Skip to main content
SpringerLink
Log in

The effects of outdoor science lessons with elementary school students on preservice teachers’ self-efficacy

  • Published:
Journal of Elementary Science Education

Abstract

Teachers’ self-efficacy develops based on their appraisal of their experience with a task or similar tasks. Elementary science education should provide opportunities for students to experience science learning opportunities in authentic settings. This retrospective study describes one example of preservice teachers teaching elementary school students environmental science lessons in the outdoors during their science methods course. The preservice teachers’ recognition of the students’ enthusiasm and excitement of learning science in the outdoors positively impacted their confidence level as future teachers of science and helped them recognize the potential for using the outdoor setting as an effective location for science instruction.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Abell, S., & Roth, M. (1991).Coping with constraints of teaching elementary science: A case study of a science enthusiast student teacher. Paper presented at the National Association for Research in Science Teaching, Lake Geneva, WI. (ERIC Document Reproduction Service No. ED340607)

  • Atkinson, A., & McDuffie, A. (2002, January). The elementary science teacher as researcher. InProceedings of the Annual International Conference of the Association for the Education of Teachers in Science. Charlotte, NC.

  • Bandura, A. (1997).Self-efficacy: The exercise of control. New York: Freeman.

    Google Scholar 

  • Buethe, C., & Smallwood, J. (1987). Teachers’ environmental literacy: Check and recheck, 1975 and 1985.The Journal of Environmental Education, 18(3), 39–42.

    Google Scholar 

  • Bursal, M., & Paznokas, L. (2006). Mathematics anxiety and preservice elementary teachers’ confidence to teach mathematics and science.School, Science, and Mathematics, 106(4), 173–180.

    Article  Google Scholar 

  • Butts, D., Hofman, H., & Anderson, M. (1994). Is direct experience enough: A study of young children’s views of sounds.Journal of Elementary Science Education, 6(1), 1–16.

    Article  Google Scholar 

  • Cannon, J., & Scharmann, L. (1996). Influence of a cooperative early field experience on preservice elementary teachers’ science self efficacy.Science Education, 80, 419–436.

    Article  Google Scholar 

  • Carrier-Martin, S. (2003). The influence of outdoor schoolyard experiences on students’ environmental knowledge, attitudes, behaviors, and comfort levels.Journal of Elementary Science Education, 15(2), 51–63.

    Google Scholar 

  • Chun, S., & Oliver, J. (2000, January).A quantitative examination of teacher self efficacy and knowledge of the nature of science. Paper presented at the annual meeting of the Association for the Education of Teachers in Science, Akron, OH.

  • Coffey, A., & Atkinson, P. (1996).Making sense of qualitative data. Thousand Oaks, CA: Sage Publications.

    Google Scholar 

  • Cronin-Jones, L. (2000). The effectiveness of schoolyards as sites for elementary science instruction.School Science and Mathematics, 100(4), 203–212.

    Google Scholar 

  • Ferry, B. (1995). Enhancing environmental experiences through effective partnerships among teacher educators, field study centers, and schools.Journal of Experiential Education, 18, 133–137.

    Google Scholar 

  • Gabriel, N. (1996).Teach ouu teachers well: Strategies to integrate environmental education into teacher education programs. Boston: Second Nature. (ERIC/SMEAC Document Reproduction Service No. ED401104)

    Google Scholar 

  • Ginns, I., & Watters, J. (1998).Beginning teachers’ professional growth: Confronting the challenge of teaching elementary school science. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.

  • Hammerman, D., Hammerman, W., & Hammerman, E. (1985).Teaching in the outdoors. Danville, IL: Interstate Printers & Publishers.

    Google Scholar 

  • Irvin, T. (2007). Nature lessons.Educational Leadership, 64(8), 54–56.

    Google Scholar 

  • Jarrett, O. (1999). Science interest and confidence among preservice elementary teachers.Journal of Elementary Science Education, 11(1), 49–59.

    Google Scholar 

  • Kelly, J. (2000). Rethinking the elementary science methods course: A case for content, pedagogy, and informal science education.International Journal of Science Education, 22, 755–777.

    Article  Google Scholar 

  • Lakin, L. (2006). Science beyond the classroom.Journal of Biological Education, 40(2), 89–90.

    Google Scholar 

  • Lee, E., Brown, M., Luft, J., & Roehrig, G. (2007). Assessing beginning science teachers’ PCK: Pilot year results.School, Science, and Mathematics, 107(2), 52–60.

    Google Scholar 

  • Moseley, C., Reinke, K., & Bookout, V. (2002). The effect of teaching outdoor environmental education on preservice teachers’ attitudes toward self-efficacy and outcome expectancy.The Journal of Environmental Education, 34(1), 9–15.

    Article  Google Scholar 

  • National Research Council (NRC). (1996).National science education standards (NSES). Washington, DC: National Academy Press.

    Google Scholar 

  • Posnanski, T. (2002). Professional development programs for elementary science teachers: An analysis of teacher self-efficacy beliefs and a professional development model.Journal of Science Teacher Education, 13, 189–220.

    Article  Google Scholar 

  • Ross, J., & Bruce, C. (2007). Professional development effects on teacher efficacy: Results of a randomized field trial.The Journal of Educational Research, 101(1), 50–60.

    Article  Google Scholar 

  • Schmidt, K. (1996). Green education under fire.Science, 274, 1828–1830.

    Article  Google Scholar 

  • Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform.Harvard Educational Review, 57, 1–27.

    Google Scholar 

  • Simmons, D. (1998). Using natural settings for environmental education: Perceived benefits and barriers.The Journal of Environmental Education, 29, 31–33.

    Google Scholar 

  • Smith-Sebasto, N., & Smith, T. (1997). Environmental education in Illinois and Wisconsin: A tale of two states.The Journal of Environmental Education, 29, 23–31.

    Google Scholar 

  • Stamp, N., & O’Brien, T. (2005). GK-12 partnership: A model to advance change in science education.Bioscience, 55(1), 70–77.

    Article  Google Scholar 

  • Tilgner, E. (1990). Avoiding science in the elementary school.Science Education, 74(4), 421–431.

    Article  Google Scholar 

  • Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. (1998). Teacher efficacy: Its meaning and measure.Review of Educational Research, 68, 202–248.

    Google Scholar 

  • Watters, J., & Ginns, I. (2000). Developing motivation to teach elementary science: Effect of collaborative and authentic learning practices in preservice education.Journal of Science Teacher Education, 11, 301–321.

    Article  Google Scholar 

  • Weiss, I. R. (1997). The status of science and mathematics teaching in the United States: Comparing teacher views and classroom practice to national standards.National Institute for Science Education Brief,1(3). Retrieved March 31, 2009, from www.wcer.wisc.edu/archive/NISE/Publications/Briefs/Vol_1_No_3.

  • Wingfield, M., & Ramsey, J. (1999, January).Improving science teaching self-efficacy of elementary preservice teachers. Paper presented at the annual meeting of the Association for the Education of Teachers in Science, Austin, TX.

Download references

Author information

Authors and Affiliations

  1. North Carolina State University, 317J Poe Hall, Box 7801, 27695, Raleigh, NC

    Sarah J. Carrier

Authors
  1. Sarah J. Carrier
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Sarah J. Carrier.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Carrier, S.J. The effects of outdoor science lessons with elementary school students on preservice teachers’ self-efficacy. J Elem Sci Edu 21, 35–48 (2009). https://doi.org/10.1007/BF03173683

Download citation

  • Accepted:

  • Issue Date:

  • DOI: https://doi.org/10.1007/BF03173683

Keywords

Search

Navigation