2021
DOI: 10.1080/09500693.2021.1900948
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How outdoor science education can help girls stay engaged with science

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Cited by 17 publications
(13 citation statements)
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“…For instance, a stronger focus on species taxonomy might help teachers to share this knowledge in class 10 , 37 , 38 . Activities like discussion groups, role play and formal outdoor learning, proved to be useful to generate greater involvement in various scientific topics 2 , 7 , 51 , and prevent gender gaps in sciences 52 . As reported by Verbrugge et al 3 and Sosa et al 53 students and teachers can act as multiplying agents who can contribute to solving environmental problems.…”
Section: Discussionmentioning
confidence: 99%
“…For instance, a stronger focus on species taxonomy might help teachers to share this knowledge in class 10 , 37 , 38 . Activities like discussion groups, role play and formal outdoor learning, proved to be useful to generate greater involvement in various scientific topics 2 , 7 , 51 , and prevent gender gaps in sciences 52 . As reported by Verbrugge et al 3 and Sosa et al 53 students and teachers can act as multiplying agents who can contribute to solving environmental problems.…”
Section: Discussionmentioning
confidence: 99%
“…Further research would be necessary to discover whether the contexts of learning might be adjusted to provide better opportunities to engage female children/students (Reiss, 2018). For example, adopting outdoor science education (OSE) in schools and colleges could have multiple benefits, supporting and building girls' general engagement with biology and science education and, more specifically, NHK knowledge and 'nature connectedness' (Stevenson et al, 2021).…”
Section: Contexts Of Learningmentioning
confidence: 99%
“…Program Description. The importance of informal STEM education in the format offered by the NHAS is supported by research indicating that this model can play an important role in attracting and retaining underrepresented secondary school students in STEM careers, especially girls (Edelson et al, 1999;Hill et al, 2018;Lowell B Lindsay et al, 2009;Miyake, 2017;Riedinger and Taylor, 2016;Stevenson et al, 2021;Tan et al, 2013). Both our institutional experience and the literature suggest that informal STEM programs make durable impacts via the following approaches: a) providing opportunities to conduct scientific research, b) giving multiple chances to interact with a variety of STEM profession-als, c) supplying opportunities to work and correspond with a diverse group to break stereotypes early in the pipeline, and d) performing research that is both culturally relevant to the students and developmentally appropriate, where the complexity of the project matches the knowledge base and comfort level of the student (Cheryan et al, 2015;Hill et al, 2018;National Research Council, 2009;National Science Foundation, 2020;Pluth et al, 2015;Riedinger and Taylor, 2016;Robinson et al, 2016).…”
Section: Stem Outreach At the New Hampshire Academy Of Sciencementioning
confidence: 99%