Family learning outdoors: Guided participation on a nature walk
Study suggests adopting an expanded view of what counts as an informal science learning institution
This micro-ethnographic study investigated how cultural tools (such as magnifying glasses and other scientific equipment) were used to make sense of the natural objects visible in the local ecosystem. Also investigated was the way in which family members guided the participation of other family members in the use of cultural tools. The overall goal of the studey was to better understand sense making during outdoor education.
Data for this study was drawn from videotaped interactions of one rural working class family (a grandmother, mother, and two young sons) as they took an approximately 52 minute walk on trails outside of a nature center affiliated with Penn State University. Pre- and post-walk interviews were also a part of the data collection process.
Prior to the walk, the family was given an opportunity to select one or more cultural tools to take with them on their hike. Their choices included a field guide on wild mushrooms, a field guide about birds, a digital camera and a pair of binoculars. The family was also given a small hip pack containing additional cultural tools relevant for science inquiry, including a small magnifying hand lens, a bug box, a pencil, and a notepad.
From the videotaped interactions, two different guided participation strategies were identified. One consisted of facilitating physical movements related to cultural tool use. An example of this was the mother physically manipulating her young son’s hands and arms in showing him how to use the magnifying glass correctly. In the second guided participation process, both the mother and grandmother participated in guiding one of the children in observing and helping to identify a mushroom. The child in this case became an active participant by focusing his attention on the observational task (the mushroom). This interaction, while reflecting social harmony between family members, also supported science interests.
This research, the authors contend, suggests an “expanded view of what counts as an informal science learning institution by including nature trails and related outdoor spaces alongside museums, science centers, and zoos in order to represent the everyday learning activities of rural families.”
Citation
Zimmerman, H.T., McClain, L.R., (2016). Family learning outdoors: Guided participation on a nature walk. Journal of Research in Science Teaching, 53(6),
