I'd Rather Be Outside: Schoolyard Pedagogy Development for Elementary Science Teachers

• In Event: 34.096 - MTCC Roundtable Session 12
  In Roundtable Session: 34.096-2 - Creative Multidisciplinary Instruction

Abstract

Science education theory and reform call on elementary educators to provide authentic science learning experiences in a constructivist learning environment. The natural surroundings of the schoolyard offer a pedagogical tool that can help teachers meet these reform-based goals in science teaching. Further investigation is needed to understand the development of schoolyard pedagogy for practicing and pre-service teachers. This study describes the themes of development of schoolyard pedagogy of five elementary science teachers as revealed through their professional life histories in the components of understanding, practice, tools, disposition, vision, and community. Understanding the framework of development of schoolyard pedagogy can inform pre- and in-service teacher educators who hope to help teachers develop a schoolyard.

Author

• Kelly Feille, University of Oklahoma