A Review of Field Trips Research from 1989 to 2024: Bibliometric Analysis Approach
Main Article Content
Abstract
Field trip acts as a short-term experiential learning to prepare undergraduates for employment. Prior studies have explored various aspects of field trips. However, a comprehensive picture of field trip research has not yet been captured. This paper reports the application of a bibliometric review to revise the development history of field trip publications and depicts the prospective trends for future academic works. The Scopus database was collected and analysed by the VoS viewer software. The findings showed that the number of yearly publications has risen rapidly over the past 35 years. The three most popular journals in field trip education are the International Journal of Science Education, Journal of Geoscience Education, and Environmental Education Research. The United States, the United Kingdom, and Germany are the most influential contributors, with more than half of the articles for the field trip study. Furthermore, four themes are explored: geoscience education, formal and informal learning, active and experiential learning, and the use of immersive technologies in education. The research makes a theoretical contribution to enrich the literature on experiential learning in general and field trip studies in particular. Future studies can select a trendy theme to develop field trip activities at a specific Vietnamese university.
Keywords:
Field trip, experiential learning, Scopus database, bibliometric review.
References
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[3] M. Behrendt, K. Machtmes, Photovoice as an Evaluation Tool for Student Learning on a Field trip, Research in Science and Technological Education, Vol. 34, No. 2, 2016, pp. 187-203, https://doi.org/10.1080/02635143.2015.1124410.
[4] P. Prokop, G. Tuncer, R. Kvasničák, Short-term Effects of Field Programme on Students’ Knowledge and Attitude toward Biology: A Slovak Experience, Journal of Science Education and Technology, Vol. 16, No. 3, 2017, pp. 247-255, https://doi.org/10.1007/s10956-007-9044-8.
[5] A. Ateşkan, J. F. Lane, J. F., Promoting Field Trip Confidence: Teachers Providing Insights for Pre-Service Education, European Journal of Teacher Education, Vol. 39, No. 2, 2016, pp. 190-201, https://doi.org/10.1080/02619768.2015.1113252.
[6] J. Farmer, D. Knapp, G.M. Benton, An Elementary School Environmental Education Field Trip: Long-Term Effects on Ecological and Environmental Knowledge and Attitude Development, The Journal of Environmental Education, Vol. 38, No. 3, 2017, pp. 33-42, https://doi.org/10.1080/00139254.1971.10801578.
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https://doi.org/10.1080/15391523.2021.1876576.
[8] N. Lavie Alon, T. Tal, Student Self-Reported Learning Outcomes of Field Trips: The Pedagogical Impact, International Journal of Science Education, Vol. 37, No. 8, 2015, pp. 1279-1298, https://doi.org/10.1080/09500693.2015.1034797.
[9] C. Arcodia, M. Abreu Novais, N. Cavlek, A. Humpe, Educational Tourism and Experiential Learning: Students’ Perceptions of Field Trips, Tourism Review, Vol. 76, No. 1, 2021, pp. 241-254, https://doi.org/10.1108/TR-05-2019-0155.
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[11] A. Fauzi, Z. I. Rizman, Field Trip Education Approach beyond Classroom: Microwave Course Case, Mediterranean Journal of Social Sciences, Vol. 6, No. 4S1, 2015, pp. 89-94, https://doi.org/10.5901/mjss.2015.v6n4s1p89.
[12] D. L. Pham, T. N. Nguyen, Students’ Evaluation on Field Trips As a Means to Prepare Graduate Employability at a Vietnamese University, Humanities and Social Sciences Letters, Vol. 10, No. 2, 2022, pp. 198-212,
https://doi.org/10.18488/73.v10i2.3011.
[13] V. H. Nguyen, H. H. Nguyen, The Effectiveness of the Industrial Field Trip in Introduction To Engineering: A Case Study at Hung Yen University of Technology and Education, Vietnam, International Journal of Electrical Engineering and Education, Vol. 55, No. 3, 2018, pp. 273-289, https://doi.org/10.1177/0020720918773050.
[14] A. D. Hoang, Evaluating Bibliometrics Reviews: A Practical Guide for Peer Review and Critical Reading, Evaluation Review, 2025, pp. 1-29, https://doi.org/10.1177/0193841X251336839.
[15] P. Hallinger, Science Mapping the Knowledge Base on Educational Leadership and Management from the Emerging Regions of Asia, Africa and Latin America, 1965-2018, Educational Management Administration and Leadership, Vol. 48, No. 2, 2020, pp. 209-230, https://doi.org/10.1177/1741143218822772.
[16] I. Zupic, T. Čater, Bibliometric Methods in Management and Organization, Organizational Research Methods, Vol 18, No. 3, 2015, pp. 429-472, https://doi.org/10.1177/1094428114562629.
[17] P. Hallinger, S. Liu, P. Piyaman, Does Principal Leadership Make a Difference in Teacher Professional Learning? A Comparative Study China and Thailand, Compare, Vol. 49, No. 3, 2019, pp. 341-357,
https://doi.org/10.1080/03057925.2017.1407237.
[18] D. Moher, A. Liberati, J. Tetzlaff, D. G. Altman, Preferred Reporting Items for Systematic Reviews and Meta-Analyses: the PRISMA Statement, Journal of Clinical Epidemiology, Vol. 62, No. 10, 2009, pp.1006-1012, https://doi.org/10.1016/j.jclinepi.2009.06.005.
[19] T. T. T. Phan, C. T. Vu, P. T. T. Doan, D. H. Luong, T. P. Bui, Two Decades of Studies on Learning Management System in Higher Education: A Bibliometric Analysis with Scopus Database 2000-2020, Journal of University Teaching and Learning Practice, Vol. 19, No. 3, 2022, https://doi.org/10.53761/1.19.3.17.
[20] L. Waltman, N. J. V. Eck, VOSviewer (Version 1.6.20) [Computer Software], 2020.
[21] E. A. Frimpong, F.B. Effah, A Framework to Guide Industrial Trips in Engineering Training Institutions, International Journal of Electrical Engineering and Education, 2021, pp. 1-16, https://doi.org/10.1177/00207209211013454.
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[23] E. Memik, S. Nikolic, The Virtual Reality Electrical Substation Field Trip: Exploring Student Perceptions and Cognitive Learning, STEM Education, Vol. 1, No. 1, 2021, pp. 47-59, https://doi.org/10.3934/steme.2021004.
[24] B. F. Kocyigit, A. Akyol, M. K. Gulov, M. Yessirkepov, Comparative Analysis of Central Asian Publication Activity Using SCImago Journal & Country Rank Data in 1996-2021, Journal of Korean Medical Science, Vol. 38, No. 14, 2023, pp. 1-7, https://doi.org/10.3346/jkms.2023.38.e104.
[25] P. Hallinger, D. K. Narong, A Bibliometric Review of Service Learning Research, 1950-2022, Journal of Experiential Education, 2024, https://doi.org/10.1177/10538259241245137.
[26] X. Ding, Z. Yang, Knowledge Mapping of Platform Research: A Visual Analysis Using VOSviewer and CiteSpace, Electronic Commerce Research, Vol. 22, No. 3, 2022, pp. 787-809, https://doi.org/10.1007/s10660-020-09410-7.
[27] K. S. Edgett, K-12 Educator Involvement in the Mars Pathfinder Field Trips in the Channeled Scabland of Washington and Idaho, Journal of Geoscience Education, Vol. 48, No. 2, 2020, pp. 150-160, https://doi.org/10.5408/1089-9995-48.2.150.
[28] M. Roelofsen, R. C. White, Virtual Reality as a Spatial Prompt in Geography Learning and Teaching, Geographical Research, Vol. 60, No. 4, 2022, pp. 625-636, https://doi.org/10.1111/1745-5871.12551.
[29] P. F. Grosser, Z. Xia, J. Alt, U. Rüppel,
B. Schmalz, Virtual Field Trips in Hydrological Field Laboratories: The Potential of Virtual Reality for Conveying Hydrological Engineering Content, Education and Information Technologies, Vol. 28, No. 6, 2023, pp. 6977-7003,
https://doi.org/10.1007/s10639-022-11434-5.
[30] MOET, Experiential Activities, Experiential and Career Orientation Activities (Promulgated under Circular No. 32/2018/TT-BGDĐT Dated December 26th, 2018, by the Minister of Education and Training), 2018 (in Vietnamese).
[31] M. Seifan, D. Dada, A. Berenjian, The Effect of Virtual Field Trip as an Introductory Tool for an Engineering Real Field Trip, Education for Chemical Engineers, Vol. 27, 2019, pp. 6-11, https://doi.org/10.1016/j.ece.2018.11.005.
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