Interdisciplinary Journal of Environmental and Science Education

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: 2734 | Downloads: 1758

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.

contextualization middle school outdoor science perception of learning science education

• Aljaloud, A. S., Gromik, N., Kwan, P., & Billingsley, W. (2019). Saudi undergraduate students’ perceptions of the use of smartphone clicker apps on learning performance. Australasian Journal of Educational Technology, 35(1), 85–99. https://doi.org/10.14742/ajet.3340
• Auer, M. R. (2008). Sensory perception, rationalism and outdoor environmental education. International Research in Geographical and Environmental Education, 17(1), 6–12. https://doi.org/10.2167/irgee225.0
• Ayotte-Beaudet, J.-P., Potvin, P., Lapierre, H. G., & Glackin, M. (2017). Teaching and learning science outdoors in schools’ immediate surroundings at K-12 levels: A meta-synthesis. EURASIA Journal of Mathematics Science and Technology Education, 13(9), 5343-5363. https://doi.org/10.12973/eurasia.2017.00833a
• Ayotte-Beaudet, J.-P., Potvin, P., Riopel, M. (2019). Factors related to middle-school students’ situational interest in science in outdoor lessons in their schools’ immediate surroundings. International Journal of Environmental & Science Education, 14(1), 13-32.
• Ballantyne, R., & Packer, J. (2009). Introducing a fifth pedagogy: Experience‐based strategies for facilitating learning in natural environments. Environmental Education Research, 15(2), 243–262. https://doi.org/10.1080/13504620802711282
• Ben-Zvi Assaraf, O., & Orion, N. (2009). A design based research of an earth systems based environmental curriculum. Eurasia Journal of Mathematics, Science & Technology Education, 5(1), 47–62.
• Blatt, E., & Patrick, P. (2014). An exploration of pre-service teachers’ experiences in outdoor ‘places’ and intentions for teaching in the outdoors. International Journal of Science Education, 36(13), 2243–2264. https://doi.org/10.1080/09500693.2014.918294
• Bølling, M., Hartmeyer, R., & Bentsen, P. (2019). Seven place-conscious methods to stimulate situational interest in science teaching in urban environments. Education 3-13, 47(2), 162–175. https://doi.org/10.1080/03004279.2017.1420096
• Borsos, E., Patocskai, M., & Boric, E. (2018). Teaching in nature? Naturally! Journal of Biological Education, 52(4), 429–439. https://doi.org/10.1080/00219266.2017.1420679
• Carrier Martin, S. (2003). The influence of outdoor schoolyard experiences on students’ environmental knowledge, attitudes, behaviors, and comfort levels. Journal of Elementary Science Education, 15(2), 51–63. https://doi.org/10.1007/BF03173843
• Carrier, S. J. (2009). Environmental education in the schoolyard: learning styles and gender. The Journal of Environmental Education, 40(3), 2–12. https://doi.org/10.3200/JOEE.40.3.2-12
• Carrier, S. J., Thomson, M. M., Tugurian, L. P., & Stevenson, K. T. (2014). Elementary science education in classrooms and outdoors: stakeholder views, gender, ethnicity, and testing. International Journal of Science Education, 36(13), 2195–2220. https://doi.org/10.1080/09500693.2014.917342
• Carrier, S. J., Tugurian, L. P., & Thomson, M. M. (2013). Elementary science indoors and out: teachers, time, and testing. Research in Science Education, 43(5), 2059–2083. https://doi.org/10.1007/s11165-012-9347-5
• Chen, J., & Cowie, B. (2013). Engaging primary students in learning about New Zealand birds: A socially relevant context. International Journal of Science Education, 35(8), 1344–1366. https://doi.org/10.1080/09500693.2012.763194
• Davies, R., & Hamilton, P. (2018). Assessing learning in the early years’ outdoor classroom: Examining challenges in practice. Education 3-13, 46(1), 117–129. https://doi.org/10.1080/03004279.2016.1194448
• Deslauriers, L., McCarty, L. S., Miller, K., Callaghan, K., & Kestin, G. (2019). Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom. Proceedings of the National Academy of Sciences, 1–7. https://doi.org/10.1073/pnas.1821936116
• Dettweiler, U., Lauterbach, G., Becker, C., & Simon, P. (2017). A bayesian mixed-methods analysis of basic psychological needs satisfaction through outdoor learning and its influence on motivational behavior in science class. Frontiers in Psychology, 8. 2235. https://doi.org/10.3389/fpsyg.2017.02235
• Dhanapal, S., & Lim, C. C. Y. (2013). A comparative study of the impacts and students’ perceptions of indoor and outdoor learning in the science classroom. Asia-Pacific Forum on Science Learning and Teaching, 14(2), 1-23.
• Dillon, J., Rickinson, M., Teamey, K., Morris, M., Choi, M. Y., Sanders, D., & Benefield, P. (2006). The value of outdoor learning: Evidence from research in the UK and elsewhere. School Science Review, 87(320), 107–111.
• Dyment, J. E. (2005). Green school grounds as sites for outdoor learning: barriers and opportunities. International Research in Geographical and Environmental Education, 14(1), 28–45. https://doi.org/10.1080/09500790508668328
• Fägerstam, E. (2014). High school teachers’ experience of the educational potential of outdoor teaching and learning. Journal of Adventure Education and Outdoor Learning, 14(1), 56–81. https://doi.org/10.1080/14729679.2013.769887
• Fägerstam, E., & Blom, J. (2013). Learning biology and mathematics outdoors: Effects and attitudes in a Swedish high school context. Journal of Adventure Education & Outdoor Learning, 13(1), 56–75. https://doi.org/10.1080/14729679.2011.647432
• Fančovičová, J., & Prokop, P. (2011). Plants have a chance: Outdoor educational programmes alter students’ knowledge and attitudes towards plants. Environmental Education Research, 17(4), 537–551. https://doi.org/10.1080/13504622.2010.545874
• Fisher, J. A. (2001). The demise of fieldwork as an integral part of science education in United Kingdom schools: A victim of cultural change and political pressure? Pedagogy, Culture & Society, 9(1), 75–96. https://doi.org/10.1080/14681360100200104
• Fisher-Maltese, C., & Zimmerman, T. D. (2015). Science produces shifts in students’ attitudes. International Journal of Environmental & Science Education, 10(1), 51–66. https://doi.org/10.12973/ijese.2015.230a
• Glackin, M. (2016). ‘Risky fun’ or ‘Authentic science’? How teachers’ beliefs influence their practice during a professional development programme on outdoor learning. International Journal of Science Education, 38(3), 409–433. https://doi.org/10.1080/09500693.2016.1145368
• Glackin, M., & Jones, B. (2012). Park and learn: Improving opportunities for learning in local open spaces. School Science Review, 93(344), 105-113.
• Glowinski, I., & Bayrhuber, H. (2011). Student labs on a university campus as a type of out-of-school learning environment: Assessing the potential to promote students’ interest in science. International Journal of Environmental & Science Education, 6(4), 371–392.
• Hovardas, T. (2016). Primary school teachers and outdoor education: Varying levels of teacher leadership in informal networks of peers. The Journal of Environmental Education, 47(3), 237–254. https://doi.org/10.1080/00958964.2015.1113155
• Hyseni Spahiu, M., Korca, B., & Lindemann-Matthies, P. (2014). Environmental education in high schools in Kosovo—A teachers’ perspective. International Journal of Science Education, 36(16), 2750–2771. https://doi.org/10.1080/09500693.2014.933366
• James, J. K., & Williams, T. (2017). School-based experiential outdoor education: A neglected necessity. Journal of Experiential Education, 40(1), 58–71. https://doi.org/10.1177/1053825916676190
• Jennings, J. L., & Bearak, J. M. (2014). “Teaching to the test” in the NCLB Era: How test predictability affects our understanding of student performance. Educational Researcher, 43(8), 381–389. https://doi.org/10.3102/0013189X14554449
• Jeong, J. S., González-Gómez, D., & Cañada-Cañada, F. (2016). Students’ perceptions and emotions toward learning in a flipped general science classroom. Journal of Science Education and Technology, 25(5), 747–758. https://doi.org/10.1007/s10956-016-9630-8
• Jones, F. (2017). Impact assessment of a department-wide science education initiative using students’ perceptions of teaching and learning experiences. Assessment & Evaluation in Higher Education, 42(5), 772–787. https://doi.org/10.1080/02602938.2016.1188057
• Kapon, S., Laherto, A., & Levrini, O. (2018). Disciplinary authenticity and personal relevance in school science. Science Education, 102(5), 1077–1106. https://doi.org/10.1002/sce.21458
• Lavie Alon, N., & Tal, T. (2017). Field trips to natural environments: How outdoor educators use the physical environment. International Journal of Science Education, Part B, 7(3), 237–252. https://doi.org/10.1080/21548455.2016.1250291
• Lee, H.-S., & Butler, N. (2003). Making authentic science accessible to students. International Journal of Science Education, 25(8), 923–948. https://doi.org/10.1080/09500690305023
• Lustick, D. (2009). The failure of inquiry: Preparing science teachers with an authentic investigation. Journal of Science Teacher Education, 20(6), 583–604. https://doi.org/10.1007/s10972-009-9149-4
• Roberts, T., Jackson, C., Mohr-Schroeder, M. J., Bush, S. B., Maiorca, C., Cavalcanti, M., Craig Schroeder, D., Delaney, A., Putnam, L., & Cremeans, C. (2018). Students’ perceptions of STEM learning after participating in a summer informal learning experience. International Journal of STEM Education, 5(1), 14 pages. https://doi.org/10.1186/s40594-018-0133-4
• Sahrakhiz, S., Harring, M., & Witte, M. D. (2018). Learning opportunities in the outdoor school–empirical findings on outdoor school in Germany from the children’s perspective. Journal of Adventure Education and Outdoor Learning, 18(3), 214–226. https://doi.org/10.1080/14729679.2017.1413404
• Sample McMeeking, L. B., Weinberg, A. E., Boyd, K. J., & Balgopal, M. M. (2016). Student perceptions of interest, learning, and engagement from an informal traveling science museum: student perceptions of interest, learning, and engagement. School Science and Mathematics, 116(5), 253–264. https://doi.org/10.1111/ssm.12176
• Sjöblom, P., & Svens, M. (2018). Learning in the Finnish outdoor classroom: Pupils’ views. Journal of Adventure Education and Outdoor Learning, 1–14. https://doi.org/10.1080/14729679.2018.1531042
• Skamp, K., & Bergmann, I. (2001). Facilitating learnscape development, maintenance and use: Teachers’ perceptions and self-reported practices. Environmental Education Research, 7(4), 333–358. https://doi.org/10.1080/13504620120081241

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.