The state of Texas has an ‘essential knowledge’ component in some high school science courses indicating that students be able to describe connections between academic science content and future jobs or training through effective exposure to course content. The participants in this study were from a small rural high school in central Texas. Each was labeled as ‘at-risk’ and self-identified an inability to describe those types of connections after earning credit in more than one science course with that ‘essential knowledge’ component. A career-focused field trip to a local vocational/technology training center was designed to address that particular deficit. This study followed a narrative multiple-case case study design. Data included school records, surveys, individual and focus group interviews, and field notes from observations during the field trip. The effectiveness of the field trip was evident as each participant was able to describe connections immediately following the excursion.

Creative Commons License

Creative Commons Attribution 4.0 International License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Included in

Education Commons



To view the content in your browser, please download Adobe Reader or, alternately,
you may Download the file to your hard drive.

NOTE: The latest versions of Adobe Reader do not support viewing PDF files within Firefox on Mac OS and if you are using a modern (Intel) Mac, there is no official plugin for viewing PDF files within the browser window.