Analysis of the effect of a didactic strategy based on field trips to enhance motivation in Natural Science teaching: a meta-analysis
Keywords:
environment, learning, motivation, natural sciences, teaching strategyAbstract
At present, learning in Natural Sciences constitutes a key opportunity to foster scientific curiosity from an early age. Field trips are presented as an enriching educational strategy for connecting school content with meaningful experiences that are closely linked to reality. The aim of this study was to analyze the effect of a didactic strategy based on field trips on students’ motivation toward learning Natural Sciences across different educational stages, through a meta-analysis. To this end, a systematic and meta-analytic review was conducted following the PRISMA guidelines, consulting the Web of Science, Scopus, and ERIC databases, which made it possible to identify three studies that met the established eligibility criteria. The results suggested a positive and significant effect on students’ motivation across the set of interventions (Z = 4.72; p = 0.0001). In conclusion, traditional field trips or those supported by the use of technology contribute to improving students’ motivation and emotional connection with Natural Sciences, while also fostering a deeper and more contextualized understanding of the content. Therefore, their systematic integration into the school curriculum is essential for promoting active, inclusive, and student-centered pedagogical practices, in line with the educational challenges of the 21st century.
Downloads
References
Ábalos-Aguilera, F., Romero-Rodríguez, L. M., & Bernal Bravo, C. (2024). TIC, motivación y rendimiento académico en educación primaria: meta-análisis, revisión de literatura y estado de la cuestión. Education in the Knowledge Society, 25, e31799. https://doi.org/10.14201/eks.31799
Abate, T., Tarekegn, G., Alemu, M., Michael, K., & Angell, C. (2024). A Theoretical model for measuring upper primary school learners’ scientific reasoning abilities in science. African Journal of Research in Mathematics, Science and Technology Education, 28(2), 236–249. https://doi.org/10.1080/18117295.2024.2386505
Abid, M. N., Siming, L., Chao, H., Amin, M., & Sarwer, S. (2025). Enhancing faculty teaching performance through constructive leadership with a mediating role of job satisfaction. Scientific Reports, 15(1), 13454. https://doi.org/10.1038/s41598-025-97426-0
Aguilera Morales, D. (2018). La salida de campo como recurso didáctico para enseñar ciencias. Una revisión sistemática. Revista Eureka Sobre Enseñanza y Divulgación de las Ciencias, 15(3), 3103. https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2018.v15.i3.3103
Akdim, M., Alami, A., Selmaoui, S., Sabiri, A., & Akdim, H. (2022). The Field Skills’ Development through Teaching Environmental Interactions in High School: Draa-Tafilalet Region, Morocco. Education Sciences, 12(11), 772. https://doi.org/10.3390/educsci12110772
Amórtegui Cedeño, E. F., Gavídia Catalán, V., & Mayoral, O. (2016). Las prácticas de campo en la enseñanza de la Biología y la formación docente: Estado actual del conocimiento. Actas de los XXVII Encuentros de Didáctica de las Ciencias Experimentales (pp. 175–182). Badajoz, España. https://revistas.upn.edu.co/index.php/TED/article/view/4416
Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.
Behrendt, M., & Franklin, T. (2014). A review of research on school field trips and their value in education. International Journal of Environmental & Science Education, 9, 235–245. https://eric.ed.gov/?id=EJ1031445
Bölek, K. A., De Jong, G., Van der Zee, C. E. E. M., van Cappellen, A. M., & Henssen, D. J. H. A. (2022). Mixed-methods exploration of students’ motivation in using augmented reality in neuroanatomy education with prosected specimens. Anatomical Sciences Education, 15, 839–849. https://doi.org/10.1002/ase.2116
Borch, K. B., & Svabo, C. (2025). Science learning environments in higher education: researching classroom, laboratory, and field settings. Education Sciences, 15(2), 213. https://doi.org/10.3390/educsci15020213
Calvo-Utrilla, M., Paños, E., & Ruiz-Gallardo, J. R. (2025). La educación STEM a debate desde la Didáctica de las Ciencias. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 22(2), 1-20. https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2025.v22.i2.2102
Chen, C. C., & Chen, C. Y. (2017). Exploring the effect of learning styles on learning achievement in a u-Museum. Interactive Learning Environments, 26(5), 664–681. https://doi.org/10.1080/10494820.2017.1385488
Chen, C. H., Liu, G. Z., & Hwang, G. J. (2016). Interaction between gaming and multistage guiding strategies on students' field trip mobile learning performance and motivation. British Journal of Educational Technology, 47(6), 1032–1050. https://doi.org/10.1111/bjet.12270
Chengere, A. M., Bono, B. D., Zinabu, S. A., & Jilo, K. W. (2025). Enhancing secondary school students' science process skills through guided inquiry-based laboratory activities in biology. PLOS ONE, 20(4), e0320692. https://doi.org/10.1371/journal.pone.0320692
Corrigan, M. W., Wong, J. T., Grove, D., Andersen, S., & Hughes, B. S. (2025). enhancing elementary students conceptual understandings of scientific phenomena: the impact of STEAM‐First and STEM‐First approaches. Science Education, 109(5), 1336-1364. https://doi.org/10.1002/sce.21942
Daschmann, E., Goetza, T., & Stupnisky, R. (2014). Exploring the antecedents of boredom: Do teachers know why students are bored? Teaching and Teacher Education, 39, 22–30. https://doi.org/10.1016/j.tate.2013.11.009
Dávila-Acedo, M. A. (2017). Las emociones y sus causas en el aprendizaje de Física y Química, en el alumnado de Educación Secundaria. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 14(3), 570–586. https://revistas.uca.es/index.php/eureka/article/view/3209
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Springer Science & Business Media.
Deci, E. L., Eghrarl, H., Patrick, B. C., & Leone, D. (1994). Facilitating internalization: The self-determination theory perspective. Journal of Personality, 62(1), 119–142. https://doi.org/10.1111/j.1467-6494.1994.tb00797.x
Dede, Y., & Yaman, S. (2008). A questionnaire for motivation toward science learning: A validity and reliability study. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 2(1), 19–37. https://learninglab.uni-due.de/research-instrument/14661
Dewey, J. (1938). Experience and Education. Macmillan.
DeWitt, J., & Storksdieck, M. (2008). A short review of school field trips: Key findings from the past and implications for the future. Visitor Studies, 11(2), 181-197. https://doi.org/10.1080/10645570802355562
Díaz-Barriga, F., & Hernández Rojas, G. (2010). Estrategias docentes para un aprendizaje significativo: Una interpretación constructivista (3.ª ed.). McGraw-Hill.
Dogru, M. S., Yüzbasioglu, F., & Arpaci, I. (2025). A bibliometric trend analysis of augmented reality in STEM education. Innovations in Education and Teaching International, 62(6), 1933-1948. https://doi.org/10.1080/14703297.2025.2483387
Fabre-Mitjans, N., Jiménez-Valverde, G., Guimerà-Ballesta, G., & Calafell-Subirà, G. (2025). Digital gamification to foster attitudes toward science in early childhood teacher education. Applied Sciences, 15(11), 5961. https://doi.org/10.3390/app15115961
Freinet, C. (1993). The Modern School: A Franco-Swiss Pedagogical Movement. Edwin Mellen Press.
Gaál, B. (2022). Robotics-Enhanced Natural Science in Primary Schools. En A. Bollin y G. Futschek (Eds.), Informatics in Schools. A Step Beyond Digital Education. Lecture Notes in Computer Science, 13488. Springer. https://doi.org/10.1007/978-3-031-15851-3_8
García-Peñalvo, F. J. (2022). Developing robust state-of-the-art reports: Systematic literature reviews. Education in the Knowledge Society, 23, e28600. https://doi.org/10.14201/eks.28600
Harlen, W. (2010). Principles and big ideas of science education. Association for Science Education.
Higgins, J. P. T., Thompson, S. G., Deeks, J. J., & Altman, D. G. (2003). Measuring inconsistency in meta-analyses. British Medical Journal, 327, 557–560. https://doi.org/10.1136/bmj.327.7414.557
Hurley, M. M. (2025). Field trips as cognitive motivators for high level science learning. The American Biology Teacher, 68(6), 60–66. https://doi.org/10.1662/0002-7685(2006)68[61:FTACMF]2.0.CO;2
Hutson, T., Cooper, S., & Talbert, T. (2011). Describing connections between science content and future careers: Implementing Texas curriculum for rural at-risk high school students using purposefully-designed field trips. Rural Educator, 31, 37–47. https://doi.org/10.35608/ruraled.v33i1.421
Hwang, G. J., Yang, L. H., & Wang, S. Y. (2013). A concept map-embedded educational computer game for improving students’ learning performance in natural science courses. Computers & Education, 69, 121–130. https://doi.org/10.1016/j.compedu.2013.07.008
Julien, M. P., & Chalmeau, R. (2022). Field trips in French schools: teacher practices and motivations. International Journal of Science Education, 44(6), 896-920. https://doi.org/10.1080/09500693.2022.2057612
Junta de Andalucía. (2023a). Orden de 30 de mayo de 2023, por la que se desarrolla el currículo correspondiente a la etapa de Educación Infantil en la Comunidad Autónoma de Andalucía, se regulan determinados aspectos de la atención a la diversidad ya las diferencias individuales, se establece la ordenación de la evaluación del proceso de aprendizaje del alumnado y se determina los procesos de tránsito entre ciclos y con Educación Primaria. Se establecen y se determinan los procesos de transición entre ciclos y hacia la Educación Primaria. Boletín Oficial de la Junta de Andalucía, número 104, de 2 de junio, 1–78. https://www.juntadeandalucia.es/boja/2023/104/38
Junta de Andalucía. (2023b). Orden de 30 de mayo de 2023, por la que se desarrolla el currículo correspondiente a la etapa de Educación Primaria en la Comunidad Autónoma de Andalucía, se regulan determinados aspectos de la atención a la diversidad y a las diferencias individuales, se establece la ordenación de la evaluación del proceso de aprendizaje del alumnado y se determina el proceso de tránsito entre las diferentes etapas educativas. Boletín Oficial de la Junta de Andalucía, número 104, de 2 de junio, 1–208. https://www.juntadeandalucia.es/boja/2023/104/39
Junta de Andalucía. (2023c). Orden de 30 de mayo de 2023, por la que se desarrolla el currículo correspondiente a la etapa de Educación Secundaria Obligatoria en la Comunidad Autónoma de Andalucía, se regulan determinados aspectos de la atención a la diversidad y a las diferencias individuales, se establece la ordenación de la evaluación del proceso de aprendizaje del alumnado y se determina el proceso de tránsito entre las diferentes etapas educativas. Boletín Oficial de la Junta de Andalucía, número 104, de 2 de junio, 1–289. https://www.juntadeandalucia.es/boja/2023/104/36
Junta de Andalucía. (2023d). Orden de 30 de mayo de 2023, por la que se desarrolla el currículo correspondiente a la etapa de Bachillerato en la Comunidad Autónoma de Andalucía, se regulan determinados aspectos de la atención a la diversidad y a las diferencias individuales y se establece la ordenación de la evaluación del proceso de aprendizaje del alumnado. Oficial de la Junta de Andalucía, número 104, de 2 de junio, de 2 de junio, 1–266. https://www.juntadeandalucia.es/boja/2023/104/37?utm_source=chatgpt.com
Kans, M., & Claesson, L. (2022). Gender-related differences for subject interest and academic emotions for STEM subjects among swedish upper secondary school students. Education Sciences, 12(8), 553. https://doi.org/10.3390/educsci12080553
Kuo, M., Barnes, M., & Jordan, C. (2019). Do experiences with nature promote learning? Converging evidence of a cause-and-effect relationship. Frontiers in Psychology, 10, 305. https://doi.org/10.3389/fpsyg.2019.00305
Laçin Şimşek, C. (2011). Okul dışı öğrenme ortamları ve fen eğitimi [Out-of-school learning environments and science education]. En C. Laçin Şimşek (Ed.), Fen öğretiminde okul dışı öğrenme ortamları (pp. 1–23). Pegem Akademi. https://doi.org/10.14527/9786053641766
Lavie Alon, N., & Tal, T. (2015). Student self-reported learning outcomes of field trips: The pedagogical impact. International Journal of Science Education, 37(8), 1279-1298. https://doi.org/10.1080/09500693.2015.1034797
Liu, Y., Hau, K. T., & Zheng, X. (2019). Do both intrinsic and identified motivations have long-term effects? The Journal of Psychology, 153(3), 288–306. https://doi.org/10.1080/00223980.2018.1516611
Ma, Y., & Wei, C. (2022). The relationship between perceived classroom climate and academic performance among English-major teacher education students in Guangxi, China: The mediating role of student engagement. Frontiers in Psychology, 13, 939661. https://doi.org/10.3389/fpsyg.2022.939661
Mason, J. L. (1980). Annotated bibliography of field trip research. School Science and Mathematics, 80(2), 155-166. https://doi.org/10.1111/j.1949-8594.1980.tb09594
Matos, S., Silva, A. R., Sousa, D., Picanço, A., R. Amorim, I., Ashby, S., ... & Arroz, A. M. (2022). Cultural probes for environmental education: Designing learning materials to engage children and teenagers with local biodiversity. PloS One, 17(2), e0262853. https://doi.org/10.1371/journal.pone.0262853
McHugh, M., McCauley, V., Davison, K., Raine, R., & Grehan, A. (2020). Anchoring ocean literacy: participatory iBook design within secondary science classrooms. Technology, Pedagogy and Education, 29(1), 89–107. https://doi.org/10.1080/1475939X.2020.1715241
Mendoza Fuentes, C. A. (2021). Potenciación de los aprendizajes de las ciencias naturales utilizando la realidad aumentada como estrategia didáctica. Zona Próxima, (35), 67-85. https://doi.org/10.14482/zp.35.371.302
Mendoza Laz, P. E., Rivas Quiroz, J. J., Freire Jáuregui, J. P., Ugsha Quishpe, M. N., & López Vera, J. R. (2024). La motivación y su importancia en el aprendizaje significativo. Revista InveCom, 5(3), 1–9. https://doi.org/10.5281/zenodo.14217937
Montessori, M. (1912). The Montessori Method. Frederick A. Stokes Company.
Moormann, A., Beniermann, A., Roemer, L., zu Belzen, A. U., & Ziegler, M. (2026). Trajectories of students’ momentary interest in evolution during a museum guided tour. International Journal of Science Education, 48(5), 744-764. https://doi.org/10.1080/09500693.2024.2423411
Nadelson, L. S., & Jordan, J. R. (2012). Student attitudes toward and recall of outside day: An Environmental science field trip. The Journal of Educational Research, 105(3), 220–231. https://doi.org/10.1080/00220671.2011.576715
Natural Learning Initiative. (2020). Benefits of connecting children with nature. North Carolina State University. https://naturalearning.org
Orion, N. (2007). A Holistic Approach for Science Education for All. Eurasia Journal of Mathematics, Science & Technology Education, 3(2), 99-106. https://doi.org/10.12973/ejmste/75382
Orion, N., & Hofstein, A. (1994). Factors that influence learning during a scientific field trip in a natural environment. Journal of Research in Science Teaching, 31(10), 1097–1119. https://doi.org/10.1002/tea.3660311005
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S… Moher, D. (2021). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. British Medical Journal, 372. https://doi.org/10.1136/bmj.n71
Pedrinaci Rodríguez, E. (2012). Trabajo de campo y aprendizaje de las ciencias. Didáctica de las Ciencias Experimentales, 71, 81–89. https://dialnet.unirioja.es/servlet/articulo?codigo=3890283
Pérez-Rodríguez, F., y Baquero-Mendieta, G. (2025). Alfabetización científica en la educación científica y la didáctica de las ciencias: tendencias y brechas en la producción intelectual de los últimos 40 años. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 22(2), 2101. https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2025.v22.i2.2101
Piaget, J. (1970). Psychology and pedagogy. Viking Press.
Pich, J. (2020). Participation in environmental enhancement and conservation activities for health and well-being in adults: A review of quantitative and qualitative evidence. Public Health Nursing, 37(1), 144–146. https://doi.org/10.1111/phn.12680
Pranckutė, R. (2021). Web of Science (WoS) and Scopus: The titans of bibliographic information in today’s academic world. Publications, 9(1), 12. https://doi.org/10.3390/publications9010012
Pujol, R. M. (2010). Didáctica de las ciencias en la educación primaria. Síntesis.
Quigley, C. F., Herro, D., & Jamil, F. M. (2017). Developing a conceptual model of STEAM teaching practices. School science and mathematics, 117(1-2), 1-12. https://doi.org/10.1111/ssm.12201
Rebelo, D., Marqués L., & Costa, N. (2011). Actividades en ambientes exteriores al aula en la Educación en Ciencias: contribuciones para su operatividad. Enseñanza de las Ciencias de la Tierra, 19(1), 15–25. https://raco.cat/index.php/ECT/article/view/244375
Rico, A., Palacios-Agúndez, I., Agirre-Basurko, E., Zuazagoitia, D., & Ruiz-González, A. (2025). ¿Qué conciencia de sostenibilidad y actitudes hacia la Educación para la Sostenibilidad posee el profesorado en formación? Didáctica de las Ciencias Experimentales y Sociales, 48, 91–116. https://doi.org/10.7203/dces.48.29725
Sánchez-Meca, J., & Ato, M. (1989). Meta-análisis: una alternativa metodológica a las revisiones tradicionales de la investigación. En J. Arnau & H. Carpintero (Eds.), Tratado de psicología general I: Historia, teoría y método (pp. 617–669). Madrid: Alhambra.
Soriano Sánchez, J. G. (2026). Estrategias para la enseñanza de Ciencias Naturales en Educación Primaria. Hacia una educación de calidad en la formación inicial del profesorado. Octaedro.
Soriano-Sánchez, J. G. (2025). The impact of ICT on primary school students’ natural science learning in support of diversity: A meta-analysis. Education Sciences, 15(6), 690. https://doi.org/10.3390/educsci15060690
Soriano-Sánchez, J. G., Jiménez-Vázquez, D., & Sastre-Riba, S. (2025). Impact of augmented reality on learning motivation in primary and secondary education: systematic and meta-analytical review. Education in the Knowledge Society (EKS), 26, e32174. https://doi.org/10.14201/eks.32174
Sorrentino, A.V., & Bell, P.E. (1970). A comparison of attributed values with empirically determined values of secondary school science field trips. Science Education, 54(3), 233–236. https://doi.org/10.1002/sce.3730540308
Stieha, V., Earl, B., Hagens, H., Haynes, M., Ulappa, A., Bond, L., & Oxford, J. T. (2024). An exploration of the relationship between active learning and student motivation in STEM: a mixed methods study. Advances in Physiology Education, 48(3), 621–638. https://doi.org/10.1152/advan.00247.2022
Sturm, H., & Bogner, F. X. (2010). Learning at workstations in two different environments: A museum and a classroom. Studies in Educational Evaluation, 36(1-2), 14–19. https://doi.org/10.1016/j.stueduc.2010.09.002
Sultana, R., & Hawken, S. (2023). Reconciling nature-technology-child connections: smart cities and the necessity of a new paradigm of nature-sensitive technologies for today’s children. Sustainability, 15(8), 6453. https://doi.org/10.3390/su15086453
Susilo, A., Satinem, Y., Sarkowi, S., Kamil, K., & Dwinanda, K. (2024). El potencial del sitio del patrimonio cultural de Batu Urip para las actividades físicas basadas en la naturaleza y el aprendizaje asistido por medios digitales para los niños. Retos, 61, 528–535. https://doi.org/10.47197/retos.v61.109314
Tobón, S. (2013). Formación integral y competencias: Pensamiento complejo, currículo, didáctica y evaluación (4.ª ed.). Ecoe Ediciones.
Triyanto, & Handayani, R. D. (2018). Comparing learning motivation and learning style between natural science and social science students in higher education. International Journal of Innovation and Learning, Inderscience Enterprises Ltd, 23(3), 304–317. https://doi.org/10.1504/IJIL.2018.091089
Vanhöfen, J., Randler, C., Neunhoeffer, F., Härtel, T., Engeser, C., & Fischer, C. (2024). Comparing digital identification guides with traditional guidebooks in a bird field trip. International Journal of Science Education, 46(11), 1049–1072. https://doi.org/10.1080/09500693.2023.2272602
Wang, Y., Zhu, C., Zuo, D., Liu, J., & Liu, D. (2023). The effect of emotional motivation on strategy flexibility: the moderating role of task load. Frontiers in Psychology, 14, 1241131. https://doi.org/10.3389/fpsyg.2023.1241131
Yildirim, H. I. (2020). The effect of using out-of-school learning environments in science teaching on motivation for learning science. Participatory Educational Research, 7(1), 143–161. http://dx.doi.org/10.17275/per.20.9.7.1
Downloads
Published
Issue
Section
License
Copyright (c) 2026 José Gabriel Soriano-Sánchez (Autor/a)
This work is licensed under a Creative Commons Attribution 4.0 International License.
