The sustained value teachers place on outdoor learning

Prince, Heather

doi:10.1080/03004279.2019.1633376

Cited by 7 publications

(6 citation statements)

References 37 publications

(37 reference statements)

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“…Therefore, it is important to understand teachers' perceptions of the challenges and opportunities of these approaches. Numerous studies have addressed this aspect regarding outdoor learning with pre-service teachers [33] and in-service teachers [34][35][36][37][38][39][40][41][42][43]. However, only a limited number of studies have delved into understanding teachers' perceptions of outdoor learning for STEAM education [2,4,44] with the majority focusing on early childhood education contexts.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Outdoor STEAM Education: Opportunities and Challenges

Correia,

Ribeirinha,

Beirante

et al. 2024

Education Sciences

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There is a consensus that students should be involved in interdisciplinary activities that promote a solid education in STEAM subjects from an early age. The outdoor settings of schools present an advantageous context for STEAM education, allowing for a myriad of learning experiences. To understand how teachers perceive the pedagogical use of the school’s outdoor space, a study was carried out in a cluster of schools in a Portuguese city, including one middle school and 10 kindergarten and elementary schools. A mixed methods approach was used, combining a questionnaire for teachers (N = 49) with interviews (N = 8). The results indicate that teachers’ perceptions of the characteristics of their school’s outdoor spaces either facilitate or hinder the implementation of outdoor pedagogical activities. Most teachers concur that the outdoors provides contact with nature and encourages interdisciplinary and collaborative activities. However, the teachers surveyed admit to using the school’s outdoor spaces only occasionally, and this use decreases as the educational level at which they teach increases. The most common use of outdoor spaces is for physical and motor activities, promoting the well-being of children and youth. Although interdisciplinary activities in outdoor spaces are recognised, their implementation is limited and hampered by factors such as the length of curricula and the lack of training for teachers in these approaches. In this sense, there is an urgent need to train teachers in the interdisciplinary use of outdoor spaces to promote a solid education in STEAM subjects.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Outdoor STEAM Education: Opportunities and Challenges

Correia,

Ribeirinha,

Beirante

et al. 2024

Education Sciences

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“…Nevertheless, some challenges are associated with incorporating such educational experiences into the curriculum. For example, the work of Prince (2019) shows that government policies may not place as much emphasis on outdoor or experiential learning in general, which can affect the amount of training teachers receive to deliver this kind of education. Additionally, policies can place greater importance on other core aspects of the curriculum, hindering the delivery of experiential learning through a lack of time or resources (Dijk-Wesselius et al, 2020;Dyment, 2005;Prince, 2019).…”

Section: Direct Contact With Nature and Place-based Environmental Edu...mentioning

confidence: 99%

“…For example, the work of Prince (2019) shows that government policies may not place as much emphasis on outdoor or experiential learning in general, which can affect the amount of training teachers receive to deliver this kind of education. Additionally, policies can place greater importance on other core aspects of the curriculum, hindering the delivery of experiential learning through a lack of time or resources (Dijk-Wesselius et al, 2020;Dyment, 2005;Prince, 2019). There is also concern that educators may lose connection to students in larger class sizes, thereby impeding them from effectively keeping track of individual student progress.…”

Section: Direct Contact With Nature and Place-based Environmental Edu...mentioning

confidence: 99%

“…Education policies can also place greater importance on other core aspects of the curriculum, impeding the delivery of PBEE through a lack of time, resources, or both (Dijk-Wesselius et al, 2020;Dyment, 2005;Prince, 2019). The incorporation of outdoor learning into curriculum delivery is also difficult when teachers lack confidence in their delivery ability, worry about student safety, and receive limited institutional support (Dijk-Wesselius et al, 2020;Dyment, 2005).…”

Section: Introductionmentioning

confidence: 99%

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Opportunities and Barriers to the Delivery of Place-based Environmental Education During Emergency and Non-emergency Teaching: An Information and Communication Technology Approach

Borisenoka

2024

Preprint

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<p>Place-based environmental education (PBEE) can enrich environmental education outcomes for youth through direct contact with nature. However, PBEE in K-12 can face barriers, some of which have been exacerbated during emergency teaching protocols, as observed during the COVID-19 pandemic. This research investigates K-12 teachers' perspectives on the potential of leveraging information and communication technology (ICT) to support PBEE during emergency and non-emergency teaching. Survey (n=122) and focus group (n=24) findings identify barriers and opportunities to PBEE before and after emergency protocols and how teachers view the use of ICT in PBEE. There was a negative association between PBEE frequency and grade level taught. The emergency protocols decreased time availability to plan for PBEE due to other work responsibilities. There were more references about potential positive aspects of ICT in PBEE than negative. Nevertheless, teachers emphasized that ICT use should be intentional and limited to allow students to engage thoroughly with the environment. </p>

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“…The learning of science should emphasize on activities that enhance student's experiences in order to relate it to their daily life. The teacher should organize learning environment which has positively effect for scientific attitudes (Balaji, 2017;Erdogan, 2017;Prince, 2019). By doing this, students can realize that their knowledge are important and valued.…”

Section: The Perception Of Teachers and Students Toward The Implementmentioning

confidence: 99%

Students’ scientific attitude during the Implementation of innovative green garden-based education

Priyayi¹,

Airlanda²,

Banjarnahor³

2020

JPBI

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Scientific attitudes are considereble aspect to observe in science learning. This study aimed to analyze students' scientific attitudes. In accordance with this aim, the students’ and teachers’ perceptions were recorded. This study was conducted in Junior High School 8 Salatiga. The sample of this research was 33 students and four science teachers. Furthermore, the quantitative data of scientific attitudes were collected using a questionnaire which than were analyzed using mean score. Meanwhile, the qualitative data of students' scientific attitudes and perceptions were collected by interviewing students and teachers. The results of the study showed that the scientific attitudes were catagorized in the range of mean score from 3.2 to 4.7. In addition, the students and teachers showed positive perceptions. To sum up, the green garden-based education could be an alternative model in science learning.

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The sustained value teachers place on outdoor learning

Cited by 7 publications

References 37 publications

Outdoor STEAM Education: Opportunities and Challenges

Outdoor STEAM Education: Opportunities and Challenges

Opportunities and Barriers to the Delivery of Place-based Environmental Education During Emergency and Non-emergency Teaching: An Information and Communication Technology Approach

Students’ scientific attitude during the Implementation of innovative green garden-based education

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