Teachers as Learners: Outdoor Elementary Science

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  • Author(s): Carrier, Sarah J. (ORCID Carrier, Sarah J. (ORCID 0000-0002-6902-812X); Nils Peterson, M. (ORCID Nils Peterson, M. (ORCID 0000-0002-4246-1206); Fraulo, Aimee B. (ORCID Fraulo, Aimee B. (ORCID 0000-0001-6184-3173); Romeo, Laura M.; Stevenson, Kathryn T. (ORCID Stevenson, Kathryn T. (ORCID 0000-0002-5577-5861)
  • Language:
    English
  • Source:
    Electronic Journal for Research in Science & Mathematics Education. 2023 27(2):1-24.
  • Publication Date:
    2023
  • Document Type:
    Journal Articles
    Reports - Research
    Tests/Questionnaires
  • Additional Information
    • Availability:
      Southwestern University and Texas Christian University. TCU Box 297900, Fort Worth, TX 76129. Tel: 817-257-6115; e-mail: [email protected]; Web site: http://ejrsme.icrsme.com
    • Peer Reviewed:
      Y
    • Source:
      24
    • Education Level:
      Elementary Education
      Grade 5
      Intermediate Grades
      Middle Schools
    • Subject Terms:
      Elementary School Teachers; Science Instruction; Outdoor Education; Grade 5; Faculty Development; Teacher Attitudes; Learner Engagement; Student Behavior; Program Effectiveness; At Risk Students; Elementary School Science; Specialists; Partnerships in Education; Pedagogical Content Knowledge; Teaching Methods
    • ISSN:
      2692-241X
    • Abstract:
      Young learners benefit from learning and engaging in nature, but nature-based outdoor learning impacts on teachers are less understood. The present study examined elementary school teachers' learning experiences with science instruction in outdoor natural settings. An Outdoor Science Education (OSE) program partnered with schools in the southeastern U.S. to provide standards-aligned outdoor science lesson expeditions for fifth-grade students. Teachers reported their participation in expeditions improved their own content knowledge in science and contributed to their confidence teaching science and teaching in the outdoors. In addition, teachers reported their perceptions of students' performance in their science classes and on standardized science tests. The teachers described their perceptions about how the expeditions improved their students' engagement for learning and behavior in outdoor settings when compared to indoor science instruction. They discussed how these changes were most obvious for students who struggled with traditional classroom instruction. Using survey and interview data, we discuss the potential for teacher learning related to outdoor science instruction.
    • Abstract:
      As Provided
    • Publication Date:
      2023
    • Accession Number:
      EJ1395645