Nordic Student Teachers’ Views on the Most Efficient Teaching and Learning Methods for Species and Species Identification

Teachers need knowledge of species and species identification skills for teaching the structure and function of ecosystems, and the principles of biodiversity and its role in sustainability. The aim of this study is to analyze Nordic student teachers’ views on the most efficient methods and strategies to teach and learn species and species identification, and to find some trends about how well their views are reflected in a species identification test. Student teachers in Finland, Norway, and Sweden (N = 426) answered a questionnaire consisting of fixed and open-ended questions, and a species identification test. An analysis of variance, Chi-Square, and t-test were used for quantitative data and an inductive content analysis for qualitative data. Results showed that outdoor teaching and learning methods are more efficient than indoor methods. The majority of student teachers considered outdoor experiential learning with living organisms as the most efficient teaching and learning method. Student teachers who highlighted outdoor experiential learning and outdoor project work as their most efficient methods received significantly better results in the species identification test than the others. Field trips and fieldwork were emphasized as the most important sources in schools and universities, while the Internet was the most important source among media. The student teachers underlined teachers’ expertise in the form of in-depth understanding of subjects and supervising skills for efficient teaching both outdoors and indoors. Therefore, teaching and learning of species and species identification as the practical part of biodiversity and sustainability education is emphasized as an integral part of teacher education programs.

A Decade of Outdoors Experiential Workshops

Though much literature describes the value of experiential and place-based learning experiences for participants, we have found little comparable literature regarding the facilitator experience. This paper provides current and future facilitators of workshops, especially those that take place outdoors, our reflections and ideas as facilitators, including tips for success. Our findings reinforce the conclusion that experiential learning can be as beneficial and transformative for facilitators as for participants, and that what we encounter during workshops parallels what students may go through in our classrooms as they learn. We identify five clear themes from facilitator reflections and encourage readers to consider leading an outdoor experiential learning sessions. Keywords: reflection, facilitators; outdoor education; place-based learning; conference pedagogy; educational development S’il existe beaucoup d’études décrivant la valeur des expériences d’apprentissage expérientiel axé sur la dimension locale, notre examen a révélé peu d’études du genre portant sur l’animateur. Notre article présente des idées, des réflexions et des conseils à l’intention des personnes qui animent ou animeront des ateliers, tout particulièrement des ateliers en plein air, en vue de la réussite de ces activités. Nos conclusions indiquent, premièrement, que l’apprentissage expérientiel peut être bénéfique et peut induire des changements chez l’animateur aussi bien que chez le participant et, deuxièmement, que notre expérience en tant qu’animateurs au cours des ateliers recoupe l’expérience d’apprentissage des étudiants en classe. Nous cernons cinq thèmes issus des réflexions des animateurs et nous encourageons les lecteurs de l’article à envisager la possibilité d’animer des sessions d’apprentissage expérientiel en plein air. Mots clés : réflexion, animateurs; enseignement en plein air; apprentissage axé sur la dimension locale; pédagogie de conférence; perfectionnement de l’enseignement

Experiential learning for the classroom and beyond.

This poster will exhibit the benefits of using experiential learning techniques facilitated through The EDGE – The Mason Center for Outdoor Experiential Learning. Theoretical foundations of experiential learning (Dewey, 1925/1998; Itin, 1999; Kolb, 1984) will be highlighted that will contribute to student development and academic growth. Research (Baker, Jensen, & Kolb, 2002) has shown experiential learning to be an effective approach in strengthening class discussions that are essential in innovative and dynamic learning environments. The EDGE is a Mason resource that Faculty can utilize to support foundational learning components such as critical thinking, communication, resource management, and productive relationships as well as provide opportunities for facilitated group reflection. Faculty and Staff will become aware of The EDGE’s offerings as a tool to establish a thriving learning environment and to increase their students’ confidence, competence, capacity and collegiality.

Tracking Trolls and Chasing Pixies

This essay outlines a place-based pedagogic method called Narrative Journey, developed by the author in his work at the Eden Project, United Kingdom. The essay describes the method in the context of children’s play and experiential learning in outdoor natural environments, and uses a critical and reflexive lens to describe praxis across two broad themes: story and mimesis, and story, place, and space. It also provides practical, theory-linked examples before concluding that Narrative Journey praxis can add support to children’s emotional connectedness to nature and outdoor experiential learning.

Assessment of Capstone Geology Mapping Course: Outdoor, Experiential Learning

Geologists often state that “the best geologist is the one who sees the most rocks”, however, there is little to no documentation that directly supports this claim. Very little has been done on assessment of field based, experiential learning classes except in the fields of outward bound and outdoor leadership. All GMU students in BA Geology and BS Earth Science must take GEOL404 Geological Field Techniques. Students spend 6 weeks in the field mapping (individually and in teams) the local geology to interpret the geologic history of the area. It is an interesting course to assess as students can take either a GMU-offered course, ran jointly with UNC, Chapel Hill, or another equivalent course offered by a USA University. This gives a unique perspective on the student’s perceived preparation with respect to students from other Universities. The SENCER-SALG tool is used to examine student learning, engagement and long-term habit-forming outcomes. Students attending Field camp in 2013 complete a pre and post survey. Students from past years complete a survey with questions relating to pre and post Field Camp, and their views 2-3 years post field camp. This study offers a framework for assessing other field based courses in applied disciplines.