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Originally appears in the Spring 2019 issue.

FIELD TRIPS ARE opportunities that can positively impact and motivate students.1 They are considered important learning tools that can help students grow knowledge-wise in their respective disciplines as well as in character;2 however, as stated by Rieger, improperly executed field trips due to lack of proper planning and follow-up reinforcement can result in tremendous loss of valuable time and can lead to misconceptions by students and teachers about the effectiveness of trips.1 Over the past 10 years as an educator, I have overseen both successful and unsuccessful trips, with the unsuccessful ones ending up as leisure outings. In an effort to avoid the pitfalls that generally turn field trips into leisure outings, I have tried different interventions such as changing trip locations and rescheduling trips to different times of the year, but none has been as effective as incorporating citizen science.

Citizen science involves a partnership between volunteers and trained professionals to carry out research.3 It is a process that harnesses collective curiosity and employs common technology, engaging participants in learning about the world around them in a quick and comprehensive manner.4 Having this concept of citizen science in mind made me consider it as a great fit to incorporate into field trips. I have conducted various field trips with citizen science project components, and they have taken a variety of forms, including gathering biodiversity data on a small island over multiple years to assess climate change effects, measuring pine trees in a neotropical savanna to monitor growth rate and tree health, and conducting surveys of bird populations at specific field sites.

To successfully integrate a citizen science project into an educational field trip, the following must be considered: partnerships, site selection, and proper planning and execution of the selected project. I will be sharing my personal experience with citizen science-based field trips with 16–18-year-old students.

Partnerships
Networking is an important self-management practice that is beneficial for both one’s career and life.5 Interestingly, an instructor who regularly conducts field trips may have unintentionally started a professional network over time. If you are a novice, there is no need to worry when it comes to building your professional network, because through practice, patience, and persistence, it is possible to create your network.6

When I first started teaching, I didn’t really know many people in my respective field. I reached out to some college friends, relaying my concerns and inquiring as to whether they knew anyone who could assist. Fortunately, they did. In one instance, I had a friend introduce me to a friend who was a manager of a field site. I shared my views and goals for my class, and the manager, realizing I was serious about wanting to provide my students with holistic educational trips, decided to assist me. The manager was even kind enough to give me some contacts for other field sites, which I made good use of. Over the years I’ve managed to build my professional network from these initial connections.

Choosing a site
When I decided to start incorporating citizen science projects into my field trips, I first had to see if there was a need for any projects or if there was an opportunity to start one. I began by reaching out to the managers and caretakers of the various field sites I had connections with to collaborate on ongoing projects or to create new ones. The responses were much slower than anticipated, but I made sure to follow up over the phone and in person. So far, I have established four citizen science projects at four different field sites.

In my first attempt at reaching out to managers and caretakers of field sites, I only received one response. The caretakers of this particular site hypothesized that Caribbean Pines (Pinus caribaea) on their savanna property were dying and that the immediate cause was unknown. Although the organization had trained personnel who could address a land stewardship project of that nature, their expertise was required elsewhere for more pressing issues. Considering the organization’s lack of human resources for such an important land stewardship project, we saw their acute need for citizen scientists and offered to assist. This gave rise to my first citizen science project at a field site.

Preparation
Novelty factors
Studies have shown that students’ ability to execute their assigned tasks on field trips is related to the novelty of the field trip setting.2 This novelty is associated with the students’ unfamiliarity with different aspects of the field trip. The novelty of the setting is dependent on psychological, geographical, cognitive, and social factors.7 These should all be addressed prior to the trip in order to reduce its overall novelty effect2 because doing so has been shown to increase students’ learning and performance significantly.

Psychological novelty factors include the purpose of the trip, length of trip, expected weather conditions, and field site conditions. Geographical factors include the geographic location, terrain, atmosphere, and travel routes. Social factors take into consideration students’ social interactions with fellow students, teachers, and others. Specifically, it is useful for students to know such details as whether or not they will be interacting only with fellow classmates and instructors, if they will be working with members of different cultures, and if they will be able to contact family and friends during off time.7 Cognitive factors include the techniques that will be used on the trip, familiarity with equipment, and required knowledge.2 These cognitive factors can be directly reduced by using concrete activities. A useful approach is to allow students to familiarize themselves with the various pieces of equipment that are required to carry out the scheduled tasks in the field. It is only after familiarizing themselves with the novelty space and reducing the novelty factors that students can concentrate on their assigned tasks and truly learn in the field setting.8 The psychological, geographical, and social factors can usually be easily addressed in the classroom using presentations, documentaries, and videos, or through background research. For some projects, pre-trip visits to the field site may also be required.

In-class preparation
For the pine savanna project, prior to working in the field, students attended a series of three lectures and a training session. The first lecture included the purpose of the project, key environmental details, and possible hazards. The second lecture was aimed at teaching students necessary field techniques such as the proper use of diameter tapes, rangefinders, compasses, GPSs, and cameras. The third lecture was based on Belizean savanna and fire ecology. As an added precaution, a trained professional was brought in to conduct a six-hour training session on first aid and CPR. The lecture series and first aid certification ensured that students were adequately prepared for the trip and project.

Finally, one of the keys to successfully carrying out these types of projects is assigning each participant a specific task. It is unrealistic to wait until you are on site to assign tasks and expect things to flow smoothly.

In the field
When in the field, ensure that each student is fully aware of what he or she needs to do and has the necessary resources to successfully carry out her or his assigned tasks. We conducted the Pinus caribaea survey in the following manner:

  1. At the start of the initial pine monitoring project, all the students participated in setting up two permanent 200m2 sample plots before conducting a rapid count of all the P. caribaea trees in the plot area. Using this information, students created tags numbered from P001 to P040.
  2. Two students were assigned to tag the trees using aluminum wires tied in a specific way to ensure the continued uninterrupted growth of each tree.
  3. Following tagging, one student measured the diameter at the breast height (DBH) of each tree.
  4. A student using a rangefinder measured the height of each P. caribaea tree.
  5. The scarring height, if any, on each of the trees was measured by another student.
  6. Two students were charged with observing the physical health of the trees, which includes foliage health, the presence/absence of insects, and the number of cones on the trees.
  7. The number of P. caribaea seedlings and their heights were also recorded by two students.
  8. One student was responsible for the in-field recording and compilation of the data.

Although students were assigned individual tasks, all actions occurred simultaneously in an orderly fashion. Students were not dispersed at different locations in the field; rather, everyone moved as a group. This was done to ensure that data collection was being conducted properly and that the instructor was in close proximity to all students at any given time.

Analysis and use of data
Depending on the type of project being conducted and the type of data that is being collected, various statistical tests can be done. One could run t-tests to determine the statistical significance of the data sets and compare them to previous or future data sets. Keep in mind that a citizen science project might not be a one-time event, but rather a continuous project that you return to on a semesterly or yearly basis. The instructor should ensure that the data is collected and sorted properly. It is also advised to keep a personal copy of the data for verification and future use, such as sharing it with a colleague in another subject area (e.g., a mathematics instructor who can use the data to help students perform statistical analyses).

In the pine survey, the data was analyzed and stored on an annual basis. Each new cohort of students was only given the stored data sets collected by past students after conducting their own in-field data collection. By withholding past data sets, students are motivated to be as precise as possible in their data collection since all their collected data will later be compared to the stored data sets and analyzed. Once comparison and analysis of the data are completed, students are tasked with submitting a single, detailed class report which is shared with the field partners as well as saved for future classes. As more data is collected annually, the analysis of it becomes more detailed, allowing for future classes to calculate the average growth rate of the P. caribaea trees in that region, which could be critical data for botanists and environmentalists.

Challenges
As weather can be unpredictable, it is best to be prepared with suitable clothing for sunny conditions, while also ensuring that students have raincoats and all necessities to remain warm and dry if a storm hits.

Sometimes planning for these activities can be a bit overwhelming and stressful, which can lead to human error like forgetting necessary field equipment. In times such as these, there is no need to panic — a quick phone call to your field partners could easily rectify the issue. This is why networking is important. Once a solid network is established, your field partners will more than likely assist you in whichever way they can — in some cases, even loaning you equipment.

Another challenge is keeping everyone working as one cohesive group. Attitudes and egos might get in the way of efficiently collecting and analyzing the data. Therefore, constant check-ups and talks with the group are essential to ensure group cohesiveness. If issues do arise, try to settle them immediately; don’t let emotions build, as this can result in larger issues, later ruining what had otherwise been a pleasant trip for most.

Instructors must be mindful that some students may not feel comfortable attending field trips. If so, simply talking to them individually may help to alleviate some of their doubts. Occasionally, no matter what is said, some students will never change their minds; in such cases, it is best to just let things be. There is no sense in coercing unwilling students onto a trip, as doing so could negatively impact the mood of other students, instructors, or field partners, which could in turn affect learning and the efficiency of carrying out assigned tasks.
At the start of the pine project, I was overly enthusiastic and brought 30 students to do the field activity. We decided to work in groups of about 15 students per lecturer, but that was stressful and didn’t work well. After that experience, we decided to work with smaller groups of about 10 students and two lecturers, and this worked perfectly for us.

Outcomes
One of the obvious benefits of citizen science projects is accelerated data collection; however, I have had the opportunity to witness numerous unexpected benefits. One of the most surprising was the changes in students’ attitudes. Direct experiences help to enhance learning among students as well as their appreciation for the target resource.9 Having students partake in these types of activities led them to becoming more attentive and participatory in class, which improved teacher-student relations. They also became more environmentally-conscious, which inspired them to recycle and take on various conservation efforts within their respective communities, such as clean-up campaigns, recycling, and reforestation initiatives. Some graduates return on a yearly basis simply to assist with the in-field data collection. They have developed this connection to the project whereby they want to see it through to the end.

My challenge to you
While developing a citizen science project and incorporating it into a field trip may seem like a lot of work, it is definitely worth the investment. The initial planning is the hardest part but as time goes by it gets much easier, and the increase in learning makes it all worthwhile. I encourage you to try incorporating citizen science into at least one of your field trips. Data suggests that the traditional pedagogical approaches to teaching science seem to be falling short when it comes to building students’ science competency.3 Therefore, why not try a more innovative approach? Incorporating citizen science into field trips and combining this with some traditional pedagogical methods could concurrently enhance science education and promote environmental stewardship in our students.

Leroy Jones works as a Biology lecturer at Sacred Heart Junior College in Belize. He completed this article as a part of his graduate work with Project Dragonfly at Miami University in Oxford, Ohio.

Endnotes:

  1. Rieger, Cynthia Rau, Effective Lesson Planning: Field Trips in the Science Curriculum. American Physical Society, 2010, p. 1.
  2. Orion, Nir. A Model for the Development and Implementation of Field Trips as an Integral Part of the Science Curriculum. School Science And Mathematics, 1993, 93(6), p. 325–331.
  3. Shah, Harsh R., & Martinez, Luis R. Current Approaches in Implementing Citizen Science in the Classroom. Journal of Microbiology & Biology Education, 2016. 17(1), p. 17–22.
  4. Collins, Andrew, Doersch, Krista, Herszenhorn, Laura, Johnson, Rebecca, Matson, Clea, & Young, Allison. Citizen Science Toolkit (2nd ed., pp. 3–47). California Academy of Sciences. (2018), p. 3.
  5. McWilliams, Allison. Tips for building an effective network. Huffington Post. Retrieved 13 March, 2018 from https://www.huffingtonpost.com/entry/tips-for-building-an-effective-network_us_5818eeb6e4b0922c570bd32f?utm_hp_ref=networking.
  6. Why Networking is Important. American Association of Medical Dosimetrists. Retrieved 13 March, 2018 from https://www.medicaldosimetry.org/career-services/why-networking-is-important/
  7. Cotton, Debby R.E. & Cotton, Peter A. Field biology experiences of undergraduate students: the impact of novelty space. Journal of Biological Education, 2009. 43(4), p. 169–174.
  8. Elkins, Joe T. & Elkins, Nichole M.L. Teaching Geology in the Field: Significant Geoscience Concept Gains in Entirely Field-based Introductory Geology Courses. Journal of Geoscience Education, 2007. 55(2), p. 126–132.
  9. Ballouard, Jean-Marie; Provost, Gregory; Barré, Daniel; & Bonnet, Xavier. Influence of a Field Trip on the Attitude of Schoolchildren toward Unpopular Organisms: An Experience with Snakes. Journal of Herpetology, 2012. 46(3), p. 423–428.