Nature-Based Instruction for Science Learning: Insights and Interpretive Considerations for Research and Practice

Autor/inn/en	Jordan, Catherine; Sajady, Mollika; Faber Taylor, Andrea
Titel	Nature-Based Instruction for Science Learning: Insights and Interpretive Considerations for Research and Practice
Quelle	In: Environmental Education Research, 29 (2023) 2, S.248-260 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jordan, Catherine) ORCID (Sajady, Mollika) ORCID (Faber Taylor, Andrea)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2022.2122944
Schlagwörter	Environment; Science Instruction; Teaching Methods; Barriers; Comparative Analysis; Outdoor Education; Classroom Environment; Educational Practices; Grade 4; Elementary School Students; Educational Benefits; Partnerships in Education + Suchen Sie Ihr Suchwort? Umwelt; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Freiluftunterricht; Klassenklima; Unterrichtsklima; Bildungspraxis; School year 04; 4. Schuljahr; Schuljahr 04; Bildungsertrag; Hochschulpartnerschaft
Abstract	In school-based research, isolating the potential effects of a single variable while attempting to maintain typical classroom routines is always a challenge. Unfortunately, the challenges and methodological approaches to overcoming them are often only shallowly reported, perhaps due to word limits or assumptions that those details are irrelevant to the findings. Thus, future research is unnecessarily impeded, destined to repeat the same mistakes. In this article, we reflect on the design and methodological strengths of our study of nature-based instruction (NBI) and how some strengths also created challenges with implications for interpreting the findings of our study (published in a companion paper, Faber Taylor, Butts-Wilmsmeyer, and Jordan 2022). In that study, we attempted to isolate the potential effects of NBI compared to classroom-based instruction on science learning and to test for potential mechanisms and moderating variables. We share insights in hopes of supporting others' research design and nature-based educational practice. (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