Sponsor
Portland State University. Center for Science Education
First Advisor
William Becker
Date of Publication
Winter 3-11-2016
Document Type
Thesis
Degree Name
Master of Science (M.S.) in Teaching in General Science
Department
Science Teaching
Language
English
Subjects
Environmental sciences teachers -- Training of, Elementary school teachers -- Training of, Environmental education -- Study and teaching (Elementary) -- Methodology, Science -- Study and teaching (Elementary) -- Methodology, Environmental sciences teachers -- Attitudes, Elementary school teachers -- Attitudes, Self-efficacy
DOI
10.15760/etd.2727
Physical Description
1 online resource (iv, 74 pages)
Abstract
Many teachers lack the confidence and knowledge to transition their classroom science lessons to an outdoor setting. Very few teacher professional development (PD) programs focus on improving teachers' self-efficacy and pedagogical content knowledge (PCK) that is needed to enhance their science curriculum with outdoor lessons. This study examined an exception: The Connect2Science workshops, which provided elementary teachers the opportunity to experience nature-based science lessons. My research question for this study is: In what ways does a professional development workshop focused around the Next Generation Science Standards influence teachers': a) self-efficacy in teaching science outdoors and b) science pedagogical content knowledge? Data was collected using a retrospective pre and post survey, a reflection piece on participants’ pedagogical content knowledge and semi-structured interviews. The results showed that participants’ self-efficacy was positively affected by the Connect2Science workshops. As for pedagogical content knowledge, the results give a small insight into how participants viewed and thought about student misconceptions and how the instructional strategies presented in the workshops equipped them to better address science content in an outdoor setting.
Rights
In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/ This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
Persistent Identifier
http://archives.pdx.edu/ds/psu/16980
Recommended Citation
Fanning, Ashley, "Learning Through Nature: A Study of a Next Generation Science Standards Based Teacher Workshop that Blends Outdoor Learning Experiences with Formal Science" (2016). Dissertations and Theses. Paper 2731.
https://doi.org/10.15760/etd.2727
Included in
Educational Methods Commons, Elementary Education and Teaching Commons, Science and Mathematics Education Commons