Teachers as Secondary Players: Involvement in Field Trips to Natural Environments

Lavie-Alon, Nirit; Tal, Tali

doi:10.1007/s11165-016-9531-0

Cited by 14 publications

(9 citation statements)

References 37 publications

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“…Generalmente el profesorado en su formación inicial ha participado como alumnado en las Salidas de Campo, sin tener experiencias en la planificación y complejidad de enseñar fuera del aula (TAL;MORAG, 2009). Lavie Alon y Tal (2016;2017) afirman que son escasas las investigaciones sobre cómo el profesorado emplea el medio natural en la enseñanza.…”

Section: Categoría: Aporte a La Formación Docenteunclassified

Progresión De Las Ideas Del Profesorado en Formación Sobre Las Prácticas De Campo en Una Secuencia De Aprendizaje

Cedeño¹,

Catalán²,

García-Berlanga³

2020

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Las Prácticas de Campo adquieren un valor especial en la enseñanza y aprendizaje de la Biología pues permiten al alumnado abordar su objeto de estudio, «lo vivo», lo más cerca posible a sus condiciones naturales, con una perspectiva sistémica y holística que les permite comprender la relaciones que conforman el fenómeno viviente en conjunto con su ambiente, así como potenciar el aprendizaje del conocimiento biológico, destrezas y habilidades del trabajo de campo y sobre todo favorece la adquisición de actitudes sobre el cuidado de los ecosistemas; pese a esto, son escasas las investigaciones sobre la incidencia de las Prácticas de Campo en la formación inicial del profesorado y más aún en la construcción de su saber profesional docente. Realizamos aquí una investigación con 27 docentes en formación del Programa de Licenciatura en Ciencias Naturales y Educación de la Universidad Surcolombiana (Neiva-Colombia). El estudio es de tipo mixto, prospectivo y longitudinal, empleando análisis de contenido y los Software SPSS y Atlas.Ti. Para el caso de este artículo, se presenta el análisis de la aplicación de un pre y postest; mostramos respuestas de los futuros docentes y el valor estadístico de la t-student al comparar ambos momentos. El estudio pone de manifiesto la contribución de un seminario formativo en la progresión de las concepciones del profesorado en formación sobre la naturaleza de las Prácticas de Campo, sus finalidades de aprendizaje, su planificación y el aporte a la formación docente.

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Section: Categoría: Aporte a La Formación Docenteunclassified

Progresión De Las Ideas Del Profesorado en Formación Sobre Las Prácticas De Campo en Una Secuencia De Aprendizaje

Cedeño¹,

Catalán²,

García-Berlanga³

2020

Contexto

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“…Effective outdoor learning addresses the unique features of the environment and makes connections between school-based learning and the students' life experiences. It should enable some choices for the students, encourage their social interactions, and should be mediated by teachers who take the role of facilitators rather than as transmitters of knowledge (Bamberger and Tal 2007;Lavie Alon and Tal 2017).…”

Section: Inquiry-based Learning and The Outdoor Environmentmentioning

confidence: 99%

Teacher views on inquiry-based learning: the contribution of diverse experiences in the outdoor environment

2019

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In this study, we challenged science teachers' views of inquiry-based learning as being merely experimental, causal, and controlled. We studied science teachers enrolled in professional development programs that consisted of three different inquiry-based learning experiences in the outdoors: ecology, sociology, and archeology. These three cycles of investigation included online collaborative planning, fieldwork and collaborative online data analysis, and online communication. Data collection included pre-and post-PD, open-ended questionnaires, interviews and written reflections. Qualitative content analysis was informed by the literature referring to procedural and epistemic aspects of inquiry-based learning. Other themes that emerged from the data included the place of collaborative learning, the use of technology, and the contribution of the outdoor environment. We found a clear shift in teachers' views about inquiry which ranged from vague explanations and descriptions of inquiry as merely student-centered learning, to more sophisticated views. The teachers valued the outdoor environment highly for learning and provided interesting insights into how to integrate in-school and out-of-school learning. Collaborative learning supported by technology was perceived as an effective vehicle for meaningful learning. An incomplete shift into the highest epistemic explanations is explained by insufficient opportunities for face-to-face explicit discussions about scientific inquiry and inquirybased learning.

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“…A visit made to a location outside one's typical domain for purposes of firsthand observation. For many, the mention of a field trip conjures up memories of bus rides to museums [1], parks, forests, wetlands, wildlife preserves, beaches, or caves-the natural environment [2].…”

Section: Field Tripmentioning

confidence: 99%

Energy Field Trips: Chernobyl and the Catastrophe with Nuclear Power

Perkins

Kopytko

Saul

2019

Case Studies in the Environment

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Energy poses challenges to environmental studies because of climate change and other effects, and field trips are indispensable aids to learning. They enable students to see situations first-hand, and many are joyous and fun, such as field trips to forests, wetlands, wildlife reserves, or communities exhibiting positive contributions to safeguarding the natural world. Field trips to the built environment, especially those illustrating sites with raging controversies or past catastrophes are equally important in helping students turn theory into understanding of real situations. Chernobyl, one of the two worst nuclear power plant disasters, provided the venue for a field trip examining the strengths and weaknesses of nuclear power. Students had 3 weeks of preparatory classwork before departing for Kyiv, Ukraine. They spent 2 weeks there, with 1 day touring the Exclusion Zone surrounding the Chernobyl plant. Background work included basic concepts and units for measuring radiation and their biological and medical effects, types of nuclear power plants, disaster planning and response, Ukrainian history, and details of the Chernobyl accident and its effects. Participants heard from a wide variety of speakers, who presented details of the accident, its lingering consequences, efforts of the Ukrainian government and various NGOs to deal with the consequences, and Ukrainian plans for new nuclear power plants. Participants also heard both strong pro-nuclear and anti-nuclear proponents. At the end, students prepared a paper on the lessons about nuclear power from Chernobyl. Evaluations of the experience indicated the trip’s objectives were achieved. For some, the expedition proved life-altering.

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Teachers as Secondary Players: Involvement in Field Trips to Natural Environments

Cited by 14 publications

References 37 publications

Progresión De Las Ideas Del Profesorado en Formación Sobre Las Prácticas De Campo en Una Secuencia De Aprendizaje

Progresión De Las Ideas Del Profesorado en Formación Sobre Las Prácticas De Campo en Una Secuencia De Aprendizaje

Teacher views on inquiry-based learning: the contribution of diverse experiences in the outdoor environment

Energy Field Trips: Chernobyl and the Catastrophe with Nuclear Power

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