How fieldwork-oriented biology teachers establish formal outdoor education practices

Abstract

Fieldwork is an important part of biology as well as science and biology education. However, teachers perceive several reasons for the limited use of fieldwork in schools. Further, outdoor education is often organised as a single fieldtrip guided by outdoor educators, and little research has been done on fieldwork as a regular part of formal biology education. This case study explores three secondary-school biology teachers who untypically use outdoor education as a major part of their ecology courses for 8 th grade students (median age 14). Berger and Luckmann's theory of the process of institutionalization as a theoretical background is used to interpret the pedagogical and organizational choices of the case study teachers. Analysis of the interviews of the selected three teachers revealed pedagogical and organizational means through which outdoor teaching is institutionalized into a regular activity in biology lessons. The teachers considered regularity, assessment practices and the school curriculum as major tools to legitimate outdoor learning as a formal schoolwork and foster successful learning. However, they also emphasised students' freedom during outdoor activities. The findings are discussed in terms of how the teachers succeeded in combining the institutional order of formal schooling with students' freedom in nature.

The Outdoor Learning Modules Based on Traditional Games in Improving Prosocial Behaviour of Early Childhood

“…In general, outdoor education can be described as teaching and/or learning and/or experiencing in an outdoor and/or out-of-school environment. The content of learning and teaching is therefore different and depends on the general aim of the programme, the target group and the outdoor setting, e.g., the gaining of knowledge in natural sciences; increased PA (physical activity), leadership skills, personal and social development; survival skills; and improved skills in relation to nature-oriented sports (Becker et al, 2017;Kervinen, Uitto, & Juuti, 2018).…”

The resurgence of everyday experiences in school science learning activities

“…It may be argued that the absence of the teacher afforded, for example, the grotesque humor to be used to relativize and overturn the seriousness of science learning. In this particular outdoor setting, the teacher was aware of the students' possible off-topic activities but recognized them as a potentially valuable positive experience of science learning and nature environment, while some structural and pedagogical choices allowed the general focus to remain on the tasks (Kervinen et al 2018). However, similar possibilities for communication out of the earshot of the teacher arise in classrooms.…”

“…For over two decades, she had been developing biology curricula with an emphasis on outdoor teaching. The pedagogical choices of the outdoor intensive model that was used are described in more detail elsewhere (Kervinen, Uitto, and Juuti 2018). The teacher briefly emphasized the trusting and positive relationship between her and the students as well as students' sense of freedom, whereas the structural components, such as regularity of fieldwork and ongoing assessment practices, were needed to justify and present the activities to students as real schoolwork.…”

Analysis of prospective early childhood education teachers' proposals of nature field trips: An educational experience to bring nature close during this stage

“…Assessments are often overlooked, but essential aspects of nature field trips. Through assessments, both formative and summative, it makes possible to justify nature field trips as "real schoolwork" with parents and school community (Kervinen et al, 2020;Rebelo et al, 2011).…”