Connecting formal and informal learning to enhance elementary teacher preparation in geosciences

Autores

  • Sharon L. Locke Southern Illinois University Edwardsville
  • Georgia Bracey Southern Illinois University Edwardsville
  • Tom Foster Southern Illinois University Edwardsville
  • Shawn Fraine Southern Illinois University Edwardsville
  • Shunfu Hu Southern Illinois University Edwardsville
  • Katie Lacombe Southern Illinois University Edwardsville
  • Colin Wilson Southern Illinois University Edwardsville

DOI:

https://doi.org/10.20396/td.v14i3.8653527

Palavras-chave:

Informal learning. Teacher education. EarthCaching. Elementary science education.

Resumo

The U.S. National Research Council has called on the science education community to conduct further studies on how informal learning complements the formal classroom environment. Responding to this research need, we are developing, testing, and studying new instructional materials that integrate informal, field-based science learning into elementary teacher education. Us-ing EarthCaching as a model for teaching geosciences, the project team has developed an introductory module and seven field-based EarthCaching activities that connect to the earth and space science core ideas described in the Next Generation Science Standards. The materials are aimed at pre-service elementary teachers; however, they are appropriate for use with early child-hood and special education majors. To date we have piloted the materials over four semesters, gathering feedback through fo-cus groups to inform iterative revisions. Through the redesign process, the team has identified a set of preliminary design prin-ciples to guide other teacher educators interested in integrating EarthCaching into their instruction. These include attention to preparation, safety, and navigation; emphasis on observation, estimation, and prediction; promoting peer group interactions; presenting familiar sites from a new perspective; and highlighting cultural significance. Elementary pre-service teachers in the focus groups noted the value of taking young learners outside to EarthCache, including the opportunity to connect classroom learning to the real world and to teach geosciences locally. We anticipate that integrating informal science learning experiences into a science course for elementary pre-service teachers will increase their positive attitudes towards informal learning and in-tention to use elements of informal learning with their own students.

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Biografia do Autor

Sharon L. Locke, Southern Illinois University Edwardsville

Center for STEM Research, Education, & Outreach, Southern Illinois University Edwardsville Box 2224, Edwardsville, IL, 62026, USA

Georgia Bracey, Southern Illinois University Edwardsville

Center for STEM Research, Education, & Outreach, Southern Illinois University Edwardsville Box 2224, Edwardsville, IL, 62026, USA

Tom Foster, Southern Illinois University Edwardsville

Center for STEM Research, Education, & Outreach, Southern Illinois University Edwardsville Box 2224, Edwardsville, IL, 62026, USA

Shawn Fraine, Southern Illinois University Edwardsville

Center for STEM Research, Education, & Outreach, Southern Illinois University Edwardsville Box 2224, Edwardsville, IL, 62026, USA

Shunfu Hu, Southern Illinois University Edwardsville

Center for STEM Research, Education, & Outreach, Southern Illinois University Edwardsville Box 2224, Edwardsville, IL, 62026, USA

Katie Lacombe, Southern Illinois University Edwardsville

Center for STEM Research, Education, & Outreach, Southern Illinois University Edwardsville Box 2224, Edwardsville, IL, 62026, USA

Colin Wilson, Southern Illinois University Edwardsville

Center for STEM Research, Education, & Outreach, Southern Illinois University Edwardsville Box 2224, Edwardsville, IL, 62026, USA

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Publicado

2018-09-28

Como Citar

LOCKE, S. L.; BRACEY, G.; FOSTER, T.; FRAINE, S.; HU, S.; LACOMBE, K.; WILSON, C. Connecting formal and informal learning to enhance elementary teacher preparation in geosciences. Terrae Didatica, Campinas, SP, v. 14, n. 3, p. 282–288, 2018. DOI: 10.20396/td.v14i3.8653527. Disponível em: https://periodicos.sbu.unicamp.br/ojs/index.php/td/article/view/8653527. Acesso em: 6 dez. 2021.

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