Seven place-conscious methods to stimulate situational interest in science teaching in urban environments

Bølling, Mads; Hartmeyer, Rikke; Bentsen, Peter

doi:10.1080/03004279.2017.1420096

Cited by 9 publications

(13 citation statements)

References 28 publications

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“…Ten of the studies used qualitative methods only, 11 studies used a combination of qualitative and quantitative methods, with only four studies using exclusively quantitative methods and having sample sizes of more than 300 students. Articles were related to STEM with some focusing on mathematics (Althauser and Harter, 2016;Walkington and Bernacki, 2019), science (Buck et al, 2016;Francis et al, 2016;Leonard et al, 2016;Rahmawati and Koul, 2016;Gates, 2017;Zimmerman and Weible, 2017;Fűz, 2018;Bølling et al, 2019;Flanagan et al, 2019;Herman et al, 2019;Iversen and Jónsdóttir, 2019;Kermish-Allen et al, 2019;Kinslow et al, 2019;McClain and Zimmerman, 2019;Zimmerman et al, 2019;Littrell et al, 2020a;Littrell et al, 2020b;Land et al, 2020), technology (Litts et al, 2020), and general community issues with links to STEM pedagogy (Donnison and Marshman, 2018;Ritter et al, 2019;Kim et al, 2020). While most studies approached localized learning by taking students to community and environmental contexts outside of the classroom, other studies connected students with experts and their communities through the internet (Kermish-Allen et al, 2019) or brought the outside world into classrooms through virtual reality (Ritter et al, 2019;Boda and Brown, 2020).…”

Section: Resultsmentioning

confidence: 99%

“…Increased interest and knowledge promoted students' aspirations towards careers in STEM fields (Leonard et al, 2016;Gates, 2017). Teachers from multiple articles reported that their students enjoyed hands-on activities with real-world application to their personal lives outside of the classroom (e.g., Althauser and Harter, 2016;Buck et al, 2016;Rahmawati and Koul, 2016;Gates, 2017;Zimmerman and Weible, 2017;Donnison and Marshman, 2018;Fűz, 2018;Bølling et al, 2019;Flanagan et al, 2019). There were two ways to approach the issue of personal relevance.…”

Section: Increased Student Aspirations Enjoyment Interest and Engagementmentioning

confidence: 99%

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Linking K-12 STEM Pedagogy to Local Contexts: A Scoping Review of Benefits and Limitations

et al. 2021

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Student engagement and learning in science, technology, engineering and mathematics (STEM) fields in primary and secondary schools is increasingly being emphasized as the importance of STEM skills for future careers is realized. Localized learning has been identified as a group of pedagogical approaches that may enhance learning in STEM by making the relevance of STEM clear to students and providing stronger connections to students’ lives and contexts. This paper reports on a scoping review that was conducted to identify the benefits and limitations of localized learning in primary and secondary school STEM disciplines. A secondary aim of the review was to identify strategies that increase the effectiveness of localized learning these disciplines. Following literature searches of four databases, 1923 articles were identified. Twenty-five studies met the inclusion criteria. Potential benefits of localized learning included increases in enjoyment of STEM, improvements in learning, more positive STEM career aspirations, and development of transferable skills. The main challenges of these pedagogical approaches were time restrictions and lack of community involvement. Strategies for enhancing the impact of localized pedagogy included professional development for teachers (in STEM content knowledge, integration of localized pedagogy, and capacity to address socio-scientific issues), integration of technology, whole-school implementation of the pedagogical approach, and integration of the wider community into STEM education. These findings provide support for localized learning as an effective pedagogical approach to enhance STEM learning in schools, while emphasizing the critical roles of teachers and communities in supporting students to realize the relevance of STEM in their lives.

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Section: Resultsmentioning

confidence: 99%

Section: Increased Student Aspirations Enjoyment Interest and Engagementmentioning

confidence: 99%

Linking K-12 STEM Pedagogy to Local Contexts: A Scoping Review of Benefits and Limitations

et al. 2021

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“…To enhance the effect of learning in outdoor places, it seems important to offer students repeated contact with the natural environment (Ernst and Stanek 2006). Teachers can use the environment in their school's immediate surroundings to give students an opportunity to explore nature more frequently (Bølling, Hartmeyer, and Bentsen 2017;Carrier, Tugurian, and Thomson 2013;Fägerstam and Blom 2013). The advantage of these places is that they are easily accessible on a daily basis compared to sites that require travel, such as nature centres or field trips (Fančovičová and Prokop 2011;Lustick 2009).…”

Section: Learning Ecology Outdoors In the Local School Contextmentioning

confidence: 99%

Exploring the impacts of contextualised outdoor science education on learning: the case of primary school students learning about ecosystem relationships

Ayotte-Beaudet

Chastenay

Beaudry

et al. 2021

Journal of Biological Education

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The present study explored the impacts of a contextualised outdoor science curriculum on what and how elementary students learn when immersed in the local contexts in which natural phenomena occur. We conducted 63 individual interviews with fifth-and sixth-graders (between 10 and 12 years old) living in the inner city of Montréal, Québec province, Canada. These allowed us to identify (1) three categories of impacts on what students learned: evolution of conceptual understanding about living organisms, development of scientific investigation abilities, and evolution of connection to nature, and (2) two categories of impacts on how students learned: a context that encourages deeper learning and a context that promotes engagement. Our results show that impacts on students went beyond learning about living organisms. A strength of our findings is that although the method of data collection did not aim a priori to corroborate the work of other research in the field of outdoor education, it in fact corroborated several results from other research, which is an important step for the development of this field. We also found that some students developed a connection to nature without addressing environmental problems during outdoor activities.

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“…The main outcomes that have been investigated in scientific articles examining the benefits of outdoor science education include: (1) learning related to ecology (e.g., Ben-Zvi Assaraf & Orion, 2009;Fisher-Maltese & Zimmerman, 2015) or environmental education (e.g., Carrier, 2009;Hyseni Spahiu, Korca, & Lindemann-Matthies, 2014), (2) development of students' attitudes/ motivations/interest (e.g. Bølling, Hartmeyer, & Bentsen, 2019;Dettweiler, Lauterbach, Becker, & Simon, 2017) Becker, & Simon, 2017 teachers' positive perceptions regarding outdoor learning (e.g. Borsos, Patocskai, & Boric, 2018;Glackin, 2016)2016, and (4) students' positive perceptions of outdoor learning (e.g., Carrier, Thomson, Tugurian, & Stevenson, 2014;Dhanapal & Lim, 2013).…”

Section: Challenges and Benefits Of Outdoor Science Education For Stumentioning

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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Seven place-conscious methods to stimulate situational interest in science teaching in urban environments

Cited by 9 publications

References 28 publications

Linking K-12 STEM Pedagogy to Local Contexts: A Scoping Review of Benefits and Limitations

Linking K-12 STEM Pedagogy to Local Contexts: A Scoping Review of Benefits and Limitations

Exploring the impacts of contextualised outdoor science education on learning: the case of primary school students learning about ecosystem relationships

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

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