Jun 5, 2014 - Outdoor science education favors interest. (Glowinski & Bayrhuber, 2011; Fägerstam & Blom, 2013; Zoldosova & Prokop, 2006). RESEARCH ...
IMPACT OF SECONDARY SCHOOL OUTDOOR SCIENCE EDUCATION ON STUDENTS’ INTEREST IN SCIENCE Jean-Philippe Ayotte-Beaudet Patrice Potvin
Helsinki, Finland, 5th June 2014
OUTLINE §
Research problem
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Literature review
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Research objectives
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Methods
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Conclusion
Research problem
RESEARCH PROBLEM Social issues §
Declining interest in science in basic education (Awan et al., 2011; Barmby, Kind & Jones, 2008; Christidou, 2011; OCDE, 2007; Osborne, Simon & Collins, 2003; Potvin & Hasni, 2014)
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Declining interest for scientific professions (Hasni & Potvin, in press; OCDE, 2006; 2008)
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Science education, pillar of a democratic society (European Commission, 2002; 2007; Schreiner & Sjøberg, 2004)
RESEARCH PROBLEM Interest in science §
Interest favors learning (Ainley, Hidi & Berndorff, 2002; Bergin, 1999; Denissen, Zarrett & Eccles, 2007; Krapp, 2007; Renninger, Ewen & Lasher, 2002; Renninger & Hidi, 2011)
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Practical activities generate students’ interest (Bergin, 1999; Christidou, 2011; Häussler & Hoffmann, 2000; Nadelson et Jordan, 2012; Upadhyay & DeFranco, 2008)
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Authentic learning environments: greater potential (Glowinski & Bayrhuber, 2011; Renninger & Hidi, 2011; Swarat, Ortony & Revelle, 2012)
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Outdoor science education favors interest (Glowinski & Bayrhuber, 2011; Fägerstam & Blom, 2013; Zoldosova & Prokop, 2006)
RESEARCH PROBLEM Outdoor science education at school §
Science education generally takes place indoors (Zoldosova & Prokop, 2006)
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Science education rarely takes place near the school (Fensham & May, 1979; Uitto, Juuti, Lavonen & Meisalo, 2006)
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More activities should occur in the immediate environment (Braund & Reiss, 2006; Fägerstam & Blom, 2013; Gruenewald, 2003a, 2003b; Lugg, 2007; Nicol, 2003; Smith, 2002; Woodhouse & Knapp, 2000)
RESEARCH PROBLEM Outdoor science education at school §
Many obstacles: § § § §
lack of self-confidence lack of time insufficient resources no pre-service training
(Nundy, Dillon & Dowd, 2009; Rickinson et al., 2004)
RESEARCH PROBLEM Outdoor science education researches §
Non formal education > Formal education
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Field trips > Normal teaching activities
ü Researchers
call for studies on outdoor science education near the school (Christidou, 2011; Fägerstam & Blom, 2013; Glowinski & Bayrhuber, 2011; Rickinson et al., 2004; Smith, 2013)
RESEARCH PROBLEM Outdoor science education researches §
Teacher practices influence interest in science (Logan & Skamp, 2013)
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Researches should focus on best practices (Fägerstam, 2012)
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Researches should understand why some practices work or don’t (Bentson & Jensen, 2012; Rickinson, 2001; Rickinson et al., 2004)
RESEARCH PROBLEM Research question
Which teaching practices could best arouse students’ interest in science outdoor education that takes place in an authentic immediate environment of a secondary school?
Literature review
LITERATURE REVIEW Outdoor education §
“Outdoor terminological jungle” (Turcová, Martin & Neuman, 2005)
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Four strands: ① ② ③ ④
Recreation Leisure education Personal and social development An understanding of the environment
(Nicol, 2002: 40)
LITERATURE REVIEW Outdoor education (Priest, 1986: 13) 1.
Method for learning
2.
Experiential
3.
Outdoor
4.
Use of all senses and domains
5.
Based on interdisciplinary curriculum
6.
Relationship to natural resources
LITERATURE REVIEW Outdoor education (Rickinson et al., 2004: 15) Learning Nature, society, nature-society interactions, oneself, others, new skills Outcomes Knowledge, attitudes towards, values and feelings about, skills, behaviors, personal development Locations School ground, garden, wilderness area, urban spaces, rural or city farms, parks, nature center
LITERATURE REVIEW Interest Five characteristics of interest (Renninger & Hidi, 2011: 169)
1. 2. 3. 4. 5.
Object specific Interaction between a person and the environment Cognitive and affective components The learner may not be aware of his interest Physiological/neurological basis
LITERATURE REVIEW Interest Four-phases model (Hidi & Renninger, 2006)
1. Triggered situational interest 2. Maintained situational interest 3. Emerging individual interest 4. Well-developed individual interest
LITERATURE REVIEW Teaching practice Teaching practice focuses on teachers’ action that define how teaching activities are performed. (Altet, 2002; 2003)
Characteristics: § § § § §
Interaction between teacher and learning Teacher actions imply rationality and improvisation Multidimensional (psycho, socio, pedagogical, didactics) Variability Imply more than methods
(Tupin, 2003)
LITERATURE REVIEW Uitto et al. (2006) Uitto, A., Juuti, K., Lavonen, J. et Meisalo, V. (2006). Students' interest in biology and their out-of-school experiences. Journal of Biological Education, 40(3), 124-129.
Results Outdoor activities promote interest in biology.
Limitations of the study Outdoor activities in the questionnaire didn’t refer to school context.
Future research More research is needed about interest in outdoor biology education.
LITERATURE REVIEW Fägerstam & Blom (2013) Fägerstam, E. et 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.
Results Students had a positive attitude toward outdoor biology education; outdoor education increases knowledge retention.
Limitations of the study Restricted research population.
Future research Researches with larger research population.
LITERATURE REVIEW Fägerstam (2014) Fägerstam, E. (2014). High school teachers’ experience of the educational potential of outdoor teaching and learning. Journal of Adventure Education & Outdoor Learning, 14(1), 56-81.
Results Increased motivation, communication and participation among students; outdoor teaching could expand upon and strengthen indoor teaching; challenges with outdoor education were also perceived.
Limitations of the study Practical challenges not addressed.
Future research Attitudes towards regular school-based outdoor learning.
Research objectives
RESEARCH OBJECTIVES 1)
Identify the most appropriate teaching practices to arouse students’ situational interest in science outdoor education that takes place in an authentic immediate environment of a secondary school.
2)
Characterize the most appropriate teaching practices that arouse students’ interest in science outdoor education that takes place in an authentic immediate environment of a secondary school.
Methods
METHODS §
Action research
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Mixed methods
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n = 7 teachers
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n ≈ 14 groups ≈ 420 students (lower secondary)
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Duration : a year
METHODS Students § Pre/post questionnaire § Short questionnaires (mixed data) § Group interviews Teachers § Individual interviews § Observation § Group interview
METHODS
Conclusion
CONCLUSION Implications for research §
Progress of research about outdoor science education in secondary education near the school
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Study of interest in science outdoor education in terms of best teaching practices
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Teachers’ interventions based on barriers in literature
CONCLUSION Implications for practice §
Improvement of participants’ outdoor teaching practices
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Diversification of teaching environments at school
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Information about best practices in outdoor science education near the school for stakeholders
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Development of training on outdoor science education
The floor is now yours!
