Expanding the field: using digital to diversify learning in outdoor science.
Expanding the field: using digital to diversify learning in outdoor science.
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DOI：
10.1186/s43031-022-00047-0
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发表时间：
2022
影响因子：
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通讯作者：
Maddison J
中科院分区：
文献类型：
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作者：
Stagg BC;Dillon J;Maddison J
这是一项关于教师在COVID-19大流行期间与学校学生（7-18岁）一起从事跨课程环境科学的经验的实证研究。该研究的重点是#FieldworkLive，这是一项由实地研究理事会和Encounter Edu在英国封锁期间（2020年4月至5月）制作的现场直播户外科学课程计划。来自32个国家的约377 000名教师和学生的经验是通过在线调查和与工作人员的直接协商收集的。这种交付方法使我们能够接触到未开发的受众，并在封锁的限制期间为学习者提供虚拟实地考察体验。教师对技术强化学习非常积极，为他们提供了新的视角和课堂方法。我们提出了一个模型，这种交付方式的基础上提供的技术教学内容的知识框架的启示。野外研习理事会已为中学开发了一套灵活的多媒体资源，作为丰富户外体验和学习的途径，尽管疫情带来了限制。在线版本包含补充材料，可通过10.1186/s43031-022-00047-0获得。
This is an empirical study of teacher experiences with school learners (7–18 years) engaging in cross-curricular environmental science during the COVID-19 pandemic. The study focuses on #FieldworkLive, a programme of live-streamed outdoor science lessons produced by the Field Studies Council and Encounter Edu during the UK lockdown (April – May 2020). The experiences of approximately 377,000 teachers and students from 32 countries were captured using an online survey and direct staff consultation. This delivery method allowed us to reach untapped audiences and to provide learners with a virtual fieldwork experience during the constraints of lockdown. Teachers were highly positive about the technology-enhanced learning which provided them with novel perspectives and approaches for the classroom. We propose a model for the affordances provided by this delivery approach based on the Technological Pedagogical Content Knowledge framework. The Field Studies Council has developed a flexible package of multimedia resources for secondary schools as a route to enriching outdoor experience and learning despite the constraints imposed by the pandemic. The online version contains supplementary material available at 10.1186/s43031-022-00047-0.