Abstract
This chapter focuses on the edutainment value of field trips to industrial establishments as a means of popularising science to students. It traces the importance of field trips as a teaching pedagogy for active learning to bridge the gap between science lessons in the classroom and science in the real world. By means of an exemplar of a successful field trip to Jurong Island (Singapore’s chemical hub), the usefulness of field trips to industrial establishments in the fostering of scientific literacy for twenty-first century’s teaching and learning is highlighted.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Bartley, J. E., Mayhew, L. M., & Finkelstein, N. D. (2009). Promoting children’s understanding and interest in science through informal science education. American Institute of physics conference proceedings for the 2009 physics education research conference. Retrieved October 17, 2012, from http://spot.colorado.edu/~mayhew/Papers/BartleyPERC2009.pdf
Coughlin, P. K. (2010). Making field trips count: Collaborating for meaningful experiences. The Social Studies, 101(5), 200–210.
Dewey, J. (1934). The supreme intellectual obligation. Science New Series, 79(2046), 240–243.
Driver, R., Leach, J., Millar, R., & Scott, P. (1996). Young peoples’ images of science. Buckingham, UK: Open University Press.
Falk, J. H. (2001). Free choice science education: How we learn science outside of school. New York: Teachers College Press.
Friedman, T. (2006). The world is flat: A brief history of the twenty-first century. New York: Farrar Straus and Giroux.
Liu, X. (2009). Beyond science literacy: Science and the public. International Journal of Environmental & Science Education, 4(3), 301–311.
McComas, W. F., Clough, M. P., & Almazoa, H. (1998). A review of the role and character of the nature of science in science education. In W. F. McComas (Ed.), The nature of science education: Rationales and strategies (pp. 3–39). Dordrecht, The Netherlands: Kluwer Academic.
Melber, L. (2008). Where to begin? Planning for field trips. In L. Melber (Ed.), Informal learning and field trips (pp. 1–7). Thousand Oaks, CA: Corwin Press.
OECD. (2009). PISA 2009 assessment framework — Key competencies in reading, mathematics and science. Paris: OECD Publishing.
Scarce, R. (1997). Field trips as short-term experiential education. Teaching Sociology, 25(3), 219–226.
Scrlbnor-MacLean, M., & Kennedy, L. (2007). More than just a day away from school. Science Scope, pp., 30, 57–60.
SEAB. (2013). GCE O-level syllabus. Retrieved November 1, 2012, from Singapore Examinations and Assessment Board: http://www.seab.gov.sg/oLevel/2013Syllabus/5072_2013.pdf
Wolins, I., Jensen, N., & Ulzheimer, R. (1992). Children’s memory of museum field trips. The Journal of Museum Education, 17(2), 17–27.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Annex A: Chem Gallery Worksheet (with answers)
Annex A: Chem Gallery Worksheet (with answers)
Rights and permissions
Copyright information
© 2014 Springer Netherlands
About this chapter
Cite this chapter
Tan, I., Chew, C. (2014). Field Trips to Industrial Establishments: Infinite Opportunities for Popularising Science. In: Tan Wee Hin, L., Subramaniam, R. (eds) Communicating Science to the Public. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-9097-0_5
Download citation
DOI: https://doi.org/10.1007/978-94-017-9097-0_5
Published:
Publisher Name: Springer, Dordrecht
Print ISBN: 978-94-017-9096-3
Online ISBN: 978-94-017-9097-0
eBook Packages: Humanities, Social Sciences and LawEducation (R0)