Focus wildlife park: Outdoor learning at workstations for primary school children

Glaab, Sabine; Heyne, Thomas

doi:10.1080/1533015x.2018.1554461

Cited by 4 publications

(4 citation statements)

References 18 publications

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“…Learning activities outside the classroom make it possible for students to observe objects and phenomena so that contextual learning improves their conceptual mastery and improves their process skills, problem-solving, and scientific attitudes [76]. Furthermore, other researchers argue that contextual learning by utilizing the environment outside the classroom effectively enhances students' cognitive ability [72], pro-environmental attitudes (EA), and environmental behavior (EB) [77].…”

Section: The Pre-service Biology Teachers' Responses Towards Lake Tempe's Potential As a Learning Resourcementioning

confidence: 99%

Pre-service biology teacher’s perception on local environment problems as contextual learning resources

Yani

Amin

Rohman

et al. 2021

IJERE

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A survey and exploratory study were conducted to analyze Lake Tempe as a resource for contextual learning (CTL). The first phase of the study included exploring the lake’s potential through interviews with the people who live in the lake’s coastal region. Quadrat transects were done to identify aquatic plants around the lake. A feasibility analysis was conducted to see the lake’s potential as a learning resource. Field data were collected and compared to the environmental biology (EB) curriculum, responses, and learning outcome. The data were analyzed descriptively and tested using a paired-sample t-test. The results showed differences in the three stations’ physicochemical parameters and decreased quality of the water. It was found that anthropogenic activity had a significant contribution to the lake’s pollution. Nine species of six aquatic plant families were found in the lake. The survey revealed that the lake was feasible as a learning resource with criteria easy to access, safety, time efficiency, costs, and the material's suitability for EB courses. The t-test showed a difference in the students’ scores between before and after exploration practices. These findings suggest that Lake Tempe<em> </em>can serve as a resource for CTL in EB courses.

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Section: The Pre-service Biology Teachers' Responses Towards Lake Tempe's Potential As a Learning Resourcementioning

confidence: 99%

Pre-service biology teacher’s perception on local environment problems as contextual learning resources

Yani

Amin

Rohman

et al. 2021

IJERE

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“…Also, teaching in a natural environment typically follows a more open course because the outdoor space varies in terms of its organic environment. If organisms are not in the pre-planned location, this might obstruct the teaching (Schilhab and Lindvall, 2017;Glaab and Heyne, 2020). However, this openended quality allows teachers to stimulate students' commitment and curiosity.…”

Section: Investments Costs and Challenges When Using Nature Experienc...mentioning

confidence: 99%

Nature Experiences in Science Education in School: Review Featuring Learning Gains, Investments, and Costs in View of Embodied Cognition

Schilhab

2021

Front. Educ.

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This review examines the didactic use of nature experiences in science education, in primary and secondary school (7–16 years) globally. From the perspective of embodied cognition the review explores the types of nature experiences used in science teaching. Focus is on returns when we invest in nature-based science learning, such as specific academic achievements in the form of long-term effects on learning and memory and how we maximize those returns. The review also addresses challenges and barriers, such as costs and labour involved when using nature experiences in science teaching. Initially, 3,659 articles were selected, with the initial screening leading to the inclusion of 159 studies. Of these articles, 34 studies forming the corpus in this review investigated the effect of using nature experiences as an intervention. These studies are divided into four themes: content understanding, environmental education, teaching scientific methods, and costs and challenges to teaching science outdoors. Informed by the perspective of embodied cognition, the review addresses the returns in terms of learning and academic achievements, the mode of action of the intervention, the investment, costs in the form of labour, challenges, and gaps in the theoretical underpinning of the field. Based on the review, using nature experiences in science education seems promising regarding increasing content knowledge, insight into science methodologies and pro-environmental behaviours. Interventions exploiting the schoolyard, school gardens, or nearby park areas are particularly promising due to the simultaneous strengthening of local engagement at low costs. However, using nature experiences as an alternative to traditional in-class teaching depends on profound didactic deliberations and preparations, which are difficult for the individual teacher to address single-handedly. The review also reveals an urgent need for research that thoroughly explores the connections between teaching practices and theoretical foundations to consolidate the field. To that end, it is noteworthy that a few studies also reported on prior pilot studies demonstrating the need for testing the entire design before conducting the actual research. Teachers seldom experience the opportunity to preview their teaching strategies before performing in front of their students.

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“…Kegiatan praktik pembuatan proyek mengarah pada ragam aktivitas yang dikerjakan di luar ruangan. Pembelajaran di luar ruangan dimungkinkan untuk dilaksanakan secara konstruktif (Glaab & Heyne, 2019). Pembelajaran outdoor lebih menantang siswa untuk mengaitkan materi teori dalam buku dan kenyataan di lapangan sehingga konsep dapat diolah dengan baik (Arianti & Aminatun, 2019).…”

Section: Gambar 3 Pembinaan Habituasi Anak Untuk Kemandirian Dan Sesuai Dengan Keseharian Muslimunclassified

Islamic Science Camp: Program Pembelajaran IPA yang Menyenangkan dengan Konsep Islami dan Kecintaan pada Alam

Jannah

Imaduddin

Fathurriza

et al. 2021

JNSI

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This study aims to reveal how the concept of learning program design at the Islamic Science Camp (ISC), as well as to show the impressions of children and parents on the various ISC activities. This research consists of three stages, namely define, design and development. The trial subjects came from 11 elementary school (Islamic) institutions consisting of 28 students. The data were collected using (1) observation checklists; (2) documentation; (3) field notes sheets; and (4) impression sheets. Data analysis used tabulation techniques, narrative descriptions, and word cloud analysis. The science topics tested were related to (1) changes in the form of substances; (2) the concept of force and pressure; (3) matter and its classification; (4) the concept of energy; (5) aquatic ecosystems; and (6) plant morphology. Islamic values are emphasized in directing children's habituation activities, as well as providing children's motivation through Islamic figures in the fields of science and technology. Science projects include (1) a rotary ice cream making project; (2) launching a water rocket project; (3) making air freshener; (4) studying Islamic science; (5) building a ship and launching it; (6) river tracing and fishing; (7) making key chains from resin; and (8) making ecoprinting using pounding technique. Various positive impressions were obtained from the children and parents involved, and on the sustainability aspect, it was shown that there were repetitions and follow-up experiments by children outside the ISC program.Keywords: islamic science camp, science learning, love of nature, islamic science concept. ABSTRAK Kajian ini bertujuan untuk mengungkap bagaimana konsep desain program pembelajaran pada Islamic Science Camp (ISC), serta menunjukkan kesan anak dan orang tua pada ragam akivitas ISC. Riset ini terdiri dari tiga tahapan yaitu define, design, dan development. Subyek uji coba berasal dari 11 instansi SD/MI yang terdiri dari 28 siswa. Pengumpulan data menggunakan (1) daftar cek observasi, (2) dokumentasi, (3) lembar catatan lapangan, dan (4) lembar kesan. Analisis data menggunakan teknik tabulasi, deskripsi naratif, serta word cloud analyisis. Topik IPA yang diujicobakan berkaitan dengan (1) perubahan wujud zat; (2) konsep gaya dan tekanan; (3) materi dan klasifikasinya; (4) konsep energy; (5) ekosistem perairan; dan (6) morfologi tumbuhan. Nilai-nilai Islam ditekankan pada pengarahan kegiatan habituasi anak, serta pemberian motivasi anak melaui tokoh-tokoh Islam bidang sains dan teknologi. Proyek sains mencakup (1) proyek pembuatan es krim putar; (2) proyek meluncurkan roket air; (3) pembuatan pengharum ruangan; (4) kajian sains islami; (5) proyek pembuatan kapal dan meluncurkannya; (6) susur sungai dan tangkap ikan; (7) pembuatan gantungan kunci dari resin; dan (8) pembuatan ecoprinting dengan teknik pounding. Beragam kesan positif diperoleh dari anak dan orang tua yang terlibat, serta pada aspek keberlanjutan ditunjukkan adanya repetisi dan eksperimen lanjutan oleh anak di luar program ISC. Kata kunci: Islamic Science Camp, pembelajaran IPA, cinta alam, konsep islami sains.

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Focus wildlife park: Outdoor learning at workstations for primary school children

Cited by 4 publications

References 18 publications

Pre-service biology teacher’s perception on local environment problems as contextual learning resources

Pre-service biology teacher’s perception on local environment problems as contextual learning resources

Nature Experiences in Science Education in School: Review Featuring Learning Gains, Investments, and Costs in View of Embodied Cognition

Islamic Science Camp: Program Pembelajaran IPA yang Menyenangkan dengan Konsep Islami dan Kecintaan pada Alam

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