STEM Teaching and Learning in Bush Kinders

Speldewinde, Christopher

doi:10.1007/s42330-022-00207-4

Cited by 15 publications

(31 citation statements)

References 41 publications

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“…Nature play, a form of play that is specifically unstructured and nature-based (Cutter-Mackenzie et al, 2014; Knight, 2009) which is influenced by the teaching approach adopted by educators, supports children’s deeper understandings of the environment (Speldewinde, 2022). Nature play is “not just any type of outdoor play…(it) involves playing with nature, not just in nature” (Wilson, 2018, p. 12).…”

Section: Introductionmentioning

confidence: 99%

Bush Kinders: Building Young Children’s Relationships with the Environment

Speldewinde,

Campbell

2023

Aust. J. environ. educ.

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Early childhood is an important time for building children’s affinity with nature and the environment. Early childhood professionals play a crucial role in developing young children’s understanding of the natural world. Over the past 50 years, there has been a movement in early childhood education and care contexts to provide young children with the opportunity to learn in natural surroundings such as forest schools and nature kindergartens. This research, occurred in four bush kinders, an Australian example of nature-based, early years education influenced by the forest school approach to education. In this paper we interrogate key ideas concerning environmental education, drawing on seminal empirical research, guiding curriculum documents such as Australia’s Early Years Learning Framework and government policy documents to build understandings of how children’s play can be observed by educators who can then support the children to develop their understandings of the natural world around them. Through ethnography, a methodology that uses both participation and observation of research participants, it became apparent that young children’s play-based learning offers opportunities for development of understandings of the environment. Applying a recent definition of environmental education from the US Environmental Protection Authority (2022), we analysed four vignettes which provide examples of educators and children’s interactions supporting children to build an affinity with nature observed during the research. This research’s implications are novel when considering the relatively new bush kinder approach to early childhood education as the findings remind us of the benefits of bush kinders in generating opportunities for young children’s environmental education.

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Section: Introductionmentioning

confidence: 99%

Bush Kinders: Building Young Children’s Relationships with the Environment

Speldewinde,

Campbell

2023

Aust. J. environ. educ.

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“…One vital component to both of these educational approaches is the emphasis on building reciprocal learning communities and relationships with the land. While staying within the zone of proximal development and honouring the interests of the child, OE allows for children to take ownership of their learning and explore according to their interests.Recent studies have highlighted that physical inactivity and poor academic performance in STEM subjects are pressing issues in the education system (Speldewinde, 2022). Can forest schools or outdoor education settings that incorporate STEM provide a solution to this problem?…”

Section: Introductionmentioning

confidence: 99%

“…Can forest schools or outdoor education settings that incorporate STEM provide a solution to this problem? At present, there is limited research on STEM education in nature-based settings such as forest schools and nature kindergartens (Speldewinde, 2022). This article aims to explore the natural connection between STEM and outdoor education (OE) and provide a method for educators to incorporate these practices into their own teaching environments.…”

Section: Introductionmentioning

confidence: 99%

Bridging Western Theories and Indigenous Perspectives to Implement STEM in Outdoor Early Childhood Educational Settings

2023

JEP

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During the Covid-19 pandemic, educators were obliged to rethink traditional classroom settings and explore alternative learning environments. Consequently, numerous outdoor education programs and forest schools emerged in North America during that time. These outdoor alternatives were met with great enthusiasm given that these programs offered a unique advantage during the pandemic, as they could easily enforce physical distancing while also providing a natural space with fresh air circulation. Concurrently, STEM (Science, Technology, Engineering, and Mathematics) education has become a popular focus in 21st-century classrooms. By incorporating STEM subjects into outdoor education programs, children are given the opportunity to develop their problem-solving, critical thinking, and analytical skills in a natural environment. By engaging in STEM activities such as building structures, observing and analyzing natural phenomena, and experimenting with technology, children can develop an appreciation and develop a deeper understanding and sense of belonging with the natural world while also gaining important skills for the future. This article emphasizes on how combining outdoor education and STEM subjects can result in a holistic approach to education that addresses the needs of the whole child. Children are not only able to learn about the natural world but also to develop fundamental skills that will help them in their future education and careers. Additionally, outdoor education can provide children with a sense of well-being and connectedness to the natural world, which can have positive effects on their mental and physical health.

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“…There are several learning media that can overcome constraints in learning activities, such as informal learning experinces [10], project creation [11], and fieldtrips [12]. The mentioned learning media will be successful as long as they run effectively, and students are actively engaged and participative [13].…”

Section: Introductionmentioning

confidence: 99%

Development of STEM project-based learning student worksheet for Physics learning on renewable energy topic

Muliyati,

Prastiawan,

Mutoharoh

2023

J. Phys.: Conf. Ser.

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This research is motivated by the development of education in the 21st-century, which demands students to master the 4C skills (creative thinking, critical thinking, collaboration, and communication), particularly in the field of physics. The nature of physics learning requires active and interactive teaching methods that can be implemented through project-based activities for students. One effective instructional media is the student worksheet designed based on STEM-PjBL (science, technology, engineering, and mathematics project-based learning) principles. This research aims to assess the suitability of STEM-PjBL student worksheets as a learning media, which can serve as a recommendation to assist teachers in teaching renewable energy topics. This study uses the ADDIE model to adopt the Research and Development (R&D) method. This research results in a STEM-PjBL student worksheet as a physics learning media to understand renewable energy topics. The STEM-PjBL student worksheet is expected to assist students in mastering 21st-century skills effectively.

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STEM Teaching and Learning in Bush Kinders

Cited by 15 publications

References 41 publications

Bush Kinders: Building Young Children’s Relationships with the Environment

Bush Kinders: Building Young Children’s Relationships with the Environment

Bridging Western Theories and Indigenous Perspectives to Implement STEM in Outdoor Early Childhood Educational Settings

Development of STEM project-based learning student worksheet for Physics learning on renewable energy topic

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