An Exploratory Study of Student Teachers' Conceptions of Teaching Life Science Outdoors

Autor/in	Subramaniam, Karthigeyan
Titel	An Exploratory Study of Student Teachers' Conceptions of Teaching Life Science Outdoors
Quelle	In: Journal of Biological Education, 53 (2019) 4, S.399-411 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9266
DOI	10.1080/00219266.2018.1472133
Schlagwörter	Student Teacher Attitudes; Teaching Conditions; Outdoor Education; Biological Sciences; Elementary School Teachers; Public Colleges; Teacher Education Programs; Science Instruction; Playgrounds; Classroom Environment; Teacher Guidance; Preservice Teachers + Suchen Sie Ihr Suchwort? Lehrbedingungen; Unterrichtsbedingungen; Freiluftunterricht; Abwasserbiologie; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Playground; Spielplatz; Klassenklima; Unterrichtsklima; Lehrerberatung
Abstract	The purpose of this exploratory qualitative study was to investigate elementary student teachers' conceptions of teaching life science outdoors. The study involved 99 student teachers who were enrolled in an elementary science methods course at a large public university in the United States of America. The study utilised drawings, and narratives to investigate the nature of these teachers' conceptions. Data analysis revealed that three conceptions of teaching life science were common among the participants: (1) teaching life science is predominantly conceptualised as being situated in the schoolyard, (2) teaching life science outdoors is teacher-directed, and (3) teaching life science outdoors is disconnected from in-class science instruction. Implications include the need for (1) teacher education programmes to provide reflective supports that explicate student teachers' conceptualisation of teaching life science and thus exposing prior frameworks; and (2) teacher educators to examine student teachers' prior frameworks for teaching life science outdoors and provide knowledgeable theory and practice platforms that will serve as frameworks for student teachers to adopt, connect and routinize outdoor life science teaching with in-school teaching of life science. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01