Elementary Science Education in Classrooms and Outdoors: Stakeholder Views, Gender, Ethnicity, and Testing

Autor/inn/en	Carrier, Sarah J.; Thomson, Margareta M.; Tugurian, Linda P.; Stevenson, Kathryn Tate
Titel	Elementary Science Education in Classrooms and Outdoors: Stakeholder Views, Gender, Ethnicity, and Testing
Quelle	In: International Journal of Science Education, 36 (2014) 13, S.2195-2220 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2014.917342
Schlagwörter	Elementary School Science; Science Education; Classroom Environment; Outdoor Education; Stakeholders; Gender Differences; Ethnicity; Mixed Methods Research; School Culture; Grade 5; Knowledge Level; Environmental Education; Student Attitudes; Pretests Posttests; Interviews; Beliefs; Self Efficacy; Science Instruction; Teaching Methods; Educational Practices; Parent Attitudes; Teacher Attitudes; Administrator Attitudes; Classroom Observation Techniques; Early Experience + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Klassenklima; Unterrichtsklima; Freiluftunterricht; Geschlechterkonflikt; Ethnizität; Schulkultur; Schulleben; School year 05; 5. Schuljahr; Schuljahr 05; Wissensbasis; Umweltbildung; Umwelterziehung; Umweltpädagogik; Schülerverhalten; Interviewing; Interviewtechnik; Belief; Glaube; Self-efficacy; Selbstwirksamkeit; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Elternverhalten; Lehrerverhalten; Frühbeginn
Abstract	In this article, we present a mixed-methods study of 2 schools' elementary science programs including outdoor instruction specific to each school's culture. We explore fifth-grade students in measures of science knowledge, environmental attitudes, and outdoor comfort levels including gender and ethnic differences. We further examine students' science and outdoor views and activity choices along with those of adults (teachers, parents, and principals). Significant differences were found between pre- and posttest measures along with gender and ethnic differences with respect to students' science knowledge and environmental attitudes. Interview data exposed limitations of outdoor learning at both schools including standardized test pressures, teachers' views of science instruction, and desultory connections of alternative learning settings to "school" science. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10