An Exploration of Pre-Service Teachers' Experiences in Outdoor "Places" and Intentions for Teaching in the Outdoors

Autor/inn/en	Blatt, Erica; Patrick, Patricia
Titel	An Exploration of Pre-Service Teachers' Experiences in Outdoor "Places" and Intentions for Teaching in the Outdoors
Quelle	In: International Journal of Science Education, 36 (2014) 13, S.2243-2264 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2014.918294
Schlagwörter	Preservice Teachers; Outdoor Education; Teaching Methods; Educational Attitudes; Student Teacher Attitudes; Student Experience; Undergraduate Students; Elementary School Curriculum; Science Education; Early Experience; Environmental Education; Qualitative Research; Essays; Interviews; Ecology; Teacher Role; Influence of Technology; Place Based Education; Preservice Teacher Education + Suchen Sie Ihr Suchwort? Freiluftunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Studienerfahrung; Naturwissenschaftliche Bildung; Frühbeginn; Umweltbildung; Umwelterziehung; Umweltpädagogik; Qualitative Forschung; Essay; Aufsatzunterricht; Interviewing; Interviewtechnik; Ökologie; Lehrerrolle; Lehramtsstudiengang; Lehrerausbildung
Abstract	This study explores pre-service teachers' past interactions with "place" in outdoor settings and how these experiences contribute to their current perceptions of the importance of taking their own students into the outdoors. Specifically, the researchers were interested in investigating if current pre-service teachers are part of the "nature-deficit disorder" generation described by Louv in his book, "Last child in the woods: Saving our children from nature-deficit disorder" (2005), as a generation of children growing up without direct experiences in nature. Study participants included 148 undergraduate pre-service elementary teachers enrolled in science teaching methods instructional courses at an urban college in the Northeastern United States and two suburban universities in the Southeastern United States. Participants wrote essay responses after reading Louv's "Last Child in the Woods" in which they were asked to relate the reading to their own past experiences and their ideas about elementary science education. Results indicate that a large majority of participants (97%) describe significant youth experiences in the outdoors, view nature as important in varying ways (89.9%), and express a desire to expose their own students to the outdoors (65.5%). Key findings are illustrated with direct quotations from the pre-service teachers' essay responses, as they write vividly of their interactions in outdoor places, referred to as "place meanings". Implications are presented for teacher educators working with pre-service teachers to build upon their outdoor experiences and prepare them for implementing nature-based instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10