Abstract

Recent studies indicate that student biology teachers hold concerns regarding field trips. Therefore, allowing student biology teachers to gain experiences in planning and conducting field trips during their university education could be one way to make them aware of the potential of field trips and to increase their self-efficacy expectations. This study was carried out in a field trip-oriented course at the University of Münster (Germany) during the summer terms of the years 2017 to 2019. Using a pretest-posttest design, we measured 50 biology student teachers’ interest and self-efficacy concerning the organization and implementation of field trips. The results showed that students already exhibited a high level of interest but a lower level of self-efficacy regarding field trips in the pretest. After the course, however, significant differences emerged, with self-efficacy showing the largest improvement and interaction effects between time of measurement and gender. A follow-up test revealed that this was a sustained and long-lasting effect. These findings suggest that field trip-oriented courses such as the one considered here may increase the cognitive-affective parameters of interest and self-efficacy expectations among prospective biology teachers. In times of eroding species knowledge and a general alienation from nature, these findings might increase the probability of teachers actually conducting field trips to complement biology lessons.

摘要

最近的研究表明，学生生物学老师对实地考察感到担忧。因此，让学生生物学老师在大学教育期间获得计划和进行实地考察的经验可能是使他们意识到实地考察的潜力并提高自我效能期望的一种方法。这项研究是在2017年至2019年夏季，在明斯特大学（德国）进行的以实地考察为导向的课程中进行的。我们使用前测后测设计，测量了50名生物学专业老师的兴趣和自我效能感关于实地考察的组织和实施。结果表明，学生对预习中的实地考察表现出了很高的兴趣，但自我效能水平却较低。课程结束后，出现了显着差异，自我效能感显示了测量时间和性别之间的最大改善和相互作用。后续测试显示这是一种持续和持久的作用。这些发现表明，以野外旅行为导向的课程（如此处考虑的课程）可能会增加准生物学老师之间的兴趣和自我效能期望的认知情感参数。在侵蚀物种知识和与自然大体疏远的时期，这些发现可能会增加教师实际进行实地考察以补充生物学课程的可能性。这些发现表明，以野外旅行为导向的课程（如此处考虑的课程）可能会增加准生物学老师之间的兴趣和自我效能期望的认知情感参数。在侵蚀物种知识和与自然大体疏远的时期，这些发现可能会增加教师实际进行实地考察以补充生物学课程的可能性。这些发现表明，以野外旅行为导向的课程（如此处考虑的课程）可能会增加准生物学老师之间的兴趣和自我效能期望的认知情感参数。在物种知识侵蚀和与自然大体疏远的时期，这些发现可能会增加教师实际进行实地考察以补充生物学课程的可能性。