An Exploration of Pre-Service Teachers' Experiences in Outdoor ‘Places’ and Intentions for Teaching in the Outdoors

Blatt, Erica; Patrick, Patricia G.

doi:10.1080/09500693.2014.918294

Cited by 37 publications

(36 citation statements)

References 25 publications

(25 reference statements)

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“…Other targeted notions that were not about ecology or environmental issues were inventoried: force and motion [5,6], lands [5,6], man-made structures and their materials [9], scientific activities [5], or weather [5,6]. Two articles were not explicit about targeted knowledge [10,14] and only two did not show any particular interest in learning outcomes [2,8]. A preliminary finding that we can draw from our analysis of this corpus is that when teachers go outside, science learning is mostly about ecology or environmental issues.…”

Section: Learningmentioning

confidence: 99%

Teaching and Learning Science Outdoors in Schools’ Immediate Surroundings at K-12 Levels: A Meta-Synthesis

Ayotte-Beaudet

Potvin

Lapierre

et al. 2017

EURASIA J MATH SCI T

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This literature review synthesizes empirical data of 18 articles published between 2000 and 2015 about teaching and learning science outdoors from kindergarten to secondary levels (K-12). We asked four questions: (1) What are the general characteristics of the corpus of studies on teaching and learning science outdoors in schools' immediate surroundings at K-12 levels? (2) What are the authors' aims for conducting studies about teaching and learning science outdoors? (3) What are the main outcomes related to teaching and learning science outdoors in schools' immediate surroundings? (4) What further studies should, according to the selected articles, be conducted in the future? We identified three categories of authors' aims: environmental education, science education, and outdoor education. The main outcomes are classified into four categories: 1) learning, 2) student attitude or interest, 3) other students' perceptions, and 4) challenges to outdoor science teaching. Finally, in light of the review, we discuss how further studies should consider learning outcomes, students' attitudes, challenges, and methodological guidelines.

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Section: Learningmentioning

confidence: 99%

Teaching and Learning Science Outdoors in Schools’ Immediate Surroundings at K-12 Levels: A Meta-Synthesis

Ayotte-Beaudet

Potvin

Lapierre

et al. 2017

EURASIA J MATH SCI T

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“…Blatt and Patrick's (2014) work on how outdoor experiences influence students’ attitudes towards the outdoors has precipitated calls for researchers to explore teachers’ own outdoor experiences, their responses to these, and the activities provided for students. The present study contributes to this ‘call’ by documenting the positive impact of an outdoor experience on one small cohort of preservice teachers and how their knowledge about the detrimental effects of rubbish on the environment have been realised through participation in an authentic activity.…”

Section: Discussionmentioning

confidence: 99%

Early Preservice Teachers’ Experiences of the Environment: A Case Study of Participation in a Community Outdoor Event

Rooy

2017

Aust. J. environ. educ.

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Clean Up Australia Day is the country's largest community-based environmental annual event when participants work in teams to remove rubbish from their local environment. This article describes an interpretive study in which a sample of preservice primary teachers’ (n = 30) responses to questions about their involvement in the event were evaluated to determine their developing knowledge and understanding about environmental and sustainability issues. The study evaluated a university assessment task for its ability to identify and challenge preservice primary teachers’ views as consumers of manufactured products, environmental citizens, and future teachers. The data were drawn from students’ written work that formed part of the assessment task. Results indicate that students found participation in this community event to be a significant, valuable part of their learning about the environment that contributed to their understanding about sustainability and highlighted the power of positive community participation as a force for good.

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“…Since the school science curriculum does not generally require the use of schools' immediate surroundings (Dyment, 2005), the learning environments used to ensure students' successful science achievement in school are usually indoor environments, either classrooms or laboratories. In a study conducted with 148 undergraduate pre-service elementary school teachers, many of them mentioned that outdoor education would be easier if schools would "stop focusing so much on test taking" (Blatt & Patrick, 2014, p. 2255. The emphasis on testing leads many teachers to use a more "traditional (transmissive) science instructional approach" to secure good grades for their students (Carrier, Tugurian, & Thomson, 2013, p. 2063.…”

Section: Perception Of Learningmentioning

confidence: 99%

Factors Related to Students’ Perception of Learning During Outdoor Science Lessons in Schools’ Immediate Surroundings

Ayotte-Beaudet

Potvin

2020

Int J Env Sci Ed

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The research presented in this paper answers the question: What factors are most related to students' perception of learning during outdoor science lessons occurring in schools' immediate surroundings? Twenty-six science teachers, as well as 71 classes of seventh (51 classes) and eighth (20 classes) graders participated in our study (n = 2007). All 26 teachers agreed to plan and carry out five outdoor lessons in their schools' immediate surroundings for each class they decided to include in the study. The 11 influencing factors we examined in this quantitative study were: the duration of the outdoor lesson, the students' level of preparation, the students' opportunity to make choices, the outdoor environment, the position in the lesson sequence, the presence of a laboratory technician, the scientific discipline, the grouping of the students, the teacher's outdoor teaching experience, the type of activity, and the weather conditions. To identify the factors most related to students' perception of learning, we ran a bivariate correlation analysis and then used a three-level hierarchical linear model (HLM) with the significant factors from the bivariate correlation. Our results showed that students' perception of learning was significantly and positively correlated with the factors listening to scientific explanations, being grouped with the entire class, students' level of preparation, and students' opportunity to make choices, and negatively correlated with observing. We conclude this paper by arguing that students' perception of learning is really a perception that is based on their anticipated success on school assessments.

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An Exploration of Pre-Service Teachers' Experiences in Outdoor ‘Places’ and Intentions for Teaching in the Outdoors

Cited by 37 publications

References 25 publications

Teaching and Learning Science Outdoors in Schools’ Immediate Surroundings at K-12 Levels: A Meta-Synthesis

Teaching and Learning Science Outdoors in Schools’ Immediate Surroundings at K-12 Levels: A Meta-Synthesis

Early Preservice Teachers’ Experiences of the Environment: A Case Study of Participation in a Community Outdoor Event

Factors Related to Students’ Perception of Learning During Outdoor Science Lessons in Schools’ Immediate Surroundings

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