A Phenomenological Explanation of Scientific Field Trips on Effective Learning: A Case Study of Geography Students at Farhangian University, Alborz Province

Document Type : Original Research

Authors

1 Associate Professor, Department of Geography Education, Farhangian University, Tehran, Iran

2 Educational officer of Geography Education Department, Farhangian University, Tehran, Iran.

3 Assistant Professor, Department of Geography Education, Farhangian University, Tehran, Iran

Abstract

Background and Objectives: Scientific field trips are associated with generating new knowledge, evaluating and correcting previous ideas, and developing new methods for solving scientific problems. The primary purpose of such trips is to increase knowledge and foster a better understanding of the surrounding world, thereby enhancing insight and transforming thinking. Methods: This research employed a qualitative (phenomenological) approach within the framework of applied research. It aimed to investigate, evaluate, and analyze the scientific field trips undertaken by geography students (enrolled between 2017 and 2022) at Farhangian University in Alborz Province. The research population consisted of 30 field trip reports submitted by the students. For this purpose, a matrix was designed to analyze the feelings, statements, meanings, thematic organization, comprehensive descriptions, and the fundamental and general structure of the field trips within the framework of geographical knowledge, utilizing a phenomenological approach. Findings: Among the 30 submitted reports, the highest frequency of field trip destinations was to the southern (27%) and northern (23%) regions of the country. According to the Colaizzi phenomenological method, the most frequent sense derived from the reports was that of memorization (50%). The compilation of meanings extracted from the reports evoked concepts of leisure and, at times, a superficial approach. The frequency and percentage of formulated meanings, structured into themes by the participants, indicated a reflective formulation of topics. A comprehensive description of the field trips from the participants' perspective highlighted the acquisition and memorization of knowledge. The frequency and percentage of explanations regarding the fundamental structure of the trips focused on concepts. Finally, in monitoring the results from follow-ups with participants, the statistics confirmed the validity of the research findings in line with the Colaizzi phenomenological stages, with 64% of the participants confirming the obtained results. Conclusion: The results of the conducted field trips revealed that the process of effective learning occurred to a very limited extent. Effective learning was observed in only one to three out of the total 30 reports submitted by the students. This indicates an emphasis on the use of prior knowledge—namely, the retrieval and application of previously learned material—rather than the construction of new understanding. For the students, the scientific field trip held more of a recreational aspect. In fact, the reflective formulation of topics was envisioned for them, focusing on acquired concepts. Consequently, the students did not accurately comprehend the world around them, nor did their perspectives change; thus, they failed to develop a correct vision of places, phenomena, trends, events, and the interrelations among them. At the end of the research, suggestions are provided to improve the process of effective learning within the routine of scientific field trips.

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References

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Theory and Practice in Teachers Education
Volume 11, Issue 20 - Serial Number 20
October 2025
Pages 293-311

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