Theoretical foundations of organizing student excursions

Once the cornerstone of sciences, student excursions have become adventurous social events, the value of which should be reconsidered. Since recommendations for organization of student excursions are mostly based on research findings and practitioners’ experiences, we have attempted to base them on the assumptions of contemporary theories of development, learning and motivation. Potential recommendations for organization of quality student excursions are derived from the constructivist theory of cognitive development, experiential learning theory and self-determination theory. The main recommendations refer to: establishing the link between excursions and the curriculum; a student-centred approach; students’ autonomy in planning and organizing excursions; promoting research activities in students; promoting joint activities of students and teachers, as well as joint activities of students, and authentic experiences in the out-of-school context. Recommendations are grouped into five categories: integrating excursions in the curriculum; motivating students; structure and authenticity of activities; encouraging students to think; social interaction during excursions. Research findings indicate that there is a gap between theory and practice of organizing students excursions. This situation is mostly explained by logistic and system shortcomings. We therefore suggest a more serious discussion of the place of excursions in the curriculum, financial support to their organization and reinforcing teachers to implement this form of teaching. [Projekat Ministarstva nauke Republike Srbije, br. 179034: Od podsticanja inicijative, saradnje, stvarala tva u obrazovanju do novih uloga i identiteta u dru tvu i br. 47008: Unapre ivanje kvaliteta i dostupnosti obrazovanja u procesima modernizacije Srbije]