Primary Advisor/Dissertation Chair
Secondary Advisor/Reader One
The guiding question in this study was, how do outdoor science exploration and discovery impact the social-emotional learning of 2nd grade students. This study documents the author’s development, facilitation and analysis of a 3-week science unit that included an increase of time spent outdoors. This study was conducted in an observational and descriptive qualitative manner that used the researcher’s real-time observations, reflections and student surveys. The author utilized research literature to develop meaning and understanding of the concepts to support the importance of the study. The author describes the study in terms of successes and limitations. The study concludes that an increase of time spent outdoors designated for science exploration and discovery impacted the social-emotional learning of the participants in terms of 1) student engagement, real-life learning and hands-on engagement decreased undesirable behaviors, 2) peer relationships, the impact the classroom has on peer relationships compared to outdoors, and 3) Scaffolding, although time consuming and difficult providing proper scaffolding can set expectations for success for all learners.
Field Study, Observation, Survey (attitude scale, opinion, questionnaire)
Character Education, Environmental Studies, Science, social-emotional learning
Sammis, Laura, "Observing the Impact of Environmental Science Exploration and Discovery on the Social-Emotional Learning of 2nd Grade Students" (2022). School of Education and Leadership Student Capstone Theses and Dissertations. 4540.
School of Education Student Capstone Theses and Dissertations