Student Teachers' Problem-Based Investigations of Chemical Phenomena in the Nearby Outdoor Environment

Autor/inn/en	Höper, Jan; Jegstad, Kirsti Marie; Remmen, Kari Beate
Titel	Student Teachers' Problem-Based Investigations of Chemical Phenomena in the Nearby Outdoor Environment
Quelle	In: Chemistry Education Research and Practice, 23 (2022) 2, S.361-372 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Höper, Jan) ORCID (Jegstad, Kirsti Marie) ORCID (Remmen, Kari Beate)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/d1rp00127b
Schlagwörter	Science Instruction; Outdoor Education; Chemistry; Preservice Teachers; Preservice Teacher Education; Scientific Concepts; Concept Formation; Program Effectiveness; Metallurgy + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Freiluftunterricht; Chemie; Lehramtsstudiengang; Lehrerausbildung; Concept learning; Begriffsbildung; Hüttenwesen
Abstract	Learning science outdoors can enhance the understanding of theoretical scientific content taught in the classroom. However, learners are rarely afforded the opportunity to go outdoors to learn chemistry. This study investigates how problem-based learning outdoors can facilitate the understanding of basic chemistry in teacher education. A teaching unit was designed according to which student teachers at two Norwegian universities were asked to examine and identify corroded metals in the nearby outdoor environment and propose solutions to avoid this corrosion. Video data from this task were collected by using chest-mounted cameras for four groups of student teachers (N = 17). A thematic analysis of the videos yielded four themes related to the student teachers' use of content knowledge and experimental competence. Based on these findings, three learning opportunities were deduced for how the nearby outdoor environment allows learners to use everyday phenomena for learning basic chemistry. First, the availability of different corrosion incidents allowed the student teachers to choose and solve one of interest to them. Second, the proximity of the outdoor location to the classroom enabled the seamless continuity of discussions when switching between the learning arenas, and allowed for different approaches to solve the task. Third, being asked to conduct analyses outside customary laboratory routines led to an unexpected awareness of health and safety issues among the student teachers, indicating that outdoor chemistry is an overlooked opportunity for teaching these. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01