5th-10th-grade in-service teachers' pedagogical content knowledge (PCK) for sustainable development in outdoor environment
A group of teachers in Norway rarely linked their outdoor teaching practices to sustainable development
Outdoor education may or may not include a focus on sustainable development (SD). The deciding factor often relates to teachers’ experiences and attitudes about the meaning and purpose of outdoor teaching and learning. A study was conducted in Norway to investigate how 5th–10th-grade teachers use the natural environment in their teaching practices, with special attention to sustainable development.
Forty-two teachers completed a written survey addressing three research questions: “(1) What activities do the teachers design while bringing their students to a natural environment? (2) What are the teacher-designed activities’ learning objectives and/or relation to SD? (3) How do the teachers design their assessments in relation to the outdoor activities?” The teachers also participated in follow-up group discussions. Both the survey and group discussions were conducted during a professional development program for teachers focusing on science education for 5th – 10th grade students. The teachers were from a wide range of regions across Norway, and all used a curriculum emphasizing SD in outdoor settings.
Researchers identified three main themes from a content analysis of the teachers’ written texts and the follow-up discussions: (1) teaching biology/ecology concepts, (2) exploring visible pollution, and (3) applying a context- and inquiry-based approach. Data reflecting the first theme included reports from the teachers that their aim during outdoor education was to achieve learning objectives specified in curricula concerning biological diversity and ecology. Many teachers, however, did indicate that they mentioned SD in discussions about both biological diversity and human impact on ecological balance. Examples relating to the second theme – “exploring visible pollution” – include participation in locally arranged clean-ups and activities connected to recycling. Examples relating to the third theme – “applying a context- and inquiry-based approach” – include (1) an investigation into how local municipal businesses sort recyclable rubbish according to their source materials, (2) establishing insect hotels and nesting boxes, and (3) discussing how humans affected nature. The teachers used different kinds of assessments (questionnaires, lab reports, essays, oral reports, etc.) linked to their outdoor activities but did not necessarily conduct the assessments outdoors.
Overall results showed that the participating teachers embraced natural environments in their teaching in various ways. Their learning objectives tended to focus on understanding nature conservation and how humans had affected nature. Links between the teachers’ outdoor teaching practices and SD were minimal. In fact, “many teachers did not perceive the link between studying nature and how it could be related to SD.” These results highlight the need to promote outdoor education for SD in teacher training programs. Outdoor education for SD should be an integral part of teachers’ professional knowledge.
Citation
Aksland, C., Rundgren, S. N. C., (2020). 5th-10th-grade in-service teachers' pedagogical content knowledge (PCK) for sustainable development in outdoor environment. Journal of Adventure Eduction and Outdoor Learning, 20(3),
