A field trip is sometimes used in a university class. Kwan and So (2008) found that the field trip used under the PBL (Project/Problem Based Learning) method provided university students authentic and deep knowledge of the subject and reduced the learning gaps. However, Kent, Gilbertson and Hunt (1997) explain the field trip depends on the budget of the university which determines the destinations of the field trip and thus it is unfair for students if the budget is small for the students. The aim of this study is to explore what extent a field trip activity is effective for students under the PBL method. Within a small budget for a field trip, this study challenged to maximize the effect of using a field trip for a university class. This study adopts a small case study of the field trip for an introduction to presentation in Japanese for the first year students. In order to collect the data of this study, the authors used questionnaires for the participants to see their insights about the field trip for the class. The total of 26 university students answered the questionnaires including five international students. The results revealed both positive and negative feedback towards the field trip. At the conference, the authors show the details of the results and discuss 1) what extent the field trip was effective and 2) how teachers can maximize the effect of using a field trip for the class.
Yoshihiko Yamamoto, Shizuoka University, Japan
Ryuta Yamamoto, Shizuoka University, Japan
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