Teachers as Learners: Outdoor Elementary Science

Autor/inn/en	Carrier, Sarah J.; Nils Peterson, M.; Fraulo, Aimee B.; Romeo, Laura M.; Stevenson, Kathryn T.
Titel	Teachers as Learners: Outdoor Elementary Science
Quelle	In: Electronic Journal for Research in Science & Mathematics Education, 27 (2023) 2, S.1-24 (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Carrier, Sarah J.) ORCID (Nils Peterson, M.) ORCID (Fraulo, Aimee B.) ORCID (Stevenson, Kathryn T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Elementary School Teachers; Science Instruction; Outdoor Education; Grade 5; Faculty Development; Teacher Attitudes; Learner Engagement; Student Behavior; Program Effectiveness; At Risk Students; Elementary School Science; Specialists; Partnerships in Education; Pedagogical Content Knowledge; Teaching Methods + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Freiluftunterricht; School year 05; 5. Schuljahr; Schuljahr 05; Lehrerverhalten; Student behaviour; Schülerverhalten; Hochschulpartnerschaft; Pädagogische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Young learners benefit from learning and engaging in nature, but nature-based outdoor learning impacts on teachers are less understood. The present study examined elementary school teachers' learning experiences with science instruction in outdoor natural settings. An Outdoor Science Education (OSE) program partnered with schools in the southeastern U.S. to provide standards-aligned outdoor science lesson expeditions for fifth-grade students. Teachers reported their participation in expeditions improved their own content knowledge in science and contributed to their confidence teaching science and teaching in the outdoors. In addition, teachers reported their perceptions of students' performance in their science classes and on standardized science tests. The teachers described their perceptions about how the expeditions improved their students' engagement for learning and behavior in outdoor settings when compared to indoor science instruction. They discussed how these changes were most obvious for students who struggled with traditional classroom instruction. Using survey and interview data, we discuss the potential for teacher learning related to outdoor science instruction. (As Provided).
Anmerkungen	Southwestern University and Texas Christian University. TCU Box 297900, Fort Worth, TX 76129. Tel: 817-257-6115; e-mail: ICRSME.Consultation@gmail.com; Web site: http://ejrsme.icrsme.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01