Term
Summer 2021
Capstone
Capstone Project
Degree Name
MAED: NSEE
Facilitator(s)
Patti Born Selly
Content Expert
David Greck
Abstract
Learning in context through experiential learning is a widely recognized method of teaching students of all ages new content that allows for better comprehension of new concepts and ideas. In spite of this, many environmental science courses are taught in classrooms without utilizing nature as an additional aid to better student understanding. This capstone project asks the question, how does teaching in outdoor classrooms impact secondary student learning of environmental science concepts a nd includes a review of literature relating to experiential learning and outdoor classrooms. The second part is a curriculum unit that utilizes the framework: “backwards design” (Wiggins & McTighe, 2011) and is supported by the review of literature. It is hoped that this project will help in student learning of environmental concepts through the use of outdoor classrooms. It is also hoped that this project will show the value of outdoor learning experiences as an educational strategy and facilitate the creation of spaces for learning opportunities to occur.
Project Type
Curriculum
Keywords
Environmental Studies, Teachers/ Teaching
Recommended Citation
Cole, Robert, "How Does Teaching In Outdoor Classrooms Impact Secondary Student Learning Of Environmental Science Concepts?" (2021). School of Education and Leadership Student Capstone Projects. 696.
https://digitalcommons.hamline.edu/hse_cp/696
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Projects