Outdoor chemistry in teacher education – a case study about finding carbohydrates in nature

Höper, Jan; Köller, Hans-Georg

doi:10.31129/lumat.6.2.314

Cited by 9 publications

(6 citation statements)

References 18 publications

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“…Most students consider the field trip relevant because it has enabled them to acquire general knowledge which they will need in the future (in line with the results obtained by Holbrook, 2005;Höper & Köller, 2018;Stuckey et al, 2013) and to broaden their general knowledge. Some students have recognised the relevance of learning about social responsibility, finding out about professions and enriching their vocabulary by learning new terms (Table 11).…”

Section: Results Of the Questionnairesupporting

confidence: 67%

The Waterworks: A Context for Understanding Chemistry Concepts in the Seventh Grade of Primary School

Kozić¹,

Trivic

2022

JBSE

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Industry field trips provide the contexts that enable students to improve their understanding of chemical concepts and processes. The aim of this research study was to explore to what extent students improve their understanding of water, solutions, mixtures, and the methods used for separating mixture components in the context of the waterworks, and what their views towards such an approach are. The sample consisted of 36 students aged 13 to 14 years, equally divided into the experimental and control group. The teaching unit Water and its significance for the living world was realised within the context of the waterworks in the experimental group, while in the control group it was realised using a conventional approach at school. Prior to the elaboration of the teaching unit the students from both groups had been tested using a pre-test, and upon the completion they were tested using a post-test. The views of the experimental group were examined using a questionnaire. The obtained results showed that the activities in the context of waterworks improved the understanding of the studied concepts, that students recognised the relevance of the applied context for their personal and societal life, as well as for their own future professional activities. Keywords: chemistry concepts, context-based approach, waterworks, industry field trip, thirteen-year-old students

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Section: Results Of the Questionnairesupporting

confidence: 67%

The Waterworks: A Context for Understanding Chemistry Concepts in the Seventh Grade of Primary School

Kozić¹,

Trivic

2022

JBSE

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“…46 From a sociocultural perspective, this may suggest that the physical phenomena in the schoolyard were used as mental tools to mediate interactive discussions between the PSTs 16,47 and created opportunities for both discussing chemistry and linking chemistry to other scientific disciplinesconnections that would not be easily available in the classroom or laboratory setting. 38 Even though utilizing phenomena in the schoolyard as tools for discussion and learning is dependent on the PSTs' prior knowledge, 16 the PSTs were able to do so in various examples, despite Groups A and B differing in prior knowledge in terms of their formal background in chemistry. Nevertheless, the groups differed in their ways of discussing redox chemistry displayed by the schoolyard phenomena, particularly with respect to how they connected the levels of chemistry.…”

Section: ■ Discussionmentioning

confidence: 99%

“…Hence, the activity provided an opportunity to consider chemistry concepts in relation to other scientific disciplines, which depict chemistry as “a bridge between various fields of knowledge” (p 1135) . From a sociocultural perspective, this may suggest that the physical phenomena in the schoolyard were used as mental tools to mediate interactive discussions between the PSTs , and created opportunities for both discussing chemistry and linking chemistry to other scientific disciplinesconnections that would not be easily available in the classroom or laboratory setting …”

Section: Discussionmentioning

confidence: 99%

“…This study is part of an action research project at two teacher education institutions in Norway focusing on the inclusion of outdoor education in the teaching and learning of chemistry. Two of the authors designed an outdoor unit about redox chemistry involving learning activities in the classroom and on the university campus (i.e., the “schoolyard” in this case) in line with the literature, , which they implemented with their PSTs and collected various types of data from. The purpose of the chemistry unit was to demonstrate the presence of chemistry in outdoor surroundings and how the schoolyard can be included as a setting for learning basic chemistry.…”

Section: Methodsmentioning

confidence: 99%

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Using the Schoolyard as a Setting for Learning Chemistry: A Sociocultural Analysis of Pre-service Teachers’ Talk about Redox Chemistry

2022

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The schoolyard as a setting for teaching and learning is rarely the focus of chemistry education research. Therefore, a chemistry unit combining activities in the classroom and the schoolyard was designed to support preservice teachers' (PSTs) learning of redox chemistry. This study was conducted to investigate the PSTs' talk about redox chemistry as they identified, photographed, and explained phenomena in the schoolyard (i.e., university campus). Video data were collected from six groups of PSTs from two different teacher education institutions in Norway. Videos from two groups were selected for deeper analyses: one with PSTs who had specialized in chemistry during their secondary education and one with PSTs who had not. The groups' talk was analyzed with respect to (1) the types of talk, (2) the levels of chemistry displayed in the talk, and (3) the schoolyard phenomena that triggered the content-related talk.The talk was mostly exploratory, and the PSTs connected sub-micro-level redox chemistry to macro-level phenomena. Moreover, the PSTs noticed several phenomena in the schoolyard that triggered chemistry-related talk. Although the talk that developed occurred differently in the two groups, this study indicates that the schoolyard can provide opportunities for learning chemistry for learners with different formal backgrounds in chemistry.

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“…Laererne har i stor grad fokus på biologi, men i våre nordligste fylker er det kun en liten del av skoleåret som er snøfri. Mer timer til naturfag på begynnelsen og slutten av skoleåret vil kunne gjøre det enklere å gjennomføre denne undervisningen ute samt et større fokus på uteopplegg som ikke krever snøfrie områder, f.eks fysikk og kjemi (Höper & Köller, 2018;Höper et al 2022, Iversen, 2021. Sjöblom et al (2021) fant at laererstudenter i Norge og Finland er positive til uteundervisning, men usikker på hvordan dette kunne gjennomføres.…”

Section: Konklusjonunclassified

Naturfag utenfor klasserommet fra et Nordnorsk perspektiv

Killengreen

Lundberg²,

Höper

et al. 2023

NorDiNa

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This survey investigated how teachers in the northernmost parts of Norway use outdoor science teaching, and what they consider to be the most important challenges. Most teachers report that they do outdoor science activities a couple of times a year, more often in primary school than secondary school. The topics covered are largely related to biology during autumn and spring. Factors that inhibit use of outdoor teaching are related to the length of classes and time to prepare, together with lack of competence and weather challenges. Both expectation from parents and encouragement from management had little influence on the use of outdoor teaching, while the teacher own interest of outdoor life and the fact that students enjoyed such teaching were important elements. Moreover, experienced teachers considered the student group’s characteristics to be of importance for how much outdoor teaching was used compared to teachers who had worked for less than five years. Our study also confirmed that the teacher’s perception of species knowledge was closely linked to their own interest in nature.

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Outdoor chemistry in teacher education – a case study about finding carbohydrates in nature

Cited by 9 publications

References 18 publications

The Waterworks: A Context for Understanding Chemistry Concepts in the Seventh Grade of Primary School

The Waterworks: A Context for Understanding Chemistry Concepts in the Seventh Grade of Primary School

Using the Schoolyard as a Setting for Learning Chemistry: A Sociocultural Analysis of Pre-service Teachers’ Talk about Redox Chemistry

Naturfag utenfor klasserommet fra et Nordnorsk perspektiv

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