Teaching in nature? Naturally!

Borsos, Éva; Patocskai, Mária; Borić, Edita

doi:10.1080/00219266.2017.1420679

Cited by 22 publications

(20 citation statements)

References 21 publications

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“…Science education should refer to all living things besides human and science course books should be prepared by being in equal distance to all living things. Also, out of class activities are very important as stated by Borsos et al (2018). Examination of various living things in the nature might be beneficial at this respect (Bartoszeck et al, 2011;Çil, 2016;Dale Tunnicliffe, 2015;Rybska et al, 2014).…”

Section: Discussionmentioning

confidence: 99%

“…The literature highlights various methods, especially out of class activities to improve students' learning about living things. Borsos et al (2018) research revealed that teachers from Serbia and Hungary believed the importance of outdoor teaching; however, many of the teachers were found to indicate that conducting the classes indoors was easier. In one out of class study, students' attitudes towards plants were intended to support via a project by integrating botany, art and chemistry in Turkey (Çil, 2016).…”

Section: Introductionmentioning

confidence: 99%

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A study on young Turkish students living thing conception

Özgür¹

2018

Educ. Res. Rev.

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The aim of this study is to find out young Turkish students' opinions about living thing concept in detail and to investigate the criteria used by the students to define this concept. The study sample consisted of randomly selected 140 students studying at the 3rd, 4th and 5th grades in four different primary and middle schools located in the western part of Turkey. The data of the study were collected with the help of "Living Thing Conception Questionnaire" which was adapted from Rolland (1994) and developed by the researchers. Qualitative methods were utilized in data analysis. As a result, of the analysis, it appeared was seen that the students tended to explain the concept of living things via anthropomorphism and a number of misconceptions were determined in at this respect. These misconceptions could be It is thought that those results can be originated from Turkish cultural structure and formal education system. In order to correct remove such misconceptions, teachers should consider them during teaching process and teaching/learning process should be supported with appropriate activities such as out of class activities. Thus, the misconceptions of the students related to living things with anthropomorphic roots can be overcome.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A study on young Turkish students living thing conception

Özgür¹

2018

Educ. Res. Rev.

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“…Furthermore, students are interested in creating their environment and discover it, hence some built structures like paths and benches would provide those opportunities. This concludes that playground gardening could be a learning environment as well to teach students social behavior, food behavior, and environmental attitudes (Borsos, Patocskai, & Boric, 2018;Broda, 2007;Lane, Ateşkan, & Dulun, 2018; (Ohly, Gentry et al, 2016).…”

Section: The Importance Of Landscape In Educational Spacesmentioning

confidence: 98%

The impact of nature and outdoor learning on students

Sam¹,

KOUHİROSTAMİ²,

Azimi³

2020

GRID - Architecture, Planning and Design Journal

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The human innate tendency to interact with the natural environment has been proven by psychologists. This interaction should be placed in educational environments (schools). Unfortunately, interaction with nature is not considered in schools today, and the schoolyard, a place where students can interact with open space and nature, is designed to be completely separated from the classrooms. That means the schoolyard and the classrooms should be designed in harmony with each other. Students spend a majority of their educational period in classrooms, so to create diversity and increase student's productivity, it is necessary to combine outdoor natural spaces with indoor educational areas. So, the schoolyard plays a complementary role to the classroom. Additionally, the natural environment can be considered as another educational setting option. The major goal of this review paper is analyzing the impact of the school's outdoor and natural spaces on enhancing students' learning abilities. Accordingly, first, the landscape architecture theories related to individuals and the natural environment, the importance of nature in learning spaces, and its impacts on students are presented. Then, the outcome of designing learning spaces in combination with outdoor spaces is displayed. Finally, the results can provide guidelines to education stakeholders, designers, and policymakers focused on creating more encouraging environments for students' learning.

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“…Bølling, Hartmeyer, & Bentsen, 2019;Dettweiler, Lauterbach, Becker, & Simon, 2017) Becker, & Simon, 2017 teachers' positive perceptions regarding outdoor learning (e.g. Borsos, Patocskai, & Boric, 2018;Glackin, 2016)2016, and (4) students' positive perceptions of outdoor learning (e.g., Carrier, Thomson, Tugurian, & Stevenson, 2014;Dhanapal & Lim, 2013). However, in a previous meta-synthesis, we concluded that "students do not necessarily perceive a clear connection between the outdoor learning they perform and its scientific value" (Ayotte-Beaudet, Potvin, Lapierre, & Glackin, 2017, p. 5351).…”

Section: Challenges and Benefits Of Outdoor Science Education For Stumentioning

confidence: 99%

Factors Related to Students’ Perception of Learning During Outdoor Science Lessons in Schools’ Immediate Surroundings

Ayotte-Beaudet

Potvin

2020

Int J Env Sci Ed

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The research presented in this paper answers the question: What factors are most related to students' perception of learning during outdoor science lessons occurring in schools' immediate surroundings? Twenty-six science teachers, as well as 71 classes of seventh (51 classes) and eighth (20 classes) graders participated in our study (n = 2007). All 26 teachers agreed to plan and carry out five outdoor lessons in their schools' immediate surroundings for each class they decided to include in the study. The 11 influencing factors we examined in this quantitative study were: the duration of the outdoor lesson, the students' level of preparation, the students' opportunity to make choices, the outdoor environment, the position in the lesson sequence, the presence of a laboratory technician, the scientific discipline, the grouping of the students, the teacher's outdoor teaching experience, the type of activity, and the weather conditions. To identify the factors most related to students' perception of learning, we ran a bivariate correlation analysis and then used a three-level hierarchical linear model (HLM) with the significant factors from the bivariate correlation. Our results showed that students' perception of learning was significantly and positively correlated with the factors listening to scientific explanations, being grouped with the entire class, students' level of preparation, and students' opportunity to make choices, and negatively correlated with observing. We conclude this paper by arguing that students' perception of learning is really a perception that is based on their anticipated success on school assessments.

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Teaching in nature? Naturally!

Cited by 22 publications

References 21 publications

A study on young Turkish students living thing conception

A study on young Turkish students living thing conception

The impact of nature and outdoor learning on students

Factors Related to Students’ Perception of Learning During Outdoor Science Lessons in Schools’ Immediate Surroundings

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