| Summary: | 碩士 === 國立中山大學 === 教育研究所 === 104 === This study aimed to address the issue of educational equity in informal education by investigating the barriers teachers from the rural area encounter when taking underprivileged students on field trips, the strategies they used to overcome these barriers, and a teacher’s perceptions underlying her field-trip practices. To study the barrier and the overcoming strategies, we used the theoretical frameworks constructed by Dodd, Coles, & Sandell (1998) and Lin (2002). The research took place in the National Science and Technology Museum, a major museum in the southern Taiwan. The findings show that the main barriers teachers from the rural area encounter when taking students on field trips to the museum were related to transportation and finance, following by student safety, student''s prior knowledge, and time for visit. The main overcoming strategy was to apply for grants. Finally, the teacher''s past life experiences in outdoors activities were found to have possible impact on her motivation to take students on field trips and the related practices. Such findings provide implication for increasing the availability of grants for in-service teachers teaching in the rural area, and providing outdoors and informal education experiences for pre-service teachers in teacher education programs.
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