The Role of Intrinsic Motivation in a Science Field Trip

Abstract

A school principal enlisted state park interpreters to organize a series of science field trips to provide a natural environment for instruction, encourage interest in science, and improve exam scores. Students participated in activities one day a month for six months and took exams. Benchmark scores increased compared with the previous year's fifth graders in science. A non-experimental case study examined the emotional and intellectual impressions resulting from students’ experiences of field trip activities. Qualitative data included interviews with school faculty, park interpreters, and 93 students riding to and from the park. Students were asked: what was your favorite activity and why? The study found the elements of novelty, outdoors, touching animals, learning, exploring, (seeing) animals, and personalization to be linked to the factors of play, flow (optimal experience), and free-choice learning. Findings suggest that intrinsic motivation is an important aspect of student enjoyment of field trips.