Exploring the Impacts of Contextualised Outdoor Science Education on Learning: The Case of Primary School Students Learning about Ecosystem Relationships

Autor/inn/en	Ayotte-Beaudet, Jean-Philippe; Chastenay, Pierre; Beaudry, Marie-Claude; L'Heureux, Kassandra; Giamellaro, Michael; Smith, Jonathan; Desjarlais, Estelle; Paquette, Alain
Titel	Exploring the Impacts of Contextualised Outdoor Science Education on Learning: The Case of Primary School Students Learning about Ecosystem Relationships
Quelle	In: Journal of Biological Education, 57 (2023) 2, S.277-294 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ayotte-Beaudet, Jean-Philippe) ORCID (Chastenay, Pierre) ORCID (Beaudry, Marie-Claude) ORCID (L'Heureux, Kassandra) ORCID (Giamellaro, Michael) ORCID (Smith, Jonathan) ORCID (Desjarlais, Estelle) ORCID (Paquette, Alain)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9266
DOI	10.1080/00219266.2021.1909634
Schlagwörter	Outdoor Education; Science Education; Elementary School Students; Ecology; Grade 5; Grade 6; Foreign Countries; Scientific Concepts; Learner Engagement; Concept Formation; Canada + Suchen Sie Ihr Suchwort? Freiluftunterricht; Naturwissenschaftliche Bildung; Ökologie; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Ausland; Concept learning; Begriffsbildung; Kanada
Abstract	The present study explored the impacts of a contextualised outdoor science curriculum on "what" and "how" elementary students learn when immersed in the local contexts in which natural phenomena occur. We conducted 63 individual interviews with fifth- and sixth-graders (between 10 and 12 years old) living in the inner city of Montréal, Québec province, Canada. These allowed us to identify: (1) three categories of impacts on "what" students learned: "evolution of conceptual understanding about living organisms, development of scientific investigation abilities," and "evolution of connection to nature;" and (2) two categories of impacts on "how" students learned: "a context that encourages deeper learning" and "a context that promotes engagement." Our results show that impacts on students went beyond learning about living organisms. A strength of our findings is that although the method of data collection did not aim a priori to corroborate the work of other research in the field of outdoor education, it in fact corroborated several results from other research, which is an important step for the development of this field. We also found that some students developed a connection to nature without addressing environmental problems during outdoor activities. (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