This study, led by Stephanie Shaulskiy, found positive associations between the field station setting and scientific literacy as well as future science plans. In addition, this study found that class learning goal orientation and class belonging in explaining the relationships between the field station setting and scientific literacy as well as future science plans. The results of this study have implications for enhancing field course design, increasing access and inclusion in field education, and for understanding the mechanisms for the benefits of residential field courses.
The author team met through UFERN and this work inspired the Belonging in Field Education project funded through NSF.
Learn about the Belonging in Field Education project
