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Abstract
The purpose of this study was to assess the cognitive and affective values of an outdoor science field trip. Participants were 28 fifth grade students, studying earth science, from a large southeastern US city. Knowledge about local geology and attitudes related to science and the outdoors were evaluated before and after a three hour field trip experience on Stone Mountain. Data were collected using a combination of quantitative and qualitative methods, with participants cognitive and affective changes interpreted via statistical analyses. Significant gains in cognitive achievement were evident though no significant affective gains were identified. The findings of this study lend support to a popular notion recognizing science field trips as important educational tools. Results suggest that isolated outdoor experiences can facilitate learning. The implications of this study are important to formal educators organizing science field trips, as well as nonformal educators providing these opportunities to school groups.