A Framework for the Development of Schoolyard Pedagogy

Springer Science and Business Media LLC - Tập 51 - Trang 1687-1704 - 2019
Kelly Feille1
1University of Oklahoma, Norman, USA

Tóm tắt

Science education theory and reform call on elementary educators to provide authentic science learning experiences in a constructivist learning environment. The natural surroundings of the schoolyard offer an often undeveloped and/or undiscovered pedagogical tool that can help teachers meet these reform-based goals in science teaching. There is little research investigating the pedagogical development of teachers who use the schoolyard to teach. Understanding the framework of development of schoolyard pedagogy can help pre- and in-service teacher educators prepare effective elementary science teachers to take advantage of the teaching opportunities in the schoolyard. This manuscript constructs a framework of development of schoolyard pedagogy as described in the themes of experience across the professional life histories of elementary teachers who frequently use the schoolyard to teach. This framework can inform both pre- and in-service teacher educators who aim to support the development of a pedagogy that goes beyond the four walls of a classroom.

Từ khóa


Tài liệu tham khảo

Alexander, J., North, M., & Hendren, D. (1995). Master gardener classroom garden project: an evaluation of the benefits to children. Children's Environments, 12, (2), 256–265.

Atkinson, R. (2007). The life story interview as a bridge in narrative inquiry. In D. J. Clandinin (Ed.), Handbook of narrative inquiry: mapping a methodology (pp. 224–246). Thousand Oaks, CA: Sage Publications.

Ayotte-Beaudet, J.-P., Potvin, P., Lapierre, H. G., & Glackin, M. (2017). Teaching and learning science outdoors in schools’ immediate surroundings at k-12 levels: a meta-synthesis. Eurasia Journal of Mathematics, Science and Technology Education, 13(8), 5343–5363. https://doi.org/10.12973/eurasia.2017.00833a.

Ballantyne, R., & Packer, J. (1996). Teaching and learning in environmental education: developing environmental conceptions. Journal of Environmental Education, 27, 25–33.

Ballantyne, R., & Packer, J. (2009). Introducing a fifth pedagogy: experience-based strategies for facilitating learning in natural environments. Environmental Education Research, 15(2), 243–262. https://doi.org/10.1080/13504620802711282.

Biott, C., Moos, L., & Moller, J. (2001). Studying headteachers’ professional lives: getting the life history. Scandinavian Journal of Educational Research, 45, 395–410.

Blair, D. (2009). The child in the garden: an evaluative review of the benefits of school gardening. Journal of Environmental Education, 40, 15–38.

Bransford, J., Brown, A., & Cocking, R. (2000). How people learn: brain, mind, experience and school: expanded edition. Washington, D.C: National Academy Press.

Bransford, J., Derry, S., Berliner, D., Hammerness, K., & Beckett, K. L. (2005). Theories of learning and their roles in teaching. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world: what teachers should learn and be able to do (pp. 40–87). San Francisco, CA: John Wiley & Sons, Inc.

Breunig, M. C. (2017). Sustaining schoolyard pedagogy through community academic partnerships. Leisure/Loisir, 41(3), 467–490. https://doi.org/10.1080/14927713.2017.1366279.

Carrier, S. J., Tugurian, L. P., & Thomson, M. M. (2013). Elementary science indoors and out: teachers, time, and testing. Research in Science Education, 43(12), 2059–2083. https://doi.org/10.1007/s11165-012-9347-5.

Carter, K. (1993). The place of story in the study of teaching and teacher education. Educational Researcher, 22, 5–18.

Casey, K. (1995). The new narrative research in education. Review of Research in Education, 21, 211–253. https://doi.org/10.2307/1167282.

Chase, S. (2011). Narrative inquiry: still a field in the making. In N. K. Denzin & Y. S. Lincoln (Eds.), The SAGE handbook of qualitative research (pp. 421–434). Thousand Oaks, CA: Sage Publications.

Connelly, F., & Clandinin, D. J. (1990). Stories of experience and narrative inquiry. Educational Researcher, 19(5), 2–14.

Darling-Hammond, L., & Bransford, J. (2005). Preparing teachers for a changing world: what teachers should learn and be able to do. San Francisco, CA: John Wiley & Sons.

Davis, E., Petish, D., & Smithey, J. (2006). Challenges new science teachers face. Review of Educational Research, 76(4), 607–651. https://doi.org/10.3102/00346543076004607.

Dyment, J. E. (2005). Green school grounds as sites for outdoor learning: barriers and opportunities. International Research in Geographical and Environmental Education, 14, 28–45.

Education Queensland. (2002). Productive pedagogies: classroom reflection manual. Brisbane, Queensland: The State of Queensland (Department of Education).

Elbaz-Luwisch, F. (2007). Studying teachers’ lives and experience: narrative inquiry into K-12 teaching. In D. J. Clandinin (Ed.), Handbook of narrative inquiry: mapping a methodology (pp. 357–382). Thousand Oaks, CA: Sage Publications.

Fägerstam, E. (2013). High school teachers’ experience of the educational potential of outdoor teaching and learning. Journal of Adventure Education and Outdoor Learning, 14(1), 56–81. https://doi.org/10.1080/14729679.2013.769887.

Feille, K. (2013). Getting outside: Three teachers’ stories of using the schoolyard as an integrated tool for elementary teaching. Electronic journal of science education, 17, 1–7. https://doi.org/10.1007/s11165-016-9519-9.

Feille, K. (2014). Investigating the professional life history of upper elementary teachers who successfully facilitate effective science teaching both within the classroom and in the outdoor learning environment [electronic resource]. Texas Christian University dissertation.

Feille, K. (2016). Teaching in the Field: What Teacher Professional Life Histories Tell About How They Learn to Teach in the Outdoor Learning Environment. Research in science education, 47(3), 1–18. https://doi.org/10.1007/s11165-016-9519-9

Feille, K., Nettles, J., & Weinburgh, M. (2018). Silhouettes of Development: A Tool for Understanding the Needs and Growth of Science Teachers. Journal of science teacher education,29(1), 30–45. https://doi.org/10.1080/1046560X.2017.1422644

Feille, K. (In Press). Teacher perceptions of schoolyard pedagogy: Opportunities and constraints. In J. N. Thomas & M. J. Mohr-Schroeder (Eds.), Proceedings of the 117th Annual Convention of the School Science and Mathematics Association, Little Rock, AR: SSMA.

Foran, A. (2005). The experience of pedagogic intensity in outdoor education. Journal of Experiential Education, 28, 147–163.

Ginns, I. S., & Watters, J. J. (1999). Beginning elementary school teachers and the effective teaching of science. Journal of Science Teacher Education, 10, 287–313. https://doi.org/10.1023/A:1009442125203.

Glaser, B. G. (1965). The constant comparative method of qualitative analysis. Social Problems, 12, 436–445. https://doi.org/10.1525/sp.1965.12.4.03a00070.

Graham, H., & Zidenberg-Cherr, S. (2005). California teachers perceive school gardens as an effective nutritional tool to promote healthful eating habits. Journal of the American Dietetic Association, 105(11), 1797–1800. https://doi.org/10.1016/j.jada.2005.08.034.

Gruenewald, D. A. (2008). The best of both worlds: a critical pedagogy of place. Environmental Education Research., 14(3), 308–324. https://doi.org/10.1080/13504620802193572.

Hammerness, K., Darling-Hammond, L., Bransford, J., Berliner, D., Cochran-Smith, M., McDonald, M., & Zeichner, K. (2005). How teachers learn and develop. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world: what teachers should learn and be able to do (pp. 358–389). San Francisco, CA: John Wiley & Sons, Inc.

Harlen, W. (1999). Effective teaching of science: a review of research. Edinburgh, Scotland: Scottish Council for Research in Education.

Klemmer, C. D., Waliczek, T. M., & Zajicek, J. M. (2005). Growing minds: the effect of a school gardening program on the science achievement of elementary students. Hort Technology, 15, 448–452.

Lewis, E., Mansfield, C., & Baudains, C. (2008). Getting down and dirty: values in education for sustainability. Issues in Educational Research, 18, 138–155.

Lieberman, G. A., Hoody, L. L., & Wizards, S. (1998). Closing the achievement gap: using the environment as an integrating context for learning. Results of a nationwide study.

Martin, S. C. (2003). The influence of outdoor schoolyard experiences on students’ environmental knowledge, attitudes, behaviors, and comfort levels. Journal of Elementary Science Education, 15, 51–63.

Moore, R. C. (1995). Children gardening: first steps towards a sustainable future. Children’s Environments, 12, 66–83.

NGSS Lead States. (2013). Next generation science standards: for states, by states. Washington, DC: The National Academies Press.

Ozer, E. J. (2007). The effects of school gardens on students and schools: conceptualization and considerations for maximizing healthy development. Health education & behavior, 34(6), 846–863. https://doi.org/10.1177/1090198106289002.

Passy, R. (2012). School gardens: teaching and learning outside the front door. Education 3–13, 42(1), 23–38. https://doi.org/10.1080/03004279.2011.636371.

Pinnegar, S., & Daynes, J. G. (2007). Locating narrative inquiry historically: thematics in the turn to narrative. In D. J. Clandinin (Ed.), Handbook of narrative inquiry: mapping a methodology (pp. 3–34). Thousand Oaks, CA: Sage Publications.

Polkinghorne, D. E. (1995). Narrative configuration in qualitative analysis. In J. A. Hatch & R. Wisniewski (Eds.), Life history and narrative (pp. 5–24). Bristol, PA: The Falmer Press.

Robinson-O’Brien, R., Story, M., & Heim, S. (2009). Impact of garden-based youth nutrition intervention programs: a review. Journal of the American Dietetic Association, 109(2), 273–280. https://doi.org/10.1016/j.jada.2008.10.051.

Rogers, S., Waite, S., & Evans, J. (2017). Outdoor pedagogies in support of transition from foundation stage to year 1. In S. Waite (Ed.), Children learning outside the classroom: from birth to eleven (2nd ed.). London: SAGE Publications Ltd.

Skamp, K. (2009). Understanding teachers’ ‘levels of use’ of learnscapes. Environmental Education Research, 15(1), 93–110. https://doi.org/10.1080/13504620802629864.

Skamp, K., & Bergmann, I. (2001). Facilitating learnscape development, maintenance and use: teachers’ perceptions and self-reported practices. Environmental Education Research, 7(4), 333–358.

Skelly, S. M., & Bradley, J. C. (2007). The growing phenomenon of school gardens: measuring their variation and their affect on students’ sense of responsibility and attitudes toward science and the environment. Applied Environmental Education and Communication, 6, 97–104.

Sobel, D. (2004). Place based education: connecting classrooms & communities. Barrington, MA: The Orion Society.

Tal, T., & Morag, O. (2009). Reflective practice as a means for preparing to teach outdoors in an ecological garden. Journal of Science Teacher Education, 20(3), 245–262. https://doi.org/10.1007/s10972-009-9131-1.

Tal, T., Lavie Alon, N., & Morag, O. (2014). Exemplary practices in field trips to natural environments. Journal of Research in Science Teaching, 51(4), 430–461. https://doi.org/10.1002/tea.21137.

Thorp, L., & Townsend, C. (2001). Agricultural education in an elementary school: an ethnographic study of a school garden. 28th Annual National Agricultural Education Research Conference, 347–360.