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VIRTUAL FIELD TRIPS IN NATURAL SCIENCES EDUCATION: ADVANTAGES, CHALLENGES, AND A PRACTICAL APPLICATION AT PORTUGAL
Abstract
Field trips have long been heralded as an invaluable component of natural sciences education, offering direct engagement with the real world and fostering critical competencies such as environmental insight. However, traditional field trips often face significant barriers, including economic and logistical challenges and a general lack of familiarity among educators with these activities. Virtual field trips (VFTs) present a solution by mitigating these issues digitally. This work proposes a theoretical and practical exploration into the use of VFTs within natural sciences curricula, utilising Cabo Mondego in Portugal as an example. The paper examines the organisation, technical execution, and educational outcomes of VFTs, highlighting their potential to integrate active learning and (socio)constructivist approaches. By simulating real-world exploration in a virtual environment, these trips not only circumvent traditional constraints but also enhance accessibility for students with motor disabilities, thereby broadening educational opportunities. The Portuguese example of Cabo Mondego, known for its significant geological features, additionally shelters a rich biodiversity that further enriches the educational experience. This region serves as an example for developing systemic thinking, problem-solving, and environmental insight competencies among students. We suggest that, in addition to complementing traditional field trips, VFTs can not only reduce costs and logistical demands but also foster digital competencies that are vital in the 21st-century educational landscape. This paper will discuss the strategies for effective implementation, potential challenges in engagement and technology equity, and the overall impact of VFTs on student learning outcomes in natural sciences education.
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