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Muhammad Shabbir Ali, Nasrin Akhtar and Muhammad Arshad 94 Global Social Sciences Review (GSSR) the connection between concepts being studied in the class and actual world situation. It is more natural and rememberable technique that enables students to participate with mutual understandings outside the classroom. Educational field trips are designed with specific learning objectives as other program components. A field trip generally designed for a purpose and makes a connection between focus and concept of field and the individuals are learned in remaining programs in the field of education especially science education. There are three basic steps in planning and managing a fruitful trip such as pre-trip included administration or instruction (topic content & vicarious exposure), trip (role of participants & role organizer), and post-trip (debriefing activity & culminating activity) (Myers & Jones, 2009). According to Knutson & CAISE (2016), field trips in education are important in learning for sharing social experiences with others and provide the basis for science students to sum up and highlight novelty in things and it provides a foundation to identify the learning experience from study tour related to science. Among the many potential outcomes, the trips have been provided many opportunities to students for doing new experiences which can enhance interest and association in science and its results must be affective and science students are satisfied with more positive and pleasant feelings towards science learning. Students got a chance to explore their skills and personality in meaningful way through these kinds of schools’ trips. The process of learning through field trips is affected by many parameters like the structure of the trip, content knowledge, and interests of the science learners during the journey, the social dimensions of the visit, and students’ sharing learning experiences during the field trips (Knutson & CAISE, 2016). According to Gormez (2014), Sociocultural theory has described that successful learning occurs in social environments. In the theory regarding socioculture, the Zone of Proximal Development (ZPD) considered most important to understand concepts. The engagement of students through real-life experiences, physical objects, and other people with learning enables them to understand clearly (Vygotsky, 1987). According to Frost (2007), students had been interactive with each other during trips and they share their knowledge. Students learn more when they view all those elements with their five senses rather than what they are explained in the conventional process of education. They can realize that printed text is also real in the world. Educational field trips facilitate students as entertainment, motivator, and opportunities to discover new things and thoughts. Students can learn better in fun and activity-based teaching. Field trips serve the students to learn with the combination of fun and enjoyment and with realization what they already know through their books. Field trips explore for the students that they can evaluate the learning and its implementations in real-life situations. Educational field trips also encourage students to learn in a team, collaboration, and in community as students experience trips in the form of groups. Students explore new venues and an environment for learning. This method takes a great deal to work with energy and expose the new horizons that students value in relation to science (Frost, 2007). Science subject involves with creative learning process to solve problems, make connection among concepts, conduct experiments, draw hypothesis, make conclusion, paramount of extending present knowledge of science (Stephens, 2009). The present study was designed to investigate the impact of field trips on students’ attitudes towards science.

Investigating the Impact of Field Trips on Secondary School Students’ Attitude to Learning of Sciences