Science outside the Classroom: Exploring Opportunities from Interdisciplinarity and Research-Practice Partnerships

Autor/inn/en	Guerrero, Gonzalo R.; Reiss, Michael J.
Titel	Science outside the Classroom: Exploring Opportunities from Interdisciplinarity and Research-Practice Partnerships
Quelle	In: International Journal of Science Education, 42 (2020) 9, S.1522-1543 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Guerrero, Gonzalo R.) ORCID (Reiss, Michael J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2020.1767317
Schlagwörter	Outdoor Education; Science Activities; Interdisciplinary Approach; Educational Research; Partnerships in Education; Science Teachers; Science Instruction; Faculty Development; Foreign Countries; Field Trips; Educational Researchers; Chile + Suchen Sie Ihr Suchwort? Freiluftunterricht; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Bildungsforschung; Pädagogische Forschung; Hochschulpartnerschaft; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland; Exkursion; Erziehungswissenschaftler; Erziehungswissenschaftlerin
Abstract	This article examines an outdoor science activity based on Interdisciplinary Teaching and Learning of Science (ITLS) undertaken with a collaborative research methodology as a Research-Practice Partnership (RPP). The activity was implemented in a national reserve in Chile as part of continuing professional development and co-designed by in-service science teachers and researchers. The study had two research questions: 1) How do in-service teachers, working in a RPP, connect and articulate different science topics through methodological and theoretical interdisciplinary perspectives? 2) Can a RPP be a pedagogical resource to generate positive changes in professional development within the practice of managing outdoor science activities? The analysis was qualitative and based on content analysis of data collected from questionnaires about the teachers' perceptions and scientific posters designed by the teachers as part of their course. Teachers were able to connect interdisciplinary topics -- using theoretical and methodological interdisciplinarity -- to solve real problems that arise from the environment within a field trip. In addition, findings reveal benefits of RPP and ITLS, for the management of outdoors activities, supporting the importance and relevance of learning science outside the classroom. However, the boundaries between researchers and science teachers should consider the cultural worlds of participants in the partnerships. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01