Abstract:

Education does not only take place at the located school and exclusively with teachers. Field trips to museums, companies, nature, student labs at universities or further historical sites outside the school are not only recommended in the curricula, but they are also widely used. These places highly differ regarding their specialities, their equipment and the underlying didactic concepts. Within the framework of a doctorate, a large number of local offers was identified which refers to raw materials.

The considered region is Saxony in Germany, where historical, local mining and high-tech sites as well as rural and urban areas can be distinguished. Thus, around 200 locations used by primary and secondary schools were systematically classified by means of a morphological box and virtualized in a map. First, the characteristics contain cognitive items which were derived from the subject of raw materials. These issues include the extent to which geology, individual raw materials, extraction and processing methods, regional history, as well as a discussion of sustainable assessment and resource-conserving lifestyles are addressed. The second part contains the characteristics of the pedagogic concept, the equipment concerning teaching and learning technologies, e.g. augmented reality, target groups but equally the accessibility of the location.

On the other hand, a quantitative survey of teachers at Saxon schools was carried out about offers used and attached conditions, such as distance to school. Consequently, conclusions highlighting educational measures of interest for teachers and the barriers were drawn. Finally, recommendations will be derived for improving locations and offers for field trips. One of the central results point to the locality as one of the most important educational factor.

Keywords:

Secondary school, quality assessment, field trips.