Many schools across the United States have cut down on field trips or, worse still, done away with them altogether. School admin
istrators and teachers shy away from field trips for several reasons. Organizing a field trip requires spending time outside of school hours. Some teachers say the additional effort they would have to make is not worth the benefits students may derive from the experience. Research conducted by several academic experts strongly suggests that this is a mistaken view. Field trips offer valuable opportunities for relating and supporting classroom learning with real-world experiences. Field trips are especially valuable for students in the physical and social sciences. A visit to a space center can help cultivate students' interest in space science more effectively than a teacher can in the classroom. Take another example: visiting a museum that houses antiques from the American Revolution can help students stretch their imaginations. It gives a vivid picture of that era and how it shaped the nation's core values.
School administrators may browbeat teachers from organizing field trips because of the increased responsibility it thrusts on them. The teacher and school management would be held responsible for the students' safety outside of the school. This is a genuine concern. However, it need not be a hindrance to organizing field trips. One way schools can reassure parents about their children's safety is by allowing a parent or close relative to accompany the child.
With careful planning, school administrators and teachers can make field trips a safe and valuable learning experience for students.
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How does the author address a conflicting viewpoint?
A.
by criticizing unsupportive school administrations
B.
by including student opinions about field trips
C.
by explaining the flawed logic behind fewer field trips
D.
by agreeing that safe field trips take time and effort to organize
