Interdisciplinary Journal of Environmental and Science Education

Factors Related to Students’ Perception of Learning During Outdoor Science Lessons in Schools’ Immediate Surroundings
Jean-Philippe Ayotte-Beaudet 1 * , Patrice Potvin 2
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1 Université de Sherbrooke, CANADA
2 Université du Québec à Montréal, CANADA
* Corresponding Author
Research Article

Interdisciplinary Journal of Environmental and Science Education, 2020 - Volume 16 Issue 2, Article No: e2212
https://doi.org/10.29333/ijese/7815

Published Online: 26 Feb 2020

Views: 762 | Downloads: 492

How to cite this article
APA 6th edition
In-text citation: (Ayotte-Beaudet & Potvin, 2020)
Reference: Ayotte-Beaudet, J., & Potvin, P. (2020). Factors Related to Students’ Perception of Learning During Outdoor Science Lessons in Schools’ Immediate Surroundings. Interdisciplinary Journal of Environmental and Science Education, 16(2), e2212. https://doi.org/10.29333/ijese/7815
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Ayotte-Beaudet J, Potvin P. Factors Related to Students’ Perception of Learning During Outdoor Science Lessons in Schools’ Immediate Surroundings. Int J Env Sci Ed. 2020;16(2):e2212. https://doi.org/10.29333/ijese/7815
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Ayotte-Beaudet J, Potvin P. Factors Related to Students’ Perception of Learning During Outdoor Science Lessons in Schools’ Immediate Surroundings. Int J Env Sci Ed. 2020;16(2), e2212. https://doi.org/10.29333/ijese/7815
Chicago
In-text citation: (Ayotte-Beaudet and Potvin, 2020)
Reference: Ayotte-Beaudet, Jean-Philippe, and Patrice Potvin. "Factors Related to Students’ Perception of Learning During Outdoor Science Lessons in Schools’ Immediate Surroundings". Interdisciplinary Journal of Environmental and Science Education 2020 16 no. 2 (2020): e2212. https://doi.org/10.29333/ijese/7815
Harvard
In-text citation: (Ayotte-Beaudet and Potvin, 2020)
Reference: Ayotte-Beaudet, J., and Potvin, P. (2020). Factors Related to Students’ Perception of Learning During Outdoor Science Lessons in Schools’ Immediate Surroundings. Interdisciplinary Journal of Environmental and Science Education, 16(2), e2212. https://doi.org/10.29333/ijese/7815
MLA
In-text citation: (Ayotte-Beaudet and Potvin, 2020)
Reference: Ayotte-Beaudet, Jean-Philippe et al. "Factors Related to Students’ Perception of Learning During Outdoor Science Lessons in Schools’ Immediate Surroundings". Interdisciplinary Journal of Environmental and Science Education, vol. 16, no. 2, 2020, e2212. https://doi.org/10.29333/ijese/7815
ABSTRACT
The research presented in this paper answers the question: What factors are most related to students’ perception of learning during outdoor science lessons occurring in schools’ immediate surroundings? Twenty-six science teachers, as well as 71 classes of seventh (51 classes) and eighth (20 classes) graders participated in our study (n = 2007). All 26 teachers agreed to plan and carry out five outdoor lessons in their schools’ immediate surroundings for each class they decided to include in the study. The 11 influencing factors we examined in this quantitative study were: the duration of the outdoor lesson, the students’ level of preparation, the students’ opportunity to make choices, the outdoor environment, the position in the lesson sequence, the presence of a laboratory technician, the scientific discipline, the grouping of the students, the teacher’s outdoor teaching experience, the type of activity, and the weather conditions. To identify the factors most related to students’ perception of learning, we ran a bivariate correlation analysis and then used a three-level hierarchical linear model (HLM) with the significant factors from the bivariate correlation. Our results showed that students’ perception of learning was significantly and positively correlated with the factors listening to scientific explanations, being grouped with the entire class, students’ level of preparation, and students’ opportunity to make choices, and negatively correlated with observing. We conclude this paper by arguing that students’ perception of learning is really a perception that is based on their anticipated success on school assessments.
KEYWORDS
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