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Barriers to Facilitating an Existing Certified Nature Explore Outdoor Classroom.

机译：促进现有认证大自然的障碍探索户外教室。

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摘要

In response to social trends whereby children are spending less time outside, school administrators have developed certified Nature Explore Outdoor Classrooms (NEOCs) intentionally designed to support whole-child learning within a natural environment. Despite the documented benefits of nature-based education, the literature and NEOC sites report challenges in facilitating this type of space. The purpose of this study was to investigate what prevents teachers in a certified NEOC from facilitating student/teacher engagement with the natural outdoor environment. Kolb's, Piaget's, and Vygotsky's theories of constructivism served as the study's framework to explore the problem from the teachers' perspectives. A qualitative case study was used to gain insight into the potential barriers to facilitating a NEOC. Eight teachers were recruited using purposeful sampling. Participant criteria included (a) >18 years of age, (b) >3 years early childhood teaching experience, (c) >1 year experience in selected NEOC, (d) prior NEOC training, and (e) willingness to share experiences. Data collection included classroom observation, individual interviewing, and review of relevant documents. All data were analyzed using comparative and inductive analysis and coded into 5 emergent themes. Identified barriers included teacher involvement, rules and regulations, volunteers, materials, and weather. By creating a 3-day professional development program that supports the benefits of nature-based learning environments and introduces strategies to overcome identified barriers, this study may promote positive social change in nature-based education. Children, families, and communities may expand their nature-based knowledge and interaction skills to pass to future generations.
机译：为了响应社会趋势，使孩子们减少在户外的时间，学校管理员开发了经过认证的“自然探索户外教室”（NEOC），旨在在自然环境中支持整个儿童的学习。尽管有文献记载了自然教育的好处，但文献和NEOC网站报告了在便利此类空间方面的挑战。这项研究的目的是调查什么因素阻止了获得NEOC认证的教师促进学生/老师与自然户外环境的互动。科尔布，皮亚杰和维果斯基的建构主义理论是该研究的框架，从教师的角度探讨了这一问题。使用定性案例研究来了解促进NEOC的潜在障碍。通过有目的的抽样招募了八名教师。参加者的标准包括：（a）> 18岁，（b）> 3年的幼儿教学经验，（c）在选定的NEOC中具有> 1年的经验，（d）先前的NEOC培训，以及（e）愿意分享经验。数据收集包括课堂观察，个人访谈和相关文件审查。所有数据均使用比较分析和归纳分析进行分析，并编码为5个新出现的主题。确定的障碍包括教师的参与，规章制度，志愿者，材料和天气。通过创建一个为期三天的专业发展计划，该计划将支持基于自然的学习环境的益处并引入克服已发现障碍的策略，这项研究可能会促进基于自然的教育中的积极的社会变革。儿童，家庭和社区可以扩展其基于自然的知识和互动技能，以传给后代。

著录项

  • 作者

    Easler, Shelley.;

  • 作者单位

    Walden University.;

  • 授予单位 Walden University.;
  • 学科 Early childhood education.;Educational administration.;Pedagogy.;Teacher education.;Environmental education.
  • 学位 Ed.D.
  • 年度 2015
  • 页码 198 p.
  • 总页数 198
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 建筑科学;
  • 关键词

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