Volume/Issue :

Article type :

Original articles

Page No :

68-70

Abstract :

Natural Sciences subjects have recently been promoted to be organized in informal environments. It is advisable to integrate Natural Sciences lessons with educational trips which can be arranged individually by teachers or with the help of travel agencies. In the sightseeing tours several subjects can be integrated: Biology, History, Geography, foreign languages, Arts. However, it has and negative aspects: 1. Students have to pay for trips; 2. Because of the lack of experience teachers often choose prepared travel agency’s programs which will not always meet the needs of students. Also, it is important, that programs should not be overloaded with sightseeing objects and irrelevant information. It is suitable to offer for students up to 3 different sightseeing objects. Moreover, irrelevant facts, data, etc. should be avoided during the excursions. Students better acquire non-traditional information, for example, various legends. If teacher organizes educational trips by themselves, the estimate of the trips should be prepared and submitted to students in advance. The estimates should include these expenses: bus rent, fuel cost, parking and road taxes, hotel price, a guide’s assistance. Additional charged objects should not be included in the total price. Before going on a trip it is necessary to: 1. Obtain parents (guardian) agreement in writing; 2. Familiarize all students with the requirements of safe behaviour; 3. Receive the order for the trip signed by the head of the educational institution. Also, it is very important: groups of students must be accompanied by a teacher, who has a tour leader or a guide license issued by the Department Tourism.

Keywords :

educational trips, students, integration of school subjects

References :

n/a

Cite as :

Statkevičius, D. (2015). Pažintinės kelionės gamtamoksliniame ugdyme [Integration of natural science lessons and educational trips]. Gamtamokslinis ugdymas bendrojo ugdymo mokykloje / Natural Science Education in a Comprehensive School, 21, 68-70. https://doi.org/10.48127/gu/15.21.68