A research report submitted to the Faculty of Science, University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements of the degree of Master of Science. Johannesburg 2014 / Field trips to museums have been shown to achieve important learning outcomes and promote scientific literacy. However, the success of museum visits relies, in part, in the ability of teachers to effectively mediate the museum experience. A critical analysis of the literature on teacher-led field trips has shown that they are not always conducted in optimal ways and the use of worksheets is a good illustration of this dilemma. Characteristics of effective museum worksheets are described in best-practice literature; however there is a mismatch between researcher recommendations and teacher practices. Clearly there exists a need to improve teacher practice in informal educational settings. This study sought to provide insight on the ability of a teacher to follow recommendations outlined by the literature and create a best-practice worksheet. It involved two visits to the Johannesburg Zoo, with two different groups of Grade eight learners, where they were observed and audio-recorded whilst completing one of two museum worksheets. The first worksheet was designed before the teacher was aware of best-practice recommendations. The second worksheet attempted to improve on the first using researcher recommendations. The worksheets were analysed, using a worksheet analysing instrument, which showed that both contained more factors that would hinder learning and few factors that would facilitate learning. These findings suggest that, even with knowledge of best-practice recommendations, the teacher was not able to construct a worksheet that completely facilitated free-choice learning – barriers to the process included: the context of the zoo i.e. the plethora of information boards that rendered most observation-dependent questions as text-dependent; the tendency of the teacher to take advantage of the zoo setting and therefore the use of questions with a high site specificity; an increased use of orientation cues needed to reduce the ‘novelty factor’; and the use of the worksheet as an assessment tool that, therefore, provided little choice in where and how learners applied tasks asked of them. The study also investigated insight on whether or not the worksheets promoted curriculum related conversations among a group of learners. Learner conversations were coded, focusing on both nature of discourse as well as type of discourse, and analysis showed that learners cognitively and affectively engaged with worksheet tasks. However, the nature of cognitive engagement tended to be on a superficial level, suggesting learners do not have the necessary ii skills - e.g. language, argumentation and critical analysis - to initiate and conduct exploratory discussions. In view of these findings, it was concluded that it is difficult to translate best-practice recommendations into actual field trip experiences. The agenda of the teacher as well as the ability of his or her learners strongly influence how a worksheet is conducted and the worksheet is used.

One of the principles regarding our knowledge about life on earth is that no organism can be fully understood without taking into account its surrounding environment. This study examines the extent to which ecosystem-focused field studies may be associated with students' academic performance and potential to contribute to the advancement of science and conservation. Pilot studies conducted in Panama and California established methods used in this project from 1993-2003. Two hundred and sixty-seven students conducted field studies in either Kenya or Costa Rica. Students worked in cognitive apprenticeships, in which research staff trained each student to conduct field research. At the conclusion of their fieldwork, the research staff assessed the students written field reports. The students' reports were then sorted according to the extent to which their studies were ecosystem-focused. Data analysis through nonparametric, Kruskal-Wallis statistical tests revealed no significant difference in academic performance on field study reports, in regards to whether the studies were narrow in scope (species-specific) or broad (ecosystem-focused). Marginal significance was revealed between ecosystem-focused studies and the potential for students' fieldwork to contribute to the advancement of science and conservation. Also addressed in the data were injuries, disease, and potential hazards, which were influenced by prudent and decisive leadership. Successful field studies require consideration of the content, context, and design of the intended field projects. Many of the solutions to environmental problems on the planet will come from the working hands of teachers and students that conduct explorations in the field. / Life Sciences in Education / D. Phil. (Mathematics, Science and Technology Education)

One of the principles regarding our knowledge about life on earth is that no organism can be fully understood without taking into account its surrounding environment. This study examines the extent to which ecosystem-focused field studies may be associated with students' academic performance and potential to contribute to the advancement of science and conservation. Pilot studies conducted in Panama and California established methods used in this project from 1993-2003. Two hundred and sixty-seven students conducted field studies in either Kenya or Costa Rica. Students worked in cognitive apprenticeships, in which research staff trained each student to conduct field research. At the conclusion of their fieldwork, the research staff assessed the students written field reports. The students' reports were then sorted according to the extent to which their studies were ecosystem-focused. Data analysis through nonparametric, Kruskal-Wallis statistical tests revealed no significant difference in academic performance on field study reports, in regards to whether the studies were narrow in scope (species-specific) or broad (ecosystem-focused). Marginal significance was revealed between ecosystem-focused studies and the potential for students' fieldwork to contribute to the advancement of science and conservation. Also addressed in the data were injuries, disease, and potential hazards, which were influenced by prudent and decisive leadership. Successful field studies require consideration of the content, context, and design of the intended field projects. Many of the solutions to environmental problems on the planet will come from the working hands of teachers and students that conduct explorations in the field. / Life Sciences in Education / D. Phil. (Mathematics, Science and Technology Education)