An examination of educators’ approaches and strategies when facilitating field study science observations
Steph N. Dean 1 * , Devan A. Jones 1
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1 Department of Teaching and Learning, Clemson University, Clemson, SC, USA* Corresponding Author

Abstract

The untapped potential of field study science is not being fully recognized or explored within the United States despite the recorded benefits of outdoor learning within K-12 settings. This research study contributes to the broader understanding of the affordances of field study science as an essential component of science education by investigating the approaches teachers adopt when facilitating scientific observations in an outdoor setting as well as specific strategies that support implementation. Engaging in qualitative content analysis allowed us to consider the descriptive concepts represented within K-12 teachers’ narratives as we determined patterns within the transcript documents. Seven themes were developed from the analysis of participants’ interviews, highlighting teachers’ approaches and specific strategies for supporting students as they participated in field study science observations. Understanding these effective practices can shed light on both the theoretical and practical ways that teachers can implement outdoor science observations within a formal school setting.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INTERDISCIP J ENV SCI ED, Volume 20, Issue 3, 2024, Article No: e2415

https://doi.org/10.29333/ijese/14742

Publication date: 01 Jul 2024

Online publication date: 18 Jun 2024

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Article Downloads: 199

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