Teaching and Learning Science Outdoors in Schools' Immediate Surroundings at K-12 Levels: A Meta-Synthesis
Teaching and Learning Science Outdoors in Schools' Immediate Surroundings at K-12 Levels: A Meta-Synthesis
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DOI：
10.12973/eurasia.2017.00833a
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发表时间：
2017-08-01
期刊：
影响因子：
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通讯作者：
Glackin, Melissa
中科院分区：
文献类型：
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作者：
Ayotte-Beaudet, Jean-Philippe;Potvin, Patrice;Glackin, Melissa
这篇文献综述综合了2000-2015年间发表的18篇关于从幼儿园到中学(K-12)的户外教学科学的实证数据。我们问了四个问题：(1)K-12学校周边户外教学科学研究语料库的总体特征是什么？(2)作者开展户外教学科学研究的目的是什么？(3)关于学校周边户外教学科学研究的主要成果是什么？(4)根据选定的文章，未来应该进行哪些进一步的研究？我们确定了三类作者的目标：环境教育、科学教育和户外教育。主要结果分为四类：1)学习，2)学生态度或兴趣，3)其他学生的看法，4)对户外科学教学的挑战。最后，在回顾的基础上，我们讨论了进一步研究应该如何考虑学习结果、学生的态度、挑战和方法指南。
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.