Nature-Based Instruction for Science Learning -- A Good Fit for All: A Controlled Comparison of Classroom versus Nature

Autor/inn/en	Faber Taylor, Andrea; Butts-Wilmsmeyer, Carrie; Jordan, Catherine
Titel	Nature-Based Instruction for Science Learning -- A Good Fit for All: A Controlled Comparison of Classroom versus Nature
Quelle	In: Environmental Education Research, 28 (2022) 10, S.1527-1546 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Faber Taylor, Andrea) ORCID (Butts-Wilmsmeyer, Carrie) ORCID (Jordan, Catherine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2022.2076811
Schlagwörter	Outdoor Education; Teaching Methods; Science Instruction; Grade 4; Stress Variables; Learner Engagement; Context Effect; Self Control; Student Behavior; Outcomes of Education; Magnet Schools; Environmental Education; Grade 3; Student Experience; Low Income Students; Socioeconomic Status; English Language Learners; Spanish Speaking; Gender Differences + Suchen Sie Ihr Suchwort? Freiluftunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; School year 04; 4. Schuljahr; Schuljahr 04; Selbstbeherrschung; Student behaviour; Schülerverhalten; Lernleistung; Schulerfolg; Umweltbildung; Umwelterziehung; Umweltpädagogik; School year 03; 3. Schuljahr; Schuljahr 03; Studienerfahrung; Socio-economic status; Sozioökonomischer Status; Geschlechterkonflikt
Abstract	Science lessons in nature are appealing and potentially supportive of children's learning, but little is known about how and for whom they are effective. A within-subjects, experimental, mixed methods design was employed with 92 4th-graders to determine if, why and for whom science learning is better through outdoor, nature-based instruction (NBI) compared to indoor, classroom-based instruction (CBI). Moderating variables, including student socioeconomic status, gender, English Learner status and connectedness to nature and mechanistic variables of perceived stress, engagement in learning, attention, and impulsivity were evaluated. Though the physical conditions for NBI were less optimal, NBI supported science learning as well as CBI, and for a broader range of students. With CBI, child demographics had a significant impact on science scores. In contrast, with NBI, all students performed similarly, suggesting NBI is a supportive strategy for a broad range of students. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01