Equity and Engagement in the Environment: Teachers' Motivations to Teach Science Outdoors

• In Event: Moscone Center West Roundtable Session 5
  In Roundtable Session: Science Teachers' Dispositions and Discourses: Toward Liberatory Science Classrooms

Abstract

This multiple case study qualitative research examined motivations of three exemplary teachers to overcome recognized barriers and consistently incorporate school-based outdoor science teaching in their pedagogy. Student benefits of learning science outdoors include equity in academic success, increased engagement in learning, and connections to their local natural environments. Data sources included semi-structured, research-based interviews and video-recall interviews based on digital recordings of outdoor teaching events. Individual analytic narratives enabled development of a ‘pedagogical ecology’ of each teacher showing interrelated motivations and context. Cross-case analysis indicated teacher motivations based on teacher agency and efficacy stemming from perceived positive student impacts, and personal motivations derived from outdoor educator identities and personal connections to the environment. Findings indicate potential areas for professional development.

Author

• Rose Vallor, Montana State University