Fieldwork-Orientated Biology Teachers' Views on Outdoor Education

Research output: Chapter in Book/Report/Conference proceedingConference contributionScientificpeer-review

Abstract

Outdoor environments are considered as important learning environments in biology education. Previous studies on outdoor education and fieldwork indicate many positive impacts on students’ cognitive and affective achievements. However, the amount of fieldwork in biology education has declined during the past decades and is considered to be low in many countries. Outdoor education often consists of single fieldtrips guided by outdoor educators, and little research has been done on fieldwork as a regular part of formal science education. In this paper, we focus on three secondary school biology teachers who use fieldwork extensively. Based on semi-structured interviews and qualitative data analysis, we studied their views on and arguments for fieldwork as part of regular biology teaching. According to the results, the teachers considered fieldwork as a meaningful alternative for teaching many contents and skills included in the curriculum. The teachers emphasized students’ authentic nature experiences and the importance of affective and cognitive experiences as the main arguments for fieldwork. Besides the curricular learning goals, they placed at least equally important emphasis on students’ experiences as part of theircomprehensive wellbeing and the development of positive relationship with nature. Knowledge on goals behind extensive outdoor education practices will help focus further studies about the role of fieldwork in biology education.
Original languageEnglish
Title of host publicationElectronic Proceedings of the ESERA 2017 Conference. Research, Practice and Collaboration in Science Education. Dublin, Ireland: Dublin City University : Part 9: Strand 9. Environmental, health and outdoor science education (co-ed. Albert Zeyer & Marianne Achiam)
EditorsOdilla E. Finlayson, Eilish McLoughlin, Sibel Erduran, Peter Childs
Number of pages9
Place of PublicationDublin, Ireland
PublisherDublin City University
Publication date2018
Pages1305-1313
ISBN (Electronic)978-1-873769-84-3
Publication statusPublished - 2018
MoE publication typeA4 Article in conference proceedings
EventESERA 2017: The 12th Conference of the European Science Education Research Association - Dublin City University, Dublin, Ireland
Duration: 21 Aug 201725 Aug 2017

Fields of Science

  • 516 Educational sciences
  • Outdoor education
  • FIELDWORK
  • biology education

Cite this

Kervinen, A., Uitto, A., & Juuti, K. (2018). Fieldwork-Orientated Biology Teachers' Views on Outdoor Education. In O. E. Finlayson, E. McLoughlin, S. Erduran, & P. Childs (Eds.), Electronic Proceedings of the ESERA 2017 Conference. Research, Practice and Collaboration in Science Education. Dublin, Ireland: Dublin City University: Part 9: Strand 9. Environmental, health and outdoor science education (co-ed. Albert Zeyer & Marianne Achiam) (pp. 1305-1313). Dublin, Ireland: Dublin City University .
Kervinen, Anttoni ; Uitto, Anna ; Juuti, Kalle. / Fieldwork-Orientated Biology Teachers' Views on Outdoor Education. Electronic Proceedings of the ESERA 2017 Conference. Research, Practice and Collaboration in Science Education. Dublin, Ireland: Dublin City University: Part 9: Strand 9. Environmental, health and outdoor science education (co-ed. Albert Zeyer & Marianne Achiam). editor / Odilla E. Finlayson ; Eilish McLoughlin ; Sibel Erduran ; Peter Childs. Dublin, Ireland : Dublin City University , 2018. pp. 1305-1313
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abstract = "Outdoor environments are considered as important learning environments in biology education. Previous studies on outdoor education and fieldwork indicate many positive impacts on students’ cognitive and affective achievements. However, the amount of fieldwork in biology education has declined during the past decades and is considered to be low in many countries. Outdoor education often consists of single fieldtrips guided by outdoor educators, and little research has been done on fieldwork as a regular part of formal science education. In this paper, we focus on three secondary school biology teachers who use fieldwork extensively. Based on semi-structured interviews and qualitative data analysis, we studied their views on and arguments for fieldwork as part of regular biology teaching. According to the results, the teachers considered fieldwork as a meaningful alternative for teaching many contents and skills included in the curriculum. The teachers emphasized students’ authentic nature experiences and the importance of affective and cognitive experiences as the main arguments for fieldwork. Besides the curricular learning goals, they placed at least equally important emphasis on students’ experiences as part of theircomprehensive wellbeing and the development of positive relationship with nature. Knowledge on goals behind extensive outdoor education practices will help focus further studies about the role of fieldwork in biology education.",
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Kervinen, A, Uitto, A & Juuti, K 2018, Fieldwork-Orientated Biology Teachers' Views on Outdoor Education. in OE Finlayson, E McLoughlin, S Erduran & P Childs (eds), Electronic Proceedings of the ESERA 2017 Conference. Research, Practice and Collaboration in Science Education. Dublin, Ireland: Dublin City University: Part 9: Strand 9. Environmental, health and outdoor science education (co-ed. Albert Zeyer & Marianne Achiam). Dublin City University , Dublin, Ireland, pp. 1305-1313, Dublin, Ireland, 21/08/2017.

Fieldwork-Orientated Biology Teachers' Views on Outdoor Education. / Kervinen, Anttoni; Uitto, Anna; Juuti, Kalle.

Electronic Proceedings of the ESERA 2017 Conference. Research, Practice and Collaboration in Science Education. Dublin, Ireland: Dublin City University: Part 9: Strand 9. Environmental, health and outdoor science education (co-ed. Albert Zeyer & Marianne Achiam). ed. / Odilla E. Finlayson; Eilish McLoughlin; Sibel Erduran; Peter Childs. Dublin, Ireland : Dublin City University , 2018. p. 1305-1313.

Research output: Chapter in Book/Report/Conference proceedingConference contributionScientificpeer-review

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AU - Uitto, Anna

AU - Juuti, Kalle

PY - 2018

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N2 - Outdoor environments are considered as important learning environments in biology education. Previous studies on outdoor education and fieldwork indicate many positive impacts on students’ cognitive and affective achievements. However, the amount of fieldwork in biology education has declined during the past decades and is considered to be low in many countries. Outdoor education often consists of single fieldtrips guided by outdoor educators, and little research has been done on fieldwork as a regular part of formal science education. In this paper, we focus on three secondary school biology teachers who use fieldwork extensively. Based on semi-structured interviews and qualitative data analysis, we studied their views on and arguments for fieldwork as part of regular biology teaching. According to the results, the teachers considered fieldwork as a meaningful alternative for teaching many contents and skills included in the curriculum. The teachers emphasized students’ authentic nature experiences and the importance of affective and cognitive experiences as the main arguments for fieldwork. Besides the curricular learning goals, they placed at least equally important emphasis on students’ experiences as part of theircomprehensive wellbeing and the development of positive relationship with nature. Knowledge on goals behind extensive outdoor education practices will help focus further studies about the role of fieldwork in biology education.

AB - Outdoor environments are considered as important learning environments in biology education. Previous studies on outdoor education and fieldwork indicate many positive impacts on students’ cognitive and affective achievements. However, the amount of fieldwork in biology education has declined during the past decades and is considered to be low in many countries. Outdoor education often consists of single fieldtrips guided by outdoor educators, and little research has been done on fieldwork as a regular part of formal science education. In this paper, we focus on three secondary school biology teachers who use fieldwork extensively. Based on semi-structured interviews and qualitative data analysis, we studied their views on and arguments for fieldwork as part of regular biology teaching. According to the results, the teachers considered fieldwork as a meaningful alternative for teaching many contents and skills included in the curriculum. The teachers emphasized students’ authentic nature experiences and the importance of affective and cognitive experiences as the main arguments for fieldwork. Besides the curricular learning goals, they placed at least equally important emphasis on students’ experiences as part of theircomprehensive wellbeing and the development of positive relationship with nature. Knowledge on goals behind extensive outdoor education practices will help focus further studies about the role of fieldwork in biology education.

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KW - FIELDWORK

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PB - Dublin City University

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Kervinen A, Uitto A, Juuti K. Fieldwork-Orientated Biology Teachers' Views on Outdoor Education. In Finlayson OE, McLoughlin E, Erduran S, Childs P, editors, Electronic Proceedings of the ESERA 2017 Conference. Research, Practice and Collaboration in Science Education. Dublin, Ireland: Dublin City University: Part 9: Strand 9. Environmental, health and outdoor science education (co-ed. Albert Zeyer & Marianne Achiam). Dublin, Ireland: Dublin City University . 2018. p. 1305-1313