Enhancing Teachers' Beliefs and Practices Through Problem-Based Learning Focused on Pertinent Issues of Environmental Health Science

Haney, Jodi J.; Wang, Jing; Keil, Chris; Zoffel, Jennifer

doi:10.3200/joee.38.4.25-33

Cited by 33 publications

(18 citation statements)

References 10 publications

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“…This finding concurs with research on inquiry-based pedagogies that promote student-centered learning, cooperation, and interdependence. For example, in their study on the effects of PBL in environmental science, Haney, Jing, Keil, and Zoffel (2007) found that teachers reported positive changes in classroom climate and studentteacher relationships over two years of implementation of PBL. Johnson and Johnson (2009) document remarkable evidence from years of research that educational practices such as PBL and PjBL, which promote peer interdependence, have a positive effect on students' effort to achieve, the quality of their interpersonal relationships, and psychological health.…”

Section: Discussionmentioning

confidence: 99%

Transforming Pedagogy: Changing Perspectives from Teacher-Centered to Learner-Centered

Dole¹,

Bloom²,

Kowalske³

2015

Interdisciplinary Journal of Problem-Based Learning

129

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This study used an online-structured interview methodology to examine the impact of an intensive field experience in facilitating problem (PBL) and project-based learning (PjBL) on teachers' pedagogy. The purpose of the study was to determine to what extent the field experience had transformed their teaching. Data were collected in the form of online interviews with 36 participants who completed the gifted education licensure program at a regional state university in the southeast. The online interviews were followed up with telephone interviews with four of the participants. The resulting themes can be grouped under the major categories of teacher-related and student-related themes. This article will focus on the teacherrelated themes, the most important being the change in the teachers' pedagogy. The article will further discuss the obstacles that stood in the way of the teachers' successful implementation of PBL and PjBL.

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Section: Discussionmentioning

confidence: 99%

Transforming Pedagogy: Changing Perspectives from Teacher-Centered to Learner-Centered

Dole¹,

Bloom²,

Kowalske³

2015

Interdisciplinary Journal of Problem-Based Learning

129

View full text Add to dashboard Cite

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“…The United States' EPA (2018) defines environmental education (EE) as "a process that allows individuals to explore environmental issues, engage in problem solving, and take action to improve the environment" (para 1). EE is characterized by being inquiry-based, hands-on, experiential, and often, outdoors (Hanna, 1995;Crawford, 2000;Haney et al, 2007;Peterson, 2011;Ruiz-Gallardo et al, 2013;Zint et al, 2014)-which are all strategies that have been found to boost attitudes and learning among students with ECBD. In particular, the inquiry-based aspects of EE programming has been shown to improve learning outcomes for students with ECBD (Aydeniz et al, 2012;Kaldenberg et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

Impacts of Outdoor Environmental Education on Teacher Reports of Attention, Behavior, and Learning Outcomes for Students With Emotional, Cognitive, and Behavioral Disabilities

2018

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There are over 4 million students with reported emotional, cognitive, and behavioral disabilities (ECBD) in the United States. Teachers most frequently situate instruction inside, however, outdoor environmental education (EE) can improve academic and affective outcomes for many students, including students with ECBD. In North Carolina, U.S.A., an EE program utilizes outdoor science instruction for fifth-grade students. The program takes place over four to 10 full-school days across the year, and instruction occurs in both schoolyards and natural areas. The program aligns outdoor EE with state and national science education standards. Using a quasi-experimental design, the present study examined the impacts of the program on indicators of ECBD (e.g., student behavior, attention span), science efficacy, nature of science, and academic achievement for students with ECBD. We measured these factors using online surveys from both students identified with ECBD and their classroom teachers, as well as students with ECBD from matched control schools and their respective teachers. Students in both treatment (n = 99) and control (n = 62) classrooms took the survey two times over the school year. Quantitative data revealed teachers perceived students had significantly improved attention spans and decreased disruptive behaviors when learning outdoors. Students in the treatment group maintained measures of nature of science, science efficacy and science grades, keeping in line with their peers in the control group. We supplemented survey data with teacher interview data about their impressions of the outdoor program and the experiences of their students identified with ECBD. Teacher interview responses supported quantitative findings. These findings indicate that outdoor EE has the potential to be at least as effective a method for science instruction as classroom teaching, and in the case of addressing indicators of ECBD, outdoor EE may be a successful strategy for student learning.

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“…Therefore, programs intended to address the widening achievement gap for minorities must focus not only on preparing aspiring scientists, but also on preparing qualified minority preservice K-6 teachers. Research demonstrates that teachers exposed to a two-year professional development program to design, implement, and revise problem-based, interdisciplinary curricula demonstrated enhanced self-efficacy and use of reform-based classroom practices [13].…”

Section: Expandingmentioning

confidence: 99%

Putting Theory into Practice: An Examination of Preservice Teachers’ Beliefs about Teaching Science

Walker¹,

Spencer²,

Claiborne-Payton³

et al. 2017

IJCDSE

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Given the widening achievement gap for minorities in science, there is a critical need to increase the numbers of highly qualified teachers from underrepresented groups to nurture the nation's diverse populations. Therefore, Virginia State University's College of Education designed field-based experiences incorporating applied knowledge, practices, and hands-on learning by exposing preservice teachers to the application of science concepts. To measure preservice teacher self-efficacy, the Teaching Science as Inquiry instrument was administered at the beginning and end of the semester in which preservice teachers participated in field-based experiences. Significant results were found in areas relating to the constructs of personal self-efficacy (creating explanations from data, construct explanations from observations, and confidence in their skills to obtain scientific evidence) and outcome expectancy (defend newly acquired knowledge, make results of investigations public, and creating investigations for students). Significant improvement in some self-ratings suggests preservice teachers were successful in incorporating applied knowledge and hands-on learning experiences. The study's broader impact is that minority elementary preservice teachers, who are likely to teach minority children, are better prepared to face the challenges of teaching science. Ultimately, this will contribute to the "grade school to grad school" pipeline to increase the number of minority students who pursue science careers.

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Enhancing Teachers' Beliefs and Practices Through Problem-Based Learning Focused on Pertinent Issues of Environmental Health Science

Cited by 33 publications

References 10 publications

Transforming Pedagogy: Changing Perspectives from Teacher-Centered to Learner-Centered

Transforming Pedagogy: Changing Perspectives from Teacher-Centered to Learner-Centered

Impacts of Outdoor Environmental Education on Teacher Reports of Attention, Behavior, and Learning Outcomes for Students With Emotional, Cognitive, and Behavioral Disabilities

Putting Theory into Practice: An Examination of Preservice Teachers’ Beliefs about Teaching Science

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