Sense of place describes both affective and cognitive — emotional and intellectual — connections to place. Affective outcomes, tied to arts and humanities education, can facilitate these connections. But little research explores environmental science, arts and humanities (eSAH) curricula on place relationships. Additionally, most research on the sense of place focuses on repeated visits to a place over time, rather than short-term experiences like a field trip. Finally, digital technology is a growing trend across science education, but little research investigates its use in field-based contexts. Our research begins to address these gaps. This article describes an eSAH field trip for middle and high school learners. Using a conventional content analysis, we present pilot data from two high school field trips. Our findings illuminate a framework for understanding active and passive place relationships in the context of short-term interdisciplinary field learning experiences.

中文翻译：

---

森林发现：在环境科学、艺术和人文 (eSAH) 实地考察中建立关系

地方感描述了与地方的情感和认知——情感和智力——的联系。与艺术和人文教育相关的情感成果可以促进这些联系。但很少有研究探讨环境科学、艺术和人文 (eSAH) 课程中有关地方关系的内容。此外，大多数关于地方感的研究都侧重于随着时间的推移对一个地方的反复访问，而不是像实地考察这样的短期体验。最后，数字技术是整个科学教育的一个增长趋势，但很少有研究调查它在基于领域的环境中的使用。我们的研究开始解决这些差距。本文介绍了针对初中和高中学习者的 eSAH 实地考察。使用传统的内容分析，我们展示了来自两次高中实地考察的试点数据。