Pre-service teacher perceptions of an outdoor learning experience within a science methods course

Abstract

Given the challenges currently facing early childhood science education, this exploratory study investigates the advantages of outdoor learning as part of a teacher preparation program. A group of 49 pre-service early childhood education teachers participated in a day-long outdoor learning experience embedded within their science methods course. Guided by the theoretical lens of embodied cognition, we employed a case study approach to collect and analyze qualitative survey data, using both categorizing and connecting strategies to explore participants’ experiences. The findings reveal four key themes related to pre-service teacher perceptions, in that outdoor learning: (1) represented an engaging experience, (2) contributed towards knowledge and skill development, (3) built the community of pre-service teachers, and (4) impacted frameworks for future classrooms. This research contributes to the growing literature on experiential learning in teacher education and highlights the importance of providing pre-service teachers with opportunities to engage in authentic, embodied science experiences.