"Risky Fun" or "Authentic Science"? How Teachers' Beliefs Influence Their Practice during a Professional Development Programme on Outdoor Learning

Autor/in	Glackin, Melissa
Titel	"Risky Fun" or "Authentic Science"? How Teachers' Beliefs Influence Their Practice during a Professional Development Programme on Outdoor Learning
Quelle	In: International Journal of Science Education, 38 (2016) 3, S.409-433 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2016.1145368
Schlagwörter	Teacher Attitudes; Beliefs; Educational Practices; Professional Development; Outdoor Education; Secondary School Teachers; Science Teachers; Case Studies; Data Analysis; Constructivism (Learning); Educational Attitudes; Teaching Methods; Teacher Effectiveness; Science Instruction; Foreign Countries; Questionnaires; Semi Structured Interviews; Observation; Grounded Theory; Epistemology; Science Education; Self Efficacy; United Kingdom (London) + Suchen Sie Ihr Suchwort? Lehrerverhalten; Belief; Glaube; Bildungspraxis; Freiluftunterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Case study; Fallstudie; Case Study; Auswertung; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Teaching method; Lehrmethode; Unterrichtsmethode; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland; Fragebogen; Beobachtung; Erkenntnistheorie; Naturwissenschaftliche Bildung; Self-efficacy; Selbstwirksamkeit
Abstract	Teaching outdoors has been established as an important pedagogical strategy; however, science classes rarely take place outside. Previous research has identified characteristics of teachers who have integrated out-of-classroom opportunities into their teaching repertoire; yet little is understood as to why teachers make these different pedagogical decisions. This paper explores the relationship between secondary science teachers' beliefs and their pedagogical practice during a two-year professional development programme associated with the "Thinking Beyond the Classroom" project. Using data from lesson observations, interviews, session questionnaires and field notes, six teacher case studies were developed from participants completing the programme. Data analysis reveals that teachers who successfully taught outside generally held social constructivist beliefs about learning and valued "authentic" science opportunities. Conversely, teachers who were less successful in teaching outside generally held traditional learning beliefs and simply valued the outdoors for the novelty and potential for fun. All the case study teachers were concerned about managing student learning outside, and for the majority, their concerns influenced their subsequent pedagogical practice. The findings are discussed in detail, as are the implications for pre-service and in-service professional development programmes related to outdoor science learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01