Turning Science Lessons Inside Out: Professional Development for Elementary School Teachers' Outdoor Instruction

Authors

  • Stephanie Fiocca North Carolina State University
  • Sarah J. Carrier North Carolina State University
  • Jill McGowan North Carolina State University

DOI:

https://doi.org/10.18666/JOREL-2024-12469

Keywords:

Schoolyard, Outdoor, Elementary Science, Teachers’ Professional Development

Abstract

Despite the growing field of research focusing on the benefits of learning science in the outdoors where students have direct connections with the natural world, teachers report that challenges such as time and test preparation discourage outdoor science instruction. Additionally, many teachers feel ill-equipped and a lack of support from administrators to teach science and enact outdoor instruction. We present research collected during a series of professional development workshops at two elementary schools designed to help teachers recognize the potential for teaching science outdoors and provide strategies for adapting their existing lessons to include schoolyard experiences. Through observation and interview data with teachers and school leaders, we document teachers’ views of and experiences with outdoor teaching and learning. Interview data document four major themes that include teachers’ outdoor experiences, outdoor connections with science and other subjects, benefits and barriers of outdoor teaching and learning, and teachers’ impressions of students and outdoor science. While teachers report that the year-long professional development experience provided a strong introduction to outdoor instruction, they need continued support to enact authentic science instruction situated in the schoolyard.

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Published

2024-11-06

Issue

Vol. 16 No. 4 (2024)

Section

Special Issue: 2024 Coalition for Education in the Outdoors: Research in Outdoor Education

License

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