Increasing concern about the high school dropout rate and student academic achievement, as well as rapidly changing demographic and economic conditions, have sparked renewed interest in how best to engage students and prepare them for the complex future they face. For many, completing high school is not enough. To succeed in their continued educational endeavors and careers, all students should have opportunities to develop cognitively and socio-emotionally, and to obtain field place competence and career management skills.

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Field-based learning is an educational strategy that links school-based instruction with activity that has consequences and value beyond school. Field-based learning is informed by professional field-based standards. It uses the field based, or in-depth experience that includes employer or community input, to engage high school students and intentionally promote learning and access to future educational and career opportunities
FIELD-BASED LEARNING
Field-based learning can include internships, apprenticeships, field-based simulations, student-led enterprises and other opportunities in the business or nonprofit arena. While not a solution to all educational challenges, field-based learning offers opportunities and benefits that school-based academic programs typically do not. By introducing students to “communities of practice” in their areas of career interest, or providing occasions for solving problems and demonstrating skills in authentic settings, field-based learning can motivate, reinforce and augment student learning in ways not available to traditional classroom instruction. Dedicating staff to the field-based learning coordination function is paramount. Field-based placements, and the seminars associated with them, require adequate resources for coordination and instruction and cannot simply be added to the existing responsibilities of instructors or administrators
ACADEMIC ACHIEVEMENT
Academic achievement represents performance outcomes that indicate the extent to which a person has accomplished specific goals that were the focus of activities in instructional environments, specifically in school, college, and university. School systems mostly define cognitive goals that either apply across multiple subject areas (e.g., critical thinking) or include the acquisition of knowledge and understanding in a specific intellectual domain (e.g., numeracy, literacy, science, history). Therefore, academic achievement should be considered to be a multifaceted construct that comprises different domains of learning. Because the field of academic achievement is very wide-ranging and covers a broad variety of educational outcomes, the definition of academic achievement depends on the indicators used to measure it. Among the many criteria that indicate academic achievement, there are very general indicators such as procedural and declarative knowledge acquired in an educational system, more curricular¬based criteria such as grades or performance on an educational achievement test, and cumulative indicators of academic achievement such as educational degrees and certificates. All criteria have in common that they represent intellectual endeavors and thus, more or less, mirror the intellectual capacity of a person. In developed societies, academic achievement plays an important role in every person’s life. Academic achievement as measured by the GPA (grade point average) or by standardized assessments designed for selection purpose such as the SAT (Scholastic Assessment Test) determines whether a student will have the opportunity to continue his or her education (e.g., to attend a university). Therefore, academic achievement defines whether one can take part in higher education, and based on the educational degrees one attains, influences one’s vocational career after education. Besides the relevance for an individual, academic achievement is of utmost importance for the wealth of a nation and its prosperity. The strong association between a society’s level of academic achievement and positive socioeconomic development is one reason for conducting international studies on academic achievement, such as PISA (Programme for International Student Assessment), administered by the OECD (Organisation for Economic Co¬operation and Development). The results of these studies provide information about different indicators of a nation’s academic achievement; such information is used to analyze the strengths and weaknesses of a nation’s educational system and to guide educational policy decisions. Given the individual and societal importance of academic achievement, it is not surprising that academic achievement is the research focus of many scientists; for example, in psychology or educational disciplines. This article focuses on the explanation, determination, enhancement, and assessment of academic achievement as investigated by educational psychologists.
STUDENTS INTEREST IN LEARNING
In the education process, almost all skills, knowledge, habits, and attitudes are developed through the learning process. Achieving good learning outcomes involves several components, such as interests, talents, good psychological factors, abilities, motivation, attitudes, maturity, discipline, and others. The term 'interest' is an ill-defined term used in many discussions of language teaching materials. 'Interest' is also a missing anomaly in language teaching/ learning research, although it has been widely discussed and researched in general education and various disciplines. Interest and knowledge develop and influence how an individual engages in current and subsequent tasks, given the inherent linkages between these emotions and cognitive structures. This resultant persistent interest affects the ease and likelihood that material will be encoded in a student's memory. Individual interest can be conceptualized in two ways: disposition and an actualized state. An individual's dispositional interests are enduring characteristics that are assumed to exist over time. From this perspective, interest is thought to influence learning in most, if not all, situations
FIELD BASED LEARNING AND STUDENTS INTEREST IN LEARNING BIOLOGY
Field-based learnings go beyond the learning of content by improving students’ attitudes and perceptions towards science subjects like Biology. The effects of field experiences on students’ interests in science in general. Students were involved in a five-day course at a field center in different schools. Assessments indicate that compared to a control group, students who participated in the field experiences developed more interest in science topics. These students indicated higher interest in Biology despite most students perceiving Biology as difficult and sensitive. One could infer that these hands-on experiences gave students confidence to feel that they could learn more about science. Field experiences are also effective for teaching Biology content. The comparative analysis from most of the studies I engage in showed the effectiveness of field-based learning methods versus expository methods for teaching Biology. Students in the group that participated in field experiences achieved higher than students in a control group taught using expository methods. The field study is a crucial part of science learning in which students will be exposed to the real world so that they can find, evaluate and appreciate what they have learned in a real context. Teaching outside the classroom plays an important role in enhancing the understanding and higher order thinking skills of students in subjects highly relevant to living things and the environment.