Middle school students' perceptions of outdoor classrooms for science learning
Abstract
Outdoor classrooms can positively influence students' outdoor experiences and increase awareness of native habitats through experiential learning and small-scale habitat restoration. To better understand student perspectives of outdoor classrooms and native gardens, we surveyed 86 suburban sixth grade students during their science class. Students were asked to (1) draw and explain a picture of their ideal outdoor classroom, (2) choose ideal outdoor classroom elements from photo depictions, and (3) answer quantitative Likert scale and multiple-choice questions to understand their support of the outdoor classroom. The questionnaires were administered immediately before a 2-hour lesson about outdoor classroom design and native prairie plants to get a baseline understanding of student perceptions. Qualitative content analysis was used to interpret and sort student drawings into a typology matrix along with quantitative analysis of the frequency of individual elements drawn. Results showed suburban middle school students prefer a mixed-natural outdoor classroom with learning interactions such as wildlife observation, gardening and fishing. Students usually preferred three elements in their ideal outdoor classroom: a seating area, a garden, and a water feature. Students demonstrated a high level of support for outdoor classrooms. Findings from my study showed outdoor classrooms can be an instructional tool for implementing experiential science learning.
Degree
M.S.