ABSTRACT

Research has called for greater emphasis on outdoor science activities in preservice teacher education. Therefore, in this study, preservice teachers reflect on an outdoor chemistry unit that aimed to model outdoor science activities to be conducted in local settings within short time frames. Data from the preservice teachers’ reflections were collected through videotaping discussions conducted in 10 small groups following their participation in the outdoor chemistry unit. The data analysis identified nine themes in the preservice teachers’discussions, which were categorized according to the concepts of essential aspects of out-door science activities and alternative methods of action for outdoor science activities in future teaching practice. The following essential aspects of outdoor science activities were identified: cognitive challenge, prior knowledge, purpose, structures that support learning, and contextual factors. The methods of action were mostly strategies aimed at supporting and managing the students’ learning outdoors. Discrepancies between the preservice teachers’ discussions of the outdoor chemistry unit, the essential features modeled through the unit, and the literature are discussed, demonstrating the importance of having preservice teachers reflect on a specific outdoor science unit modeled during their teacher education. An implication of this study is the need to support preservice teachers in comparing their previous experiences of outdoor science activities with those modeled most recently.

摘要

研究要求在职前教师教育中更加重视户外科学活动。因此，在这项研究中，职前教师对室外化学单元进行了反思，该单元旨在对要在短时间内在本地环境中进行的室外科学活动进行建模。职前教师反思后收集的数据是通过在参加室外化学小组之后的10个小组中进行的录像讨论而收集的。数据分析确定了职前教师讨论中的9个主题，这些主题根据户外科学活动的基本方面的概念和户外科学活动在未来的教学实践中的替代行动方法进行了分类。确定了以下户外科学活动的基本方面：认知挑战，先验知识，目的，支持学习的结构以及上下文因素。行动方法主要是旨在支持和管理学生在户外学习的策略。职前教师关于室外化学单元的讨论，通过该单元建模的基本特征与文献之间的差异被讨论，表明了职前教师对在其教师教育期间建模的特定户外科学单元进行反思的重要性。这项研究的含意是需要支持职前教师将他们以前在户外科学活动中的经历与最近进行的建模进行比较。行动方法主要是旨在支持和管理学生在户外学习的策略。职前教师关于室外化学单元的讨论，通过该单元建模的基本特征与文献之间的差异被讨论，表明了职前教师对在其教师教育期间建模的特定户外科学单元进行反思的重要性。这项研究的含意是需要支持职前教师将他们以前在户外科学活动中的经历与最近进行的建模进行比较。行动方法主要是旨在支持和管理学生在户外学习的策略。职前教师关于室外化学单元的讨论，通过该单元建模的基本特征与文献之间的差异被讨论，表明了职前教师对在其教师教育期间建模的特定户外科学单元进行反思的重要性。这项研究的含意是需要支持职前教师将他们以前在户外科学活动中的经历与最近进行的建模进行比较。证明了让职前教师反思在他们的教师教育过程中模仿的特定户外科学部门的重要性。这项研究的含意是需要支持职前教师将他们以前在户外科学活动中的经历与最近进行的建模进行比较。证明了让职前教师反思在他们的教师教育过程中模仿的特定户外科学部门的重要性。这项研究的含意是需要支持职前教师将他们以前在户外科学活动中的经历与最近进行的建模进行比较。