Inquiry in Outdoor Education — A Case Study in Primary School Science

Anna Uitto, Tuija Nordstöm

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

Abstract

Inquiry and learning outside the classroom are important approaches in biology education. Constructivist inquiry-based models oflearning and instruction have been used in science education, but there is no empirical research on the use of instructional models in outdoor nature environments.This study investigates third-grade pupils’ learning process during the outdoor inquiry carried out inthe sea shore environment.The data was collected by means of video recordings focusing on activities and discussions of a group of five pupils. A stimulated recall was carried out after one week in the school. The transcribed data of pupils’ talkand activities were coded using the inquiry-oriented BSCS 5E model of instructionas a reference.The activities relating to exploring, explaining and elaborating could be found in the video episodes, but they did not appear in the sequential order as in the instructional model.The concepts used by the pupils were relevant to the topics of learning. The pupils talked much about their sense perceptions when studying the properties of the water and identifying water invertebrates.Occasionally pupils’ discussion deepened to explanation, elaboration and evaluation. The pupils elaborated the learned issues with their prior knowledge and experiences in lake and sea water environments. The results showed that although the inquiry was structured and guided by the teacher, lot of learner-centeredactivities and discussions took place in the experiential and situated activities of the field work.It is suggested thatin outdoor science education,video research is able to revealvaluable information oneducational practicesand pupils’learning inauthentic environments.
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 pages7
Place of PublicationDublin, Ireland
PublisherDublin City University
Publication date2018
Pages1314-1320
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

Cite this

Uitto, A., & Nordstöm, T. (2018). Inquiry in Outdoor Education — A Case Study in Primary School Science. 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. 1314-1320). Dublin, Ireland: Dublin City University .
Uitto, Anna ; Nordstöm, Tuija. / Inquiry in Outdoor Education — A Case Study in Primary School Science. 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. 1314-1320
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title = "Inquiry in Outdoor Education — A Case Study in Primary School Science",
abstract = "Inquiry and learning outside the classroom are important approaches in biology education. Constructivist inquiry-based models oflearning and instruction have been used in science education, but there is no empirical research on the use of instructional models in outdoor nature environments.This study investigates third-grade pupils’ learning process during the outdoor inquiry carried out inthe sea shore environment.The data was collected by means of video recordings focusing on activities and discussions of a group of five pupils. A stimulated recall was carried out after one week in the school. The transcribed data of pupils’ talkand activities were coded using the inquiry-oriented BSCS 5E model of instructionas a reference.The activities relating to exploring, explaining and elaborating could be found in the video episodes, but they did not appear in the sequential order as in the instructional model.The concepts used by the pupils were relevant to the topics of learning. The pupils talked much about their sense perceptions when studying the properties of the water and identifying water invertebrates.Occasionally pupils’ discussion deepened to explanation, elaboration and evaluation. The pupils elaborated the learned issues with their prior knowledge and experiences in lake and sea water environments. The results showed that although the inquiry was structured and guided by the teacher, lot of learner-centeredactivities and discussions took place in the experiential and situated activities of the field work.It is suggested thatin outdoor science education,video research is able to revealvaluable information oneducational practicesand pupils’learning inauthentic environments.",
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Uitto, A & Nordstöm, T 2018, Inquiry in Outdoor Education — A Case Study in Primary School Science. 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. 1314-1320, Dublin, Ireland, 21/08/2017.

Inquiry in Outdoor Education — A Case Study in Primary School Science. / Uitto, Anna; Nordstöm, Tuija.

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. 1314-1320.

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

TY - GEN

T1 - Inquiry in Outdoor Education — A Case Study in Primary School Science

AU - Uitto, Anna

AU - Nordstöm, Tuija

PY - 2018

Y1 - 2018

N2 - Inquiry and learning outside the classroom are important approaches in biology education. Constructivist inquiry-based models oflearning and instruction have been used in science education, but there is no empirical research on the use of instructional models in outdoor nature environments.This study investigates third-grade pupils’ learning process during the outdoor inquiry carried out inthe sea shore environment.The data was collected by means of video recordings focusing on activities and discussions of a group of five pupils. A stimulated recall was carried out after one week in the school. The transcribed data of pupils’ talkand activities were coded using the inquiry-oriented BSCS 5E model of instructionas a reference.The activities relating to exploring, explaining and elaborating could be found in the video episodes, but they did not appear in the sequential order as in the instructional model.The concepts used by the pupils were relevant to the topics of learning. The pupils talked much about their sense perceptions when studying the properties of the water and identifying water invertebrates.Occasionally pupils’ discussion deepened to explanation, elaboration and evaluation. The pupils elaborated the learned issues with their prior knowledge and experiences in lake and sea water environments. The results showed that although the inquiry was structured and guided by the teacher, lot of learner-centeredactivities and discussions took place in the experiential and situated activities of the field work.It is suggested thatin outdoor science education,video research is able to revealvaluable information oneducational practicesand pupils’learning inauthentic environments.

AB - Inquiry and learning outside the classroom are important approaches in biology education. Constructivist inquiry-based models oflearning and instruction have been used in science education, but there is no empirical research on the use of instructional models in outdoor nature environments.This study investigates third-grade pupils’ learning process during the outdoor inquiry carried out inthe sea shore environment.The data was collected by means of video recordings focusing on activities and discussions of a group of five pupils. A stimulated recall was carried out after one week in the school. The transcribed data of pupils’ talkand activities were coded using the inquiry-oriented BSCS 5E model of instructionas a reference.The activities relating to exploring, explaining and elaborating could be found in the video episodes, but they did not appear in the sequential order as in the instructional model.The concepts used by the pupils were relevant to the topics of learning. The pupils talked much about their sense perceptions when studying the properties of the water and identifying water invertebrates.Occasionally pupils’ discussion deepened to explanation, elaboration and evaluation. The pupils elaborated the learned issues with their prior knowledge and experiences in lake and sea water environments. The results showed that although the inquiry was structured and guided by the teacher, lot of learner-centeredactivities and discussions took place in the experiential and situated activities of the field work.It is suggested thatin outdoor science education,video research is able to revealvaluable information oneducational practicesand pupils’learning inauthentic environments.

KW - 516 Educational sciences

KW - inquiry approach

KW - Outdoor education

KW - EXPERIENCE

M3 - Conference contribution

SP - 1314

EP - 1320

BT - Electronic Proceedings of the ESERA 2017 Conference. Research, Practice and Collaboration in Science Education. Dublin, Ireland: Dublin City University

A2 - Finlayson, Odilla E:

A2 - McLoughlin, Eilish

A2 - Erduran, Sibel

A2 - Childs, Peter

PB - Dublin City University

CY - Dublin, Ireland

ER -

Uitto A, Nordstöm T. Inquiry in Outdoor Education — A Case Study in Primary School Science. 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. 1314-1320