginning of the course, and a few students chose to enroll in a different section. Moreover, because the allotted class time was 4 hr per session, the teacher/researcher was able to provide time for travel to and from the suburban campus. Nevertheless, distance and time remain a challenge to successful implementation of experiential learning experiences in college courses, particularly when sites are selected by the instructor.

The most surprising finding is that some teacher candidates reacted negatively to the inclusion of diversity in the field trips. One of the field trips included an African American historical site, yet the instructor did not connect the trip to pre-service teachers’ prior knowledge nor allow them to reflect on why such a trip was important. Some of the pre-service teachers, therefore, did not see the relevance of the trip or make personal connections. The reflection papers were all positive, but the anonymous course evaluations revealed that some of the pre-service teachers perceived that the trips focused too much on African Americans. Incidentally, only one of the three trips was focused exclusively on African American history; the other two trips focused on American history as traditionally defined (e.g., Eurocentric). Fitchett et al. (2012) posit that social studies remains a topic that is heavily influenced by Eurocentric and Westernized ideas, even in the midst of a changing student demographic.

According to social studies standards, it is critical that future teachers have knowledge and appreciation for perspectives that are different from their own, which is why the trip to the African American church was included ( NCSS, 2010 ). Social studies teachers must not only be able to identify and understand alternate perspectives, they should be able to help children to consider alternate perspectives ( NCSS, 2010 ). However, it appears that some of the pre-service teachers were resistant to the inclusion of diverse themes. Research by other scholars indicates that short-term experiences are not sufficient to improve attitudes toward diverse cultures; a more formal and structured approach is necessary ( Fitchett et al., 2012 ; Langer, Escamilla, & Aragon 2010 ; Tidwell & Thompson 2008 ). Specific teaching methods that might have helped the pre-service teachers to see the importance of diverse themes and experiences include structured class discussions encouraging divergent views ( Arthur & Achenbach, 2002 ) and making concrete connections between the field experiences and the pre-service teachers’ lives ( Sevier, 2005 ), and reviews of social studies standards that include culture and diversity. It is critical that future teachers appreciate and value the inclusion of alternate perspectives and histories within social studies.

Methodological Limitations

There are several limitations of the pilot study. One of the limitations includes the availability of data sources. Additional data sources, such as interviews, post field trip activities, and documented class discussions would have added to the reliability and triangulation of the data. The teacher/researcher, however, did not plan the pilot study until after the course ended and the course evaluations were posted. Thus, it was impossible to generate data after the fact. Similar studies should make an effort to include stronger data sources.

Other limitations of this pilot study include the small sample size and the limited number of reflection papers included for analysis. As with most qualitative studies, the results are not generalizable to larger contexts. A teacher educator with a similar course context and classroom makeup may find different results. In addition, the small number of reflection papers included for analysis may not have been representative of the entire class. Had more pre-service teachers given permission for their papers to be included, additional themes may have emerged that could affect the findings. Nevertheless, the inclusion of the course evaluations ensured that all pre-service teachers’ views were represented. Moreover, course evaluations may be more authentic than reflection papers because course evaluations are ungraded and not reviewed by the instructor until after grades have been posted. There was no pre-test or post-test given to participants. Follow-up studies should include a pre- and post-test to confirm the findings.

Field trips can be an effective way to implement experiential learning in teacher education. In social studies education, field trips are particularly useful because they can coincide with course content, particularly social studies standards and multiculturalism. It is vital that teacher educators consider their students when designing field trips; some pre-service teachers may not immediately see the purpose for certain experiences, particularly if they are not aligned with their personal histories. Teacher educators must not only provide time for reflection, but must also make concrete connections for pre-service teachers so they gain the greatest benefit from the field trips. Some pre-service teachers may be resistant, but it is critical that instructors embed diverse themes and histories of those who have been marginalized into their courses so that future teachers will better understand and be able to teach diverse students.

Recommendations for Future Research

The authors recommend that future research include more studies of teacher education courses that include an experiential learning component, such as field trips. These studies should include more robust research methodologies such as pre-post surveys, participant interviews, regular journal reflections, and documented class discussions. In addition, participation from a larger percentage of the class members would add to the integrity of future studies. Future studies into experiential learning within teacher education should strive to include the opinions and interests of the participants when planning activities. We also recommend briefing and debriefing discussions or activities before and after the experiential learning activities so that participants are fully aware of what to expect, the purpose of the activity, connections to course content, and have opportunities for reflection.

Reflection Paper Questions

Where did you go?

Did you generally find the trip worthwhile?

What did you learn or experience that was new to you?

Might you consider taking your future students on a similar trip? Why or why not?

How did the trip connect to your personal content knowledge, pedagogical knowledge, and/or pedagogical content knowledge?

How has the trip enhanced your understanding/appreciation of social studies?

Independent Excursion Reflection Questions

Was the museum appropriate for the students you plan to teach? Why or why not?

Was the docent, guide, or administrator helpful and knowledgeable in regards to student programming?

Article Notes

Declaration of Conflicting Interests The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Funding The author(s) received no financial support for the research and/or authorship of this article.

↵ 1. All student course evaluations were included due to anonymous collection procedures per Institutional Review Board (IRB). Only reflections from students who gave expressed written permission for their course work to be analyzed were included in the analysis per IRB.

• © The Author(s) 2016

Author Biographies

Cara M. Djonko-Moore is an assistant professor of early childhood education at the University of Tennessee. Her research is focused on understanding teacher attrition as influenced by school environment and the development of culturally responsive pedagogy to engage children in relevant learning.

Nicole M. Joseph is an assistant professor of mathematics education at Vanderbilt University. Her current research includes examining the mathematics education of Blacks during segregation, 1854 – 1954 at 25 Historically Black Colleges and Universities accross the U.S. More broadly, her research interests include issues of race, class, and gender in mathematics education, with a particular focus on Black girls.

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How to Write a Field Report: A Step-by-Step Guide

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If you're wondering how to write a field report, this step-by-step guide will provide you with everything you need to know. Field reports are an essential part of research, allowing you to collect data on subjects in their natural habitats. In this article, we'll take you through the process of writing a field report from start to finish.

Understanding the Purpose of a Field Report

Before we get started, it's important to understand the significance of field reports in research. A field report is a structured account of observations and findings made in a natural setting such as a workplace, community, or habitat. It is used to gather data on a subject within its natural context, providing a deeper understanding of the subject matter.

Field reports are an essential tool in numerous fields, including anthropology, sociology, ecology, and more. They allow researchers to conduct research in natural settings while minimizing interference with the subject matter. This type of data collection helps to provide more accurate and authentic results, making field reports a valuable resource in research.

Importance of Field Reports in Research

Field reports play a crucial role in research, particularly in the social sciences. They help researchers to understand the complexities of human behavior and social interactions in natural settings. For example, an ethnographic field report may be used to study the cultural practices of a particular community or group of people. By observing and documenting their behavior, researchers can gain insights into their beliefs, values, and social norms.

Field reports are also important in ecology, where they can be used to study the behavior of animals and plants in their natural habitats. By observing and documenting their behavior, researchers can gain insights into their adaptations, interactions with other species, and responses to environmental changes.

Different Types of Field Reports

There are various types of field reports, each tailored to suit a specific research goal. Ethnographic field reports are commonly used in anthropology and sociology to study human behavior and social interactions. Ecological field reports are used to study the behavior of animals and plants in their natural habitats. Archaeological field reports are used to study the material culture of past societies.

Other types of field reports include geological reports, which are used to study the physical characteristics of rocks and minerals in their natural settings, and atmospheric reports, which are used to study weather patterns and climate change.

Choosing the right type of field report for your research will depend on your research goals and the subject matter you are studying. Regardless of the type of field report you choose, it is important to approach your research with an open mind and a willingness to learn from your observations.

Preparing for Fieldwork

Preparing for fieldwork is crucial to the success of your research. Here are some essential steps to take before you begin collecting data.

Choosing the Right Equipment

One of the most critical aspects of fieldwork is ensuring you have the proper equipment. Depending on the research, equipment can include a camera, binoculars, or a tape recorder. Selecting the right tools for your research is essential to ensure you can collect the data needed for your field report.

Conducting Background Research

Before you begin your fieldwork, conducting background research is essential. It will help you to familiarize yourself with the subject matter and the research question you are trying to answer. This will aid in designing your research instruments, selecting your observation site, and laying out the groundwork for your fieldwork.

Developing a Data Collection Plan

Developing a data collection plan will provide structure to your fieldwork and aid in capturing the data required for your report. Your plan should outline the sampling strategy, the type of data to be collected, and the methods used to collect the data.

Conducting Field Observations

Field observations are the heart of your research and need to be conducted with care and precision. Here are some essential steps to ensure you can gather the data needed for your report.

Selecting the Observation Site

Choosing the right observation site is crucial to the success of your fieldwork. The observation site must be representative of the research subject and accessible without causing disruption.

Taking Detailed Notes

Taking detailed notes is essential to capture the data required for your report. Your notes must be concise, factual, and include relevant contextual information. This will aid in analyzing your data and identifying patterns or themes.

Capturing Visual Data

Visual data can provide invaluable insights into your research subject. Capturing visual data could include taking photographs or videos of the subject, or even creating sketches or maps that provide a sense of the subject's environment or interactions.

Ensuring Ethical Practices

Ensuring ethical practices should be a top priority during fieldwork. Researchers must respect the privacy and the rights of the research subjects, ensuring that no harm comes to the subjects during the research process.

Organizing and Analyzing Your Data

The data collected during fieldwork must be analyzed to identify patterns and themes. Here are some essential steps to ensure your data is accurately analyzed.

Creating a Coding System

A coding system is a method of categorizing data into themes or concepts. It provides a way to organize the data collected during fieldwork and make it easier to analyze. Developing a coding system requires careful consideration of the research question and the data collected.

Identifying Patterns and Themes

Identifying patterns and themes is the primary goal of analyzing field report data. Once the data is organized through a coding system, researchers can begin to identify patterns and themes that emerge from the data collection process. These patterns and themes can provide insight into the research question and subject matter studied.

Interpreting Your Findings

The final step in field report writing is interpreting the findings. This requires researchers to move beyond simply identifying patterns and themes and to draw conclusions from them. Interpreting the findings requires researchers to contextualize their data and test their conclusions against existing research in their field.

ChatGPT Prompt for Writing a Field Report

Use the following prompt in an AI chatbot . Below each prompt, be sure to provide additional details about your situation. These could be scratch notes, what you'd like to say or anything else that guides the AI model to write a certain way.

Please compose a detailed and comprehensive report based on your observations and findings from a specific location or area of study. This report should include all relevant information, data, and insights gathered during your research and should be presented in a clear and organized manner. Your report should aim to provide a thorough understanding of the subject matter and should be written with a high level of accuracy and attention to detail.

[ADD ADDITIONAL CONTEXT. CAN USE BULLET POINTS.]

Writing a field report requires careful attention to detail, from selecting the right equipment to analyzing data. By following this step-by-step guide, researchers can produce a comprehensive and informative field report that provides a deeper understanding of the subject matter they are studying.

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How to Write a Trip Report: Outlining the Steps and Examples

By Happy Sharer

Introduction

A trip report is a structured document that details the events and observations made during a business or leisure trip. It is important to document the purpose of the trip and the findings in order to assess the success of the trip and evaluate any future actions that need to be taken. This article will provide an overview of how to write a trip report, what information should be included, tips for making the report more effective, and examples of well-written reports.

Outlining the Steps to Writing a Trip Report

Writing an effective trip report requires planning and preparation. The following steps should be followed to ensure a comprehensive and organized report:

Step One: Gather Information

The first step in writing a trip report is to gather all of the necessary information. This includes any relevant documents, such as itineraries, expense reports, and notes from meetings. Additionally, it is important to take note of any observations made during the trip and conversations that were had with other individuals. All of this information should be compiled before beginning the report.

Step Two: Create an Outline

Once all of the necessary information has been gathered, the next step is to create an outline. This allows the writer to organize their thoughts and structure the report in a logical manner. The outline should include an introduction, body, and conclusion, as well as any subsections or headings that are relevant to the report.

Step Three: Draft the Report

After the outline is completed, the writer can begin drafting the report. This process involves filling in the details of the trip, providing summaries of discussions, and documenting any observations. It is important to use clear and concise language when writing the report in order to make it easy to read and understand.

Step Four: Review and Revise

Once the draft of the report is complete, it is important to review and revise it before submitting. This helps to ensure accuracy and clarity, as well as identify any areas that may need additional information or clarification. Additionally, it is important to proofread the report for any spelling or grammar errors.

Describing the Purpose of a Trip Report

Trip reports are used to document the events and findings of a business or leisure trip. They provide a record of the trip and serve several purposes, including:

Summarize Events

Trip reports provide a summary of the events that occurred during the trip. This includes any meetings that were attended, tours that were taken, or presentations that were given. This allows the reader to quickly get an overview of the trip without having to read through detailed accounts of each event.

Record Observations

Trip reports also serve as a record of any observations that were made during the trip. This includes any insights or discoveries that were made, as well as any potential issues or challenges that were encountered. This allows the reader to gain a better understanding of the overall experience of the trip.

Document Results

Finally, trip reports are used to document the results of the trip. This includes any decisions that were reached, goals that were achieved, or plans that were created. This allows the reader to assess the success of the trip and evaluate any future actions that need to be taken.

Explaining What Information Should Be Included in a Trip Report

In order to create a comprehensive trip report, it is important to include all of the relevant information. This includes the following:

Details of the Trip

The report should include basic information about the trip, such as the dates, locations, and purpose of the trip. Additionally, any special arrangements or accommodations that were made should be noted in the report.

Identify Key Players

It is important to identify any key players that were involved in the trip, such as colleagues, clients, vendors, or partners. This helps to provide context to the report and allows the reader to understand who was involved in the events described.

Summary of Findings

The report should include a summary of the findings from the trip. This includes any insights or observations that were made, as well as any conclusions that were reached. Additionally, any relevant data or research should be included in the report.

Recommendations

Finally, the report should include any recommendations for future action. This could include new strategies or plans that need to be implemented, or any changes that need to be made. These recommendations should be based on the findings of the trip.

Providing Tips for Writing an Effective Trip Report

Writing an effective trip report requires attention to detail and careful editing. Here are some tips for creating an effective report:

Use Clear and Concise Language

It is important to use clear and concise language when writing a trip report. Using overly technical or complicated language can make the report difficult to understand. Additionally, using simple language helps to ensure that the report is understood by all readers.

Include Relevant Supporting Documentation

Any relevant supporting documentation should be included in the report. This could include photographs, diagrams, charts, or graphs. Including these documents helps to illustrate the points being made in the report and provides evidence for the conclusions reached.

Avoid Unnecessary Details

When writing a trip report, it is important to avoid including unnecessary details. This includes any information that does not directly relate to the purpose of the trip. Keeping the report focused on the key points helps to ensure that the report is concise and to the point.

Edit and Proofread Carefully

Finally, it is important to edit and proofread the report carefully before submitting. This helps to reduce any errors and ensures that the report is accurate and clear. Additionally, it is important to ensure that the report follows any specified formatting guidelines.

Offering Examples of Well-Written Trip Reports

Seeing examples of well-written trip reports can help to provide guidance when writing your own report. Here are three examples of effective trip reports:

Example One

This example is a trip report from a business trip to Las Vegas. The report includes all of the relevant information, such as the dates, locations, and purpose of the trip. Additionally, it includes a summary of the events that occurred during the trip, as well as any observations that were made. Finally, the report includes a list of recommendations for future action based on the findings of the trip.

Example Two

This example is a trip report from a leisure trip to Hawaii. The report includes basic information about the trip, such as the dates, locations, and purpose of the trip. Additionally, it includes a summary of the activities that were participated in and any observations that were made. Finally, the report includes a list of recommendations for future trips based on the findings of the trip.

Example Three

This example is a trip report from a research trip to Japan. The report includes basic information about the trip, such as the dates, locations, and purpose of the trip. Additionally, it includes a summary of the research that was conducted and any observations that were made. Finally, the report includes a list of recommendations for future action based on the findings of the trip.

Writing an effective trip report requires planning and preparation. It is important to gather all of the necessary information, create an outline, draft the report, and review and revise before submitting. Trip reports should include details of the trip, identify key players, provide a summary of findings, and include recommendations. Additionally, it is important to use clear and concise language, include relevant supporting documentation, avoid unnecessary details, and edit and proofread carefully. Seeing examples of well-written trip reports can help to provide guidance when writing your own report.

Overall, writing a trip report is an important part of any business or leisure trip. It provides a record of the trip and allows the reader to quickly gain an understanding of the events that occurred and the findings that were made. Following the steps outlined in this article and utilizing the tips and examples provided can help to ensure a successful and effective trip report.

(Note: Is this article not meeting your expectations? Do you have knowledge or insights to share? Unlock new opportunities and expand your reach by joining our authors team. Click Registration to join us and share your expertise with our readers.)

Hi, I'm Happy Sharer and I love sharing interesting and useful knowledge with others. I have a passion for learning and enjoy explaining complex concepts in a simple way.

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