Doctoral Dissertations

Date of Award

12-1995

Degree Type

Dissertation

Degree Name

Doctor of Philosophy

Major

Education

Major Professor

Phyllis E. Huff

Committee Members

William Butefish, Ralph Dimmick, John Ray

Abstract

This descriptive study used a survey to determine the perceptions of outdoor education professionals concerning the best methods, strategies, materials, and resources for elementary teachers. to use in developing an outdoor laboratory for their school site. One hundred two outdoor educators from nature centers, universities, and classrooms in North America participated in the study. Educators responded to a survey developed by the researcher. Participants were asked to indicate the degree of agreement and usefulness with 70 statements about the outdoor laboratory. In addition, the study used open ended questions to give the participants an opportunity to make suggestions as to methods and materials that they had found most useful in their personal teaching.

The research indicated that elementary teachers need more hands-on experience outdoors in nature. Even though teachers might be lacking in outdoor experience and knowledge, they could start by doing simple activities with the students outside at school. When teachers spend outdoor time with students, both the teacher and the students had fun learning together.

The respondent's suggestions demonstrated that time for planning was a concern for many teachers. Therefore they suggested that planning time could be shortened by working with another teacher or person who had already been teaching outdoors. Nature center personnel, representatives of government agencies, volunteers from nature societies, and parents are examples or personnel available to assist the teacher in planning activities that correlate with existing indoor curricula. Since time in the curriculum was a limiting factor, the participants emphasized that teachers must understand that the outdoor laboratory is an extension of the indoor classroom, a room next door, an alternate place to meet, not a separate subject to plan and teach.

The respondents agreed that teachers needed more knowledge about science, but that a degree in science was not necessary to teach in the outdoor laboratory. Over 50 percent of these outdoor professionals had degrees in areas other than science. The most frequent suggestion indicated that workshops were beneficial to teachers lacking in personal experience and knowledge of the outdoors. Such programs provided a good source of activities, hands- on experience, and peer involvement. Additional knowledge could be gained from visiting nature centers, parks, aquariums, zoos, and other outdoor learning areas. Personnel from these organizations are usually willing to provide teaching materials, conduct site evaluations, and lead activities on the school grounds.

Finally the research suggested that the school site should be developed so that the teacher could take advantage of the local environment. This was more beneficial to students by making them aware of local problems associated with community environment. Outdoor learning made the students aware of their place in the environment thus helping them learn how to connect school learning to everyday problems.

An outdoor laboratory model was designed based on the comments and suggestions given by the participants in this study. This model is presented as a resource to guide the teacher beginning in the outdoor laboratory.

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