Assessing Learning in the Outdoors with the Field Trip in Natural Environments (FiNE) Framework

Morag, Orly; Tal, Tali

doi:10.1080/09500693.2011.599046

Cited by 82 publications

(81 citation statements)

References 41 publications

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“…Nowadays, out-of-school learning environment is considered as complementary of formal education [29]. Moreover, such environments help students gain affective, psychomotor and social skills, as well as improve their academic success [30,31,32]. In this regard, teachers should plan trips very well in order to have effective lectures [14].…”

Section: Results and Suggestionsmentioning

confidence: 99%

A Study on Developing a Guide Material for Science Classes Supported by Out-of-School Learning

Baki̇oğlu¹,

Karamustafaoğlu²

2017

ujer

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The main purpose of this research was to develop a guide material in line with learning outcomes of the unit for the 5 th Graders titled Solving the Puzzle: Our Body in order to be utilized during out-of-school learning activities by science teachers. There is no guide material developed in our country for science teachers to be used in out-of school learning activities. This research intended to contribute to the literature by developing such guide material. This research utilized the screening model. Prior to the development of a guide material, the literature has been reviewed to identify units and subjects for which guidance material is designed for. Moreover, the guide material is developed after completing the needs analysis, identifying the objectives and learning outcomes, organizing the content and learning activities and deciding on how to make assessment and evaluation. This research was designed to help develop guide materials that include other units related to out-of-school learning activities for different grade levels and for different classes.

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Section: Results and Suggestionsmentioning

confidence: 99%

A Study on Developing a Guide Material for Science Classes Supported by Out-of-School Learning

Baki̇oğlu¹,

Karamustafaoğlu²

2017

ujer

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“…Sin embargo, consideramos al igual que Morag & Tal (2012) que las salidas al campo dentro de los ambientes de aprendizaje fuera de la escuela (educación formal), difiere de las visitas a museos, planetarios o centros de ciencia (educación no formal), dado que permite una experiencia directa con fenómenos naturales y la vida silvestre, además tiene una potencia altísima de generar comportamientos pro ambientales y conciencia sobre aspectos de la conservación, sobrepasando la idea de la educación centrada en el libro de texto.…”

Section: Introductionunclassified

Trabajos De Campo Y De Laboratorio: Dos Escenarios en La Enseñanza De La Biología Y La Formación Docente

Marchesi¹,

Cedeño²

2017

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RESUMENEn este taller se realizará una reflexión sobre las ideas presentes en los docentes sobre las actividades de laboratorio y sobre las salidas de campo en la enseñanza de las ciencias naturales. Se pondrán en evidencia dichas concepciones a la luz de los marcos teóricos y los avances en las investigaciones de los autores de referencia. A partir de la confrontación de las concepciones con la literatura de la didáctica, se propone re escribir las propuestas desde un enfoque investigativo y contextualizado, desde la perspectiva del Conocimiento del Profesor. Al finalizar se espera poder socializar lo escrito entre los asistentes y así generar un espacio de comunidad fortaleciendo la dialéctica entre la teoría y la práctica. También otorgar al profesorado, algunas orientaciones sobre su planificación, su puesta en marcha y evaluación. ABSTRACTThis workshop will reflect on the ideas present in teachers about laboratory activities and field trips in the teaching of natural sciences. These concepts will be exposed in the light of the theoretical frameworks and the advances in the investigations of the authors of reference. From the confrontation of the conceptions with the didactic literature, it is proposed to write the proposals from a research and contextualized approach, from the perspective of the Teacher's Knowledge. At the end, it is hoped to be able to socialize the writing between the attendees and thus generate a space of community strengthening the dialectic between theory and practice. Also give teachers some guidance on their planning, implementation and evaluation. PALABRAS CLAVES:Trabajos Prácticos, Salidas de Campo, Prácticas de Laboratorio, Formación docente.

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“…These authentic, real-world experiences position students to consider how science is conducted outside the classroom in ways that mirror the work of real scientists. However, these experiences become less useful when they are treated as stand-alone activities with minimal connection to what students are learning in the classroom (Cox-Petersen & Pfaffinger, 1998;Morag & Tal, 2012).…”

Section: Multiple Contexts Inside and Outside The Classroom Settingmentioning

confidence: 99%

“Doing Science” in Elementary School: Using Digital Technology to Foster the Development of Elementary Students’ Understandings of Scientific Inquiry

Schellinger

Mendenhall

Alemanne

et al. 2017

EURASIA J MATH SCI T

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National efforts have described the need for students to develop scientific proficiency and have identified informal learning environments, interactive technologies, and an understanding of inquiry as ways to support this development. The Habitat Tracker project was developed in response to this need by developing a digitally-supported, inquiryoriented curriculum focused on engaging elementary students in science practices in formal and informal settings. This study employed a mixed methods approach to explore how engagement in the project affected 125 fourth and fifth grade elementary students' views of scientific inquiry and if certain aspects of scientific inquiry were shaped by student participation. The Views of Scientific Inquiry -Elementary School Version (VOSI-E), was administered before and after students had engaged with a three week Habitat Tracker curriculum and assessed aspects including the role of questions, diversity of methods, experiments and investigations, developing scientific explanations, supporting scientific explanations, predictions and hypotheses, role of subjectivity, role of creativity, and goal of science. VOSI-E responses were analyzed using a mixed methods approach. Chi-squared test results suggest that classroom learning coupled with visits to a wildlife center can help improve student understanding of scientific inquiry when integrated with technologyenhanced, field-based inquiries that emphasize the practices of science. J. Schellinger et al. / Doing Science in Elementary School 4636

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Assessing Learning in the Outdoors with the Field Trip in Natural Environments (FiNE) Framework

Cited by 82 publications

References 41 publications

A Study on Developing a Guide Material for Science Classes Supported by Out-of-School Learning

A Study on Developing a Guide Material for Science Classes Supported by Out-of-School Learning

Trabajos De Campo Y De Laboratorio: Dos Escenarios en La Enseñanza De La Biología Y La Formación Docente

“Doing Science” in Elementary School: Using Digital Technology to Foster the Development of Elementary Students’ Understandings of Scientific Inquiry

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