Exposure to field trips to informal science institutions produces small positive effects on middle school students' standardized science test scores¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Field trip exposure to informal science education institutions has small positive effects on students' science test scores on the state standardized eighth-grade exam. → Emilyn Ruble Whitesell 2016

q3 i? Exposure to field trips to informal science education institutions positively affects students' proficiency on the state's standardized eighth-grade science exam. → Emilyn Ruble Whitesell 2016

Evidence¶

Emilyn Ruble Whitesell 2016¶

Emilyn Ruble Whitesell. (2016). A Day at the Museum: The Impact of Field Trips on Middle School Science Achievement. Journal of Research in Science Teaching, vol. 53, issue 7. https://www.mathematica.org/publications/a-day-at-the-museum-the-impact-of-field-trips-on-middle-school-science-achievement doi:10.1002/tea.21322

q3 · i? · causal · r2

Quasi-experimental study using 6 years of student-level data on New York City students, with school fixed effects capitalizing on variation in field trip participation within schools over time. The author reports "small positive effects of exposure to field trips on students' science test scores and proficiency." No effect size is printed in the available text.

"I found small positive effects of exposure to field trips on students' science test scores and proficiency."

Discussion¶

Related Claims¶

• Field trip effects on science achievement are largest for Hispanic students and students qualifying for free or reduced-price lunch — a narrower finding that bears on this claim
• The packet's authors assert that pre-, on-site, and post-visit activities build on students' newly gained knowledge when performed in series — related
• In the PISG case study, occurrences of high-level grounding and high-level testing co-occurred with more occurrences of high-level inquiry processes — related
• The PISG and PSGI classroom script sequences showed no statistically significant difference in high- and low-level grounding and testing processes, alongside a trend favoring PISG — related
• A river-study conceptual model on handhelds supported observation, analysis, experimentation, and report writing for 72 secondary students in fieldwork — related