Pre-service teacher perceptions of an outdoor learning experience within a science methods course

Steph N. Dean; Summer Landreth

doi:10.29333/ijese/16809

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Steph N. Dean ¹ ^* , Summer Landreth ¹

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¹ Clemson University, Clemson, SC, USA^* Corresponding Author

Abstract

Given the challenges currently facing early childhood science education, this exploratory study investigates the advantages of outdoor learning as part of a teacher preparation program. A group of 49 pre-service early childhood education teachers participated in a day-long outdoor learning experience embedded within their science methods course. Guided by the theoretical lens of embodied cognition, we employed a case study approach to collect and analyze qualitative survey data, using both categorizing and connecting strategies to explore participants’ experiences. The findings reveal four key themes related to pre-service teacher perceptions, in that outdoor learning: (1) represented an engaging experience, (2) contributed towards knowledge and skill development, (3) built the community of pre-service teachers, and (4) impacted frameworks for future classrooms. This research contributes to the growing literature on experiential learning in teacher education and highlights the importance of providing pre-service teachers with opportunities to engage in authentic, embodied science experiences.

Keywords

science methods course
outdoor learning
preservice teacher education
early childhood science education

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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 21, Issue 3, 2025, Article No: e2516

https://doi.org/10.29333/ijese/16809

Publication date: 22 Aug 2025

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APA

Dean, S. N., & Landreth, S. (2025). Pre-service teacher perceptions of an outdoor learning experience within a science methods course. Interdisciplinary Journal of Environmental and Science Education, 21(3), e2516. https://doi.org/10.29333/ijese/16809

Vancouver

Dean SN, Landreth S. Pre-service teacher perceptions of an outdoor learning experience within a science methods course. INTERDISCIP J ENV SCI ED. 2025;21(3):e2516. https://doi.org/10.29333/ijese/16809

AMA

Dean SN, Landreth S. Pre-service teacher perceptions of an outdoor learning experience within a science methods course. INTERDISCIP J ENV SCI ED. 2025;21(3), e2516. https://doi.org/10.29333/ijese/16809

Chicago

Dean, Steph N., and Summer Landreth. "Pre-service teacher perceptions of an outdoor learning experience within a science methods course". Interdisciplinary Journal of Environmental and Science Education 2025 21 no. 3 (2025): e2516. https://doi.org/10.29333/ijese/16809

Harvard

Dean, S. N., and Landreth, S. (2025). Pre-service teacher perceptions of an outdoor learning experience within a science methods course. Interdisciplinary Journal of Environmental and Science Education, 21(3), e2516. https://doi.org/10.29333/ijese/16809

MLA

Dean, Steph N. et al. "Pre-service teacher perceptions of an outdoor learning experience within a science methods course". Interdisciplinary Journal of Environmental and Science Education, vol. 21, no. 3, 2025, e2516. https://doi.org/10.29333/ijese/16809