Student teachers’ problem-based investigations of chemical phenomena in the nearby outdoor environment

Höper, Jan; Jegstad, Kirsti Marie; Remmen, Kari Beate

doi:10.1039/d1rp00127b

Cited by 8 publications

(6 citation statements)

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“…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. The chemistry unit consisted of the following three activities: an introductory activity that involved PSTs using their prior knowledge of redox chemistry to explain observed outdoor phenomena; hands-on practical outdoor activities for solving corrosion problems; reflecting on the two activities in their role as future teachers …”

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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Section: Methodsmentioning

confidence: 99%

“…Hands-on practical outdoor activities for solving corrosion problems. 39 3. Reflecting on the two activities in their role as future teachers.…”

Section: The Schoolyard Chemistry Unitmentioning

confidence: 99%

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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“…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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“…Sebelumnya terdapat juga inovasi tentang mini lab model dengan karakteristik penyelidikan (1) relevan dengan konsep yang dipelajari, (2) memberikan pengalaman lebih banyak kepada siswa dalam mengeksplor ide, dan (3) tidak terbatas pada ruang laboratorium dan dapat menggunakan limbah sebagai bahan praktikum (Anwar et al, 2018). Beberapa inovasi penyelidikan dalam pembelajaran kimia mulai melibatkan lingkungan sekitar sebagai sumber belajar (Hoper et al, 2022;Oliveira et al, 2022).…”

Section: Pendahuluanunclassified

Aktivitas Laboratorium Skala Kecil Dipadu Budaya Lombok Tengah Dalam Pembelajaran Kimia: Studi Empirik dari Persepsi Guru Kimia

Junaidi,

Savalas,

Muti’ah

et al. 2023

Chem.Educ.Pract

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Pembelajaran kimia saat ini mulai diarahkan pada penggunaan budaya sekitar dan dukungan terhadap konsep green chemistry dalam pelaksanaannya. Lombok Tengah sebagai salah satu daerah yang menjadi pusat budaya di NTB memiliki potensi untuk diintegrasikan budaya sekitar dalam proses pembelajaran kimia. Praktikum skala kecil dapat menjadi pilihan untuk mendukung pelestarian lingkungan. Integrasi keduanya hingga kini belum banyak dikaji dalam proses pembelajaran kimia. Penelitian ini bertujuan untuk menganalisis persepsi guru kimia terhadap micro scale lab dipadu budaya Lombok Tengah dan mengidentifikasi variable yang mempengaruhi persepsi guru kimia terhadap micro scale lab dipadu budaya Lombok Tengah. Sampel penelitian adalah uru kimia yang mengajar di Pulau Lombok sebanyak 84 guru yang diambil secara acak. Demografi sampel didasarkan pada pendidikan terakhir, lokasi mengajar, usia, jenis kelamin, dan status kepegawaian. Hasil penelitian menunjukkan bahwa terdapat perbedaan yang signifikan antara persepsi guru kimia dengan perbedaan Pendidikan terakhir dan lokasi mengajar, sedangkan perbedaan usia, jenis kelamin dan status kepegawaian tidak memberikan pengaruh yang signifikan pada aspek yang diukur. Free respon data menunjukkan perlu ada kajian dan pengembangan sumber belajar yang menjadi pedoman guru dalam pelaksanaan laboratorium skala kecil, penggunaan budaya sekitar, dan integrasi keduanya dalam pembelajaran kimia.

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Student teachers’ problem-based investigations of chemical phenomena in the nearby outdoor environment

Abstract: Learning science outdoors can enhance the understanding of theoretical scientific content taught in the classroom. However, learners are rarely afforded the opportunity to go outdoors to learn chemistry. This study...

Cited by 8 publications

References 41 publications

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

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

Aktivitas Laboratorium Skala Kecil Dipadu Budaya Lombok Tengah Dalam Pembelajaran Kimia: Studi Empirik dari Persepsi Guru Kimia

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