Obstacles and challenges identified by practitioners of non-formal science learning activities in Europe

Christidou, Dimitra; Voulgari, Iro; Tisza, Gabriella; Norouzi, Behnaz; Kinnula, Marianne; Iivari, Netta; Papavlasopoulou, Sofia; Gollerizo, Adrián; Lozano-González, José María; Sofrona, Dafni Konstantinidi

doi:10.1080/09500693.2022.2035466

Cited by 7 publications

(4 citation statements)

References 27 publications

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“…• Teachers may not have access to the necessary resources and support to engage in collaborative activities and reflective practice, such as technology, funding, and release time from teaching duties. • Certain teachers may exhibit reluctance toward altering their pedagogical approaches, particularly if they possess extensive teaching experience or lack familiarity with spatial reasoning principles (Christidou et al, 2022). • Teachers may not have had the opportunity to engage in professional development activities centered on spatial reasoning or to acquire effective teaching strategies in this area (Gagnier et al, 2022).…”

Section: Pedagogical Content Knowledge Barriersmentioning

confidence: 99%

Addressing the complexity of spatial teaching: a narrative review of barriers and enablers

Bufasi,

Lin,

Benedicic

et al. 2024

Front. Educ.

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Extensive research has established that spatial ability is a crucial factor for achieving success in Science, Technology, Engineering, and Mathematics (STEM). However, challenges that educators encounter while teaching spatial skills remain uncertain. The purpose of this study is to develop a research framework that examines the interrelationships, barriers, and enablers amongst various educational components, including schools, teachers, students, classrooms, and training programs, that are encountered when teaching for spatial ability development. A thorough examination of international research, in combination with a detailed review of the primary Science and Mathematics curricula in Ireland, Latvia, Sweden, and the Netherlands, is undertaken to acquire a more concentrated comprehension of the incorporation of spatial components in the curriculum. The review seeks to establish the fundamental factors that enable or hinder teachers in terms of curriculum, pedagogy, pedagogical content knowledge, and spatialized classroom practices.

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Section: Pedagogical Content Knowledge Barriersmentioning

confidence: 99%

Addressing the complexity of spatial teaching: a narrative review of barriers and enablers

Bufasi,

Lin,

Benedicic

et al. 2024

Front. Educ.

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“…In particular, social media can be used for informal science learning (Lundgren et al, 2022). Obstacles & challenges also need to be identified (Christidou et al, 2022) Forms of implementing science learning: formal, informal, & non-formal 3 Integrated urgency (Suraiya et al, 2020) & science learning spaces need to reduce social/gender inequality (Dawson et al, 2020), social positioning (Brookes et al, 2021), ethnopedagogy (Rahmawati et al, 2020), environmentally-based (Nusantari et al, 2020), climate change awareness (Jeong et al, 2021), indigenous science (Zidny et al, 2021), socio-scientific issues-based (Nida, Mustikasari, et al, 2021), life-based experiential learning (Acharya et al, 2022), religion & culture on student attitudes (Kurniawan et al, 2022) (Kim, 2020), spatial abilities (Chen et al, 2020), student engagement (Bae & Lai, 2020;Lee et al, 2021;Pierson et al, 2021), students' situational engagement (Inkinen et al, 2020), & productive disciplinary engagement (Koretsky et al, 2021;Membiela et al, 2022).…”

Section: Perspectives Of Science Learningmentioning

confidence: 99%

“…Several examples of science implementations informally and non-formally during pandemic are by using 'bush kinder' approach (Campbell & Speldewinde, 2020), follow the leader technique (Roberts, 2021), and teacher talk (Studhalter et al, 2021). However, science practitioners need to look at aspects of disruptive moments (Barton et al, 2021) and Obstacles and challenges are required to be identified (Christidou et al, 2022) in which it may occur in daily practices. Particularly, it has become a necessity at this time; social media can be used as informal science learning (Lundgren et al, 2022).…”

Section: Transformation Form Of Science Learningmentioning

confidence: 99%

“Let’s transform!”: A systematic literature review of science learning in COVID-19 pandemic era

Nurwidodo

Ibrohim

Sueb

et al. 2023

EURASIA J Math Sci Tech Ed

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Currently, the world’s science learning is being affected by COVID-19 pandemic, which requires researchers to address it. Researchers’ attention and concern for the theme of science learning is highly expected, as evidenced by the existence of publications in reputable journals. The purpose of this systematic literature review is to review and compare investigations of research on articles published by Scopus-indexed journals (published during COVID-19 pandemic: 2020-2022). The researchers used a “science learning” phrase in the search menu of Scopus database and 1,484 articles were found by the researchers. Furthermore, 62 articles met the criteria to be analyzed. The inclusion and exclusion model used was preferred reporting items for systematic reviews and meta-analysis. Based on the results of the analysis, we found that in the last three years, there had been a decline in research on science learning. The science issues could be approached through quantitative, qualitative, mix-method, case study, and even development research. Marianne Kinnula is the author who has received the most attention in the study of science learning. According to the data, it is known that science learning and science education keywords are the most dominant keywords that used in a publication. There are 36 countries of origin for authors who publish articles, with the majority coming from Europe, though Indonesia has the most publications (Asia). Science articles are written by authors from all over the world. It was discovered that more articles were published as a result of collaboration. There are 69 institutions globally that fund science learning research and publications. We offer three perspectives on transformation science learning during a pandemic that can be used as a baseline and reference by other researchers or education policymakers. As an implication, the second and third perspectives from transformation that we have formulated are interesting for further study.

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“…Christidou et al (2022), consider that teachers to carry out non-formal activities aimed at learning science would be indicated to have skills "regarding (i) the teaching of content, particularly for science teaching which requires deep understanding of the concepts, as well as knowledge of the didactics of science(Hira et al, 2014), (ii) the group facilitation and interactions, (iii) the development of a community culture, and (iv) the participants' engagement and motivation".In designing and carrying out non-formal activities, teachers may encounter certain difficulties, as highlighted byChristidou et al (2022), considering the opinion of 22 teachers involved in various science learning activities in different non-formal settings. The non-formal science learning practitioners covered in the research came from seven European countries: Finland, Greece, Malta, the Netherlands, Norway, Spain and the UK.…”

mentioning

confidence: 99%

Non-Formal Activities In The Wild Garden

Petruța¹

2023

Proceedings of the 9th International Conference Education Facing Contemporary World Issues (Edu World 2022), 3-4 June, 2022, Un

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The purpose of the research presented in this article was to highlight the opinion of primary school teachers at Alexandru Davila Secondary School in Pitesti, Romania, involved in the Erasmus + project entitled Wild! The wild garden for learning and development, regarding the possibility of carrying out non-informal activities in the wild garden, taking into account the proposed activity models. The questionnaire was the research method applied to the 12 professors participating in the implementation of the project, in order to achieve the proposed goal. After analysing the answers of the respondents, we found that the teachers carried out non-formal outdoor activities with students from all classes of the primary cycle, among which we mention the following: sowing or planting some plant species in the wild garden, observing the life cycle of different plant species, observing the external composition of different species of invertebrates and vertebrates, carrying out experiments and building herbariums or collections of variously coloured leaves in the specific colours of autumn. From the models of activities proposed in the project, the teachers mentioned that they selected only some activities for students in a certain class, and will repeat or perform other non-formal activities in the wild garden in the coming school years.

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Obstacles and challenges identified by practitioners of non-formal science learning activities in Europe

Cited by 7 publications

References 27 publications

Addressing the complexity of spatial teaching: a narrative review of barriers and enablers

Addressing the complexity of spatial teaching: a narrative review of barriers and enablers

“Let’s transform!”: A systematic literature review of science learning in COVID-19 pandemic era

Non-Formal Activities In The Wild Garden

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