Field Trip Method in Timor-Leste Primary School Improves Students’ Understanding of Waste and the Environment
Learning outside the classroom through the field trip method has been shown to significantly improve primary school students’ understanding of how waste affects the environment in Timor-Leste. This finding comes from a study conducted by Antonio Freitas and Salvador M. Ximenes from Instituto Católico de Formação de Professores. Published in 2026, the study examined how field-based learning helped third-grade students understand environmental issues more effectively than conventional classroom instruction. The findings are important because the primary education system in Timor-Leste still faces major challenges, including limited learning facilities and teaching approaches that remain heavily teacher-centered. In environmental science topics such as waste management, direct experience-based learning appears to be more effective in building long-term understanding.
Environmental issues are harder to understand through textbooks alone
In many primary schools in Timor-Leste, science is still taught mainly through lectures and memorization. As a result, students often struggle to understand environmental problems that are actually close to their daily lives, such as waste around homes, schools, and public spaces. The researchers observed that students at Saint Ursula Catholic Basic Education School had difficulty understanding the relationship between waste, pollution, and human health. To address this, teachers brought students directly into the field so they could observe real conditions and connect them to science lessons.
Study conducted in three learning cycles
The research was carried out at Saint Ursula Catholic Elementary School using a classroom action research approach. The researchers, who also acted as teachers, applied the field trip method to third-grade students over three learning cycles. The process was straightforward:
-students completed a pre-test before the activity,
-students joined field visits to observe waste in the surrounding environment,
-teachers guided direct discussions and observations,
-students then completed post-tests after the activities.
In addition to tests, the researchers used classroom observations, field notes, and documentation of learning activities to assess changes in student understanding.
Student performance improved sharply
The study found a significant increase in student understanding after applying the field trip method.
Key findings include:
-In the first cycle, students in the “very good” category increased from 0% to 75%.
-In the second cycle, the “very good” category rose from 0% to 72%.
-In the third cycle, it reached 78%.
-Students in the “insufficient” category dropped dramatically from 81–100% to just 6% after the intervention.
These results indicate that direct field experience helped students understand environmental concepts more quickly and deeply than lecture-based methods.
Teachers improved as well
The study also found that teachers’ instructional skills improved throughout the research process. Initially, teachers were less effective in time management, allowing student questions, and organizing field activities. However, after three cycles, they showed notable improvement in:
-explaining concepts clearly,
-managing classroom activities,
-facilitating discussion,
-providing feedback to students.
The researchers concluded that the success of the field trip method depends greatly on teacher facilitation, not simply on taking students outdoors.
Direct experience works better for environmental education
According to Antonio Freitas and Salvador M. Ximenes, the field trip method allows students to connect theory with real-life situations. When students see waste directly, they do not only learn the definition of pollution but also understand its impact on health and environmental cleanliness. This approach aligns with constructivist learning theory, where students build knowledge from direct experience. In this case, observing waste around the school made learning more contextual and meaningful.
Relevant for schools in developing countries
The study sends an important message for developing countries, including Indonesia and Timor-Leste: effective learning does not always require expensive technology. By using the surrounding environment as a learning medium, schools can:
-improve student understanding,
-build environmental awareness,
-develop critical thinking,
-strengthen teamwork among students.
This method is particularly suitable for schools with limited resources because it does not require advanced laboratories—only good teacher planning and facilitation.
Implications for education policy
For governments and educational institutions, the study may serve as a basis for expanding experiential learning in primary schools. The researchers recommend:
-teacher training in outdoor learning methods,
-integration of field trips into science curricula,
-development of environmental lessons based on local contexts,
-stronger support for eco-friendly school policies.
If implemented widely, this method could improve environmental education quality from an early age and encourage cleaner living habits among younger generations.
Author profile
Antonio Freitas, M.Ed. is an educator at Instituto Católico de Formação de Professores, specializing in primary education pedagogy and innovation in science teaching.
Salvador M. Ximenes, Ph.D. is an academic at the same institution, with expertise in curriculum development, primary education, and experiential learning strategies in developing countries.
Research source
Article title: Field Trip Method Implementation for Increasing Students' Understanding of the Rubbish Effect on the Environment: An Action Research Evidence from Saint Ursula Catholic Elementary School, Timor-Leste
Journal: International Journal of Applied and Advanced Multidisciplinary Research, Vol. 4 No. 3 (2026), pages 175–188
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