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

TY - JOUR

T1 - Teaching and Learning Science Outdoors in Schools’ Immediate Surroundings at K–12 Levels

T2 - A Meta-Synthesis

AU - Ayotte-Beaudet, Jean-Philippe

AU - Potvin, Patrice

AU - Lapierre, Hugo G.

AU - Glackin, Melissa

PY - 2017/6/15

Y1 - 2017/6/15

N2 - 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.

AB - 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.

UR - https://www.scopus.com/pages/publications/85029815569

U2 - 10.12973/eurasia.2017.00833a

DO - 10.12973/eurasia.2017.00833a

M3 - Article

SN - 1305-8215

VL - 5343-5363

JO - EURASIA Journal of Mathematics, Science and Technology Education

JF - EURASIA Journal of Mathematics, Science and Technology Education

ER -