FIELD STUDIES

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Field studies are educational activities that happen outside the classroom, offering students a reality-based context for learning by having them directly involved in the planning,
implementation, and assessment of the activity. Unlike a typical field trip, which can involve long-distance travel and is often mediated by books or videos, field studies can take
place in nearby locations like local rivers, government offices, or even within the school campus itself. This approach promotes critical thinking, improves long-term retention of
information, and enhances student motivation by allowing them to be active participants in their own learning. For teachers, field studies provide new educational perspectives
and "teachable moments" that can't be replicated in a traditional classroom setting.

Why use field studies?

It provides experiential learning. Field studies offer an opportunity to witness objects and events not accessible at school.

It targets specific skills and knowledge. Being able to experience things provides learners an opportunity to practice skills and appreciate values that cannot surface elsewhere.

It strengthens schema. The experiences in the field stimulate higher understanding and appreciation of previously learned concepts by means of validation.

It motivates values development. Exposure to a phenomenon stimulates appreciation and concern for the visited event or place.

Challenges in field studies

Curriculum alignment. One of the most defeated purposes of field trips is its curricular relevance. Sometimes, if not most of the time, the curriculum teachers must thoroughly
plan and execute the desired learning outcomes aspect is replaced by leisure engagement. To ensure curriculum alignment, before any other purpose.

Lack of understanding of field studies. Before conducting the activity, teachers must ensure that their learners have fully understood the nature and purpose of the field study.
Failure to do so can contribute to the downfall of the activity. Hence, as part of the preparation, teachers should teach the essential kick. start concept to the learners.

Costly. Financial requisite is the biggest problem in this teaching strategy. This is also the reason why teachers tend to engage in virtual field trips rather than actual site visits.

Preparation Time. Field studies require much time, from preparation up to classroom discussion and assessment. While it is very important, it is also a fact that it could interrupt
other teaching schedules. This now anticipates for necessary adjustments in teaching hours and topics.

Safety. This is the most debated issue, among others. In recent years, we had witnessed various events where student safety became the talk of the town. This resulted in the
passing of government and institutional policies. Recently, the Department of Education lifted the moratorium on off-campus activities and implemented new guidelines that
adhere to K-12 demands. To ensure safety, all schools must abide by its provisions.

What to Keep in Mind When Planning and Doing Field Studies?

For a smooth and successful field study, the Centre for Teaching and Learning (2019) enumerated things that teachers need to keep in mind in planning and conducting the said
activity.

Awareness. In a starter kit, teachers basically have to condition the learners before the actual visit. Teachers need to point out the purpose, the dos and don'ts during the visit,
and, most importantly, the assessment part.

Engage. The most significant factor that teachers need to highlight is student involvement. They have to plan out every detail and experience that the learners need to undergo
through.

Metacognitive Learning. The excitement should not stop on the site visit itself. The most important part still is the deepening and valuing of knowledge and skills learned from
experiences.

Build Upon. Curiosity signals effective and motivational learning. To start up the curiosity among the learners, teachers must conduct prior research on the environment or event
that they have to visit.

Illustrate. Never fail to integrate ideas in real life. The integration could happen during the on site visit or inside the classroom.

Assess. As part of the educative process, it is relevant to ensure that the learners have gained the desired competencies and knowledge.
SERVICE LEARNING

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According to the National Service Learning Clearinghouse (n.d.), Service Learning is "a teaching and learning strategy that integrates meaningful community service with
instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities." It is different from volunteerism and community service
because, aside from providing relevant and meaningful civic involvement, Service Learning targets the acquisition of specific knowledge, skills, and values. In essence, Service
Learning ensures that students learn the social studies content through active participation in community service.

Service Learning is founded on the philosophical roots of the experiential learning theory of Dewey (1938), Freire (1970), and Kolb (1984). Through this strategy. students are
actively involved in a concrete experience, encouraged to do a reflective observation, and expected to integrate abstract concepts that they learned in the classroom to understand
their experience.

There are three types of Service Learning:

1. Direct Service Learning. This requires students to come in direct contact with the community or people in need.

2. Indirect Service Learning. This entails students to channel resources for a certain project without directly interacting with the people they intend to help.

3. Advocacy Activities. These require students to engage in work on behalf of a specific cause.

Steps

According to Geiger (n.d.) and Wade (2000), there are four basic steps in implementing Service Learning:

1. Preparation. This involves providing students with the necessary skills and information for the project.

2. Action or Service. After orienting students and seeking their commitment, the project is commenced and actualized.

3. Evaluation and Reflection. This refers to the act of thinking critically about their experience in the project.

4. Celebration. As a culminating activity, this may be done to extend gratitude to the participants and to share their experience with parents, administrators, and other teachers
and students.

Advantages

If done effectively, Service Learning poses many benefits. First, it helps break down the barrier between the classroom and real life. According to Edwards (2005), Service
Learning increased students' sense of personal and social responsibility, developed a more positive outlook toward others, improved their learning of content, and enhanced their
self-esteem. Lastly, it enhances the relationship between students, the school, and the community.

Tips

1. Integrate with other learning areas. Since Service Learning entails a significant amount of time and effort for preparation, it will be helpful for the teacher and the students to
accomplish the project not just in social studies but also in other subjects.

2. If possible, let students brainstorm their chosen community activity. It will be more motivating for them to spearhead a project that is aligned with their interest and
philosophy. The teacher can then act as a consultant or guide to ensure the success of the project.