The packet's authors assert that pre-, on-site, and post-visit activities build on students' newly gained knowledge when performed in series¶

Claim · All claims
Evidence · 1 study · design r1 · q1
Currency · newest study 1995 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because 2 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q1 i? The guide asserts that its three activity phases may be performed independently or in a series that builds on students' newly gained knowledge and experiences. → Bland 1995

Evidence¶

Bland 1995¶

Bland, Samuel S. (1995). Sea Turtle Trek, Hammocks Beach State Park: An Environmental Education Learning Experience Designed for Grades 6-8. https://eric.ed.gov/?id=ED401095

q1 · i? · design · r1

Design rationale stated in the packet's introduction (type e, authors' interpretation). The guide offers no empirical evidence or test for this assertion; it is a stated design intent for the pre-visit, on-site, and post-visit sequence.

"These activities may be performed independently or in a series to build upon students' newly gained knowledge and experiences."

Discussion¶

Related Claims¶

• The learning cycle is reported as an effective means for learning science concepts and processes — a broader claim this one bears on
• Exposure to field trips to informal science institutions produces small positive effects on middle school students' standardized science test scores — related
• Visits to urban parks and woodlands were associated with higher self-reported creativity than visits to a built-up city centre, though park-versus-woodland differences were not significant — related