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2024-12-17
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Articles
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IMPORTANCE OF EXCURSION CLASSES IN ELEMENTARY EDUCATION NATURAL SCIENCES
Nilufar Elmuratova
Senior lecturer of the Department of "Humanities and Natural Sciences" of the ISFT Institute
##semicolon## Excursion classes##common.commaListSeparator## natural sciences##common.commaListSeparator## experiential learning##common.commaListSeparator## environmental awareness##common.commaListSeparator## critical thinking##common.commaListSeparator## elementary education
सार
Excursion classes in elementary education play a crucial role in teaching natural sciences by providing experiential and hands-on learning opportunities. These outdoor activities enhance students’ understanding of scientific concepts through direct observation and real-world engagement, catering to diverse learning styles. Excursions inspire curiosity, promote critical thinking, and develop environmental awareness, fostering responsible citizenship and a love for nature. They also strengthen teamwork, teacher-student relationships, and interdisciplinary learning while improving students' physical and mental well-being. By bridging the gap between theoretical knowledge and practical experiences, excursion classes create a dynamic and holistic educational environment that nurtures future scientists and environmentally conscious individuals.
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2. 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
3. Falk, J. H., & Dierking, L. D. (2018). Learning from museums: Visitor experiences and the making of meaning. Rowman & Littlefield.
4. Braund, M., & Reiss, M. (2006). Towards a more authentic science curriculum: The contribution of out-of-school learning. International Journal of Science Education, 28(12), 1373–1388. https://doi.org/10.1080/09500690500498419
5. Behrendt, M., & Franklin, T. (2014). A review of research on school field trips and their value in education. International Journal of Environmental and Science Education, 9(3), 235–245. https://doi.org/10.12973/ijese.2014.213a
