Teaching and Learning Science Outdoors in Schools’ Immediate Surroundings at K–12 Levels:  A Meta-Synthesis

Jean-Philippe Ayotte-Beaudet; Patrice Potvin; Hugo G. Lapierre; Melissa Glackin

doi:10.12973/eurasia.2017.00833a

Teaching and Learning Science Outdoors in Schools’ Immediate Surroundings at K–12 Levels: A Meta-Synthesis

Jean-Philippe Ayotte-Beaudet, Patrice Potvin, Hugo G. Lapierre, Melissa Glackin

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Abstract

This literature review synthesizes empirical data of 18 articles published between 2000 and 2015 about teaching and learning science outdoors from kindergarten to secondary levels (K–12). We asked four questions: (1) What are the general characteristics of the corpus of studies on teaching and learning science outdoors in schools’ immediate surroundings at K–12 levels? (2) What are the authors’ aims for conducting studies about teaching and learning science outdoors? (3) What are the main outcomes related to teaching and learning science outdoors in schools’ immediate surroundings? (4) What further studies should, according to the selected articles, be conducted in the future? We identified three categories of authors’ aims: environmental education, science education, and outdoor education. The main outcomes are classified into four categories: 1) learning, 2) student attitude or interest, 3) other students’ perceptions, and 4) challenges to outdoor science teaching. Finally, in light of the review, we discuss how further studies should consider learning outcomes, students’ attitudes, challenges, and methodological guidelines.

Original language	English
Journal	EURASIA Journal of Mathematics, Science and Technology Education
Volume	5343-5363
Early online date	15 Jun 2017
DOIs	https://doi.org/10.12973/eurasia.2017.00833a
Publication status	E-pub ahead of print - 15 Jun 2017

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title = "Teaching and Learning Science Outdoors in Schools{\textquoteright} Immediate Surroundings at K–12 Levels: A Meta-Synthesis",

abstract = "This literature review synthesizes empirical data of 18 articles published between 2000 and 2015 about teaching and learning science outdoors from kindergarten to secondary levels (K–12). We asked four questions: (1) What are the general characteristics of the corpus of studies on teaching and learning science outdoors in schools{\textquoteright} immediate surroundings at K–12 levels? (2) What are the authors{\textquoteright} aims for conducting studies about teaching and learning science outdoors? (3) What are the main outcomes related to teaching and learning science outdoors in schools{\textquoteright} immediate surroundings? (4) What further studies should, according to the selected articles, be conducted in the future? We identified three categories of authors{\textquoteright} aims: environmental education, science education, and outdoor education. The main outcomes are classified into four categories: 1) learning, 2) student attitude or interest, 3) other students{\textquoteright} perceptions, and 4) challenges to outdoor science teaching. Finally, in light of the review, we discuss how further studies should consider learning outcomes, students{\textquoteright} attitudes, challenges, and methodological guidelines.",

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Teaching and Learning Science Outdoors in Schools’ Immediate Surroundings at K–12 Levels: A Meta-Synthesis

Abstract

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