Teaching Science in the Field
How frequently do students study the
natural world "outside?" Teaching science in the field provides unique
opportunities to investigate the natural world of students' everyday
lives. As in the classroom, lessons designed to foster "meaningful
learning," provide "hands-on activities" and promote student "inquiry"
can be effectively implemented in the world's largest laboratories,
the natural and built environments of the outdoors. Many studies
indicate that well-designed, field-based instructional strategies
promote cognitive learning and other outcomes worthy of greater
attention (Lisowski & Disinger, 1987).
A variety of settings and locales can
be used for science investigations in the field, ranging from
schoolyard investigations within the time frame of a single class
period (Russell, 1984) to residential (boarding) programs involving
overnight stays. Stoodt (1995) explains the use of "hands-on" science
in the schoolyard and backyard, and offers tips for getting started
with few resources. Studying the principles of physics in amusement
parks (Reno & Speers, 1995) and using "Computer Physics on the
Playground" (Taylor, Hutson, Krawiec, Ebert, & Rubeinstein, 1995) are
good examples of field experiences strongly related to student
experiences and interests.
USING URBAN ENVIRONMENTS
Valuable field experiences are not limited to "natural" areas;
urban environments can be rich sources of field experiences.
Peters (1995) described an eco-social studies approach which
examines the issues, conflicts, and problems in relationships
between humans and their natural environment. Use of a physics
"trail" has also been described for outside the classroom (Foster,
1989). Nearby areas can be developed for ecology studies (Hale,
1985; Schneider, 1984), and many sites can be studied effectively
"as is," such as vacant lots, trees, and the school playground (Ferbert,
1979; Hollweg, 1988). Vogl and Vogl (1985) focus elementary
students' attention with leading questions and then present a site
survey of the urban environment, including the soil, plants, and
animals typical of city areas. Shaffer and Fielder (1987) include
the materials of which the streets and buildings are constructed,
and study the city as a system.
A VARIETY OF EXPERIENCES
Many different types of field experiences have been described,
including development of environmental study areas (Buetler, 1993;
Johns & Liske, 1992; Trust, 1991), development of nature trails (Zeph,
1985), extended field studies (Muller, 1983; Rigby, 1986), and
activities for students with physical handicaps at outdoor
education centers (James, 1982; Peterson & Sullivan, 1982). Formal
evaluation of programs (Brody, 1984; Hamm, 1985) has also been
described. Papers presented at the International Symposium on
Fieldwork in the Sciences (ISFIS) address such topics as:
interdisciplinary approaches, preschool education, the role of
fieldwork in environmental education, nature excursions, computer
applications, reference collections, teacher training, project
descriptions, and implementation of fieldwork (van Trommel, 1990).
SUBJECT INTEGRATION
Continued calls for integration of subject matter strengthen
arguments for teaching science in the field since the
interrelationships of formal knowledge are evident within thematic
instruction (Cook & Martinello, 1994). Both elementary and middle
school teachers have used thematic instruction and student
collaboration with success (Nelson & Frederick, 1994; Piazza,
Scott, & Carver, 1994). Suggestions for the implementation of
environmental studies (Disinger, 1986; Greig, Pike, & Selby, 1989;
Hungerford & Volk, 1984) also indicate the applicability of
environmental education in high school settings. But there are
also barriers (Mason, 1980; Samuel, 1993).
High school science classes have
traditionally retained a disciplinary focus, yet the recommendations
of "Science for All Americans" (Rutherford & Ahlgren, 1990) suggest
that a concerted effort to be inclusive of the interests and abilities
of all learners is long overdue. Changes in curricular
design--elements of which are often found within field-based
inquiry--are also recommended in the "National Standards for Science
Education" (NRC, 1996). "Parts courses--parts of the cell, parts of
the microscope, parts of the leaf, parts of the brain, parts of
whatever--neither do justice to the nature of biology nor do they
benefit the student" (Ost & Yager, 1993). Rather than focusing on
nomenclature and college preparation, the construction of curricula
that promote depth of understanding, and less coverage or breadth,
would enable investigation of themes that include the natural world,
in natural settings.
OVERCOMING GENDER BIAS
The important contributions of science in solving social problems,
which are rooted in real-world observations, has been described as
an influential factor in the decision-making of girls who elect to
study science (Harding, 1985). Specific steps can be taken to
remove gender bias and to include the thinking of scientists with
diverse backgrounds, overtly directed toward retaining the
interest of women in pursuing science-related careers. For
example, undertaking investigations that are global in scope and
use more interactive methods, increasing the time spent in the
observation, and involving women in the construction and
manipulation of equipment are recommended to maintain the
participation of women in the scientific enterprise. Use of more
cooperative learning strategies and both quantitative and
qualitative data collection methods, accompanied by the
development of hypotheses that are relational and multi-causal
rather than consistently employing strictly-controlled,
reductionist studies are also recommended (Rosser, 1993).
PLANNING FOR SUCCESS
Ideas for the development of management skills, planning
opportunities, and curriculum development (Bain, 1979; Disinger,
1984; Fischer, 1984; and Lavine, 1985) have been offered. Tips
have also been offered regarding useful teaching strategies,
available community study units, and steps for arranging and
leading field trips, including sample forms for parental
permissions and transportation requests, (Lee County School
District, 1988).
REFERENCES
Bain, R. (August, 1979). Teacher education: Learning to use the
outdoors. Paper prepared for the International Symposium on World
Trends in Science Education (Halifax, Nova Scotia, Canada, August
1979).
Brody, M. J. (1984). The floating lab
research project: An approach to evaluating field programs. ERIC
Document Reproduction Service No. ED 260 911.
Buetler, L. (Ed.). (1993). Turn your
schoolgrounds into an environmental study area. Clearing, 81, 7-10.
Cook, G. E., and Martinello, M. L.
(1994). Topics and themes in interdisciplinary curriculum. Middle
School Journal, 25(3), 40-44.
Disinger, J. F. (1984). Field
instruction in school settings. (ERIC Digest). Columbus, OH:
ERIC/SMEAC. [ED 259 935]
Disinger, J. F. (1986). Current trends
in environmental education. Journal of Environmental Education, 17(2),
1-2.
Ferbert, M. L. (1979). Nature in the
city. Adventure guide. Cleveland, OH: Museum of Natural History. [ED
222 327]
Fischer, R. B. (1984). Successful
field trips. Nature Study, 37(3-4), 24-27.
Foster, S. (1989). Streetwise physics.
School Science Review, 70(254 ), 15-17.
Greig, S., Pike, G., & Selby, D.
(1989). Green prints for changing schools. London: Kogan Page.
Hale, M. (1985). Expanding the
horizons of urban ecology. Journal of Biological Education, 19(4 ),
259-62.
Hamm, R. W. (1985). A systematic
evaluation of an environmental investigations course (Unpublished
Ph.D. Dissertation), Georgia State University. [ED 256 622]
Harding, Jan. (April, 1985).
International panel debate: "Gender and Science Issues," Women in
science and engineering: Changing vision to reality. American
Association for the Advancement of Science Conference, U. of Michigan,
Ann Arbor, April 13-18, 1985.
Hollweg, K. S. (1988). Denver Audubon
Society's Urban Education Project: Volunteers teaching children.
Denver, CO: Denver Audubon Society, Urban Education Project. [ED 297
984]
Hungerford, H. R., and Volk, T.
(1984). The challenges of K-12 environmental education. In A. B. Sacks
(Ed.). Monographs in environmental education and environmental
studies, Vol. 1 (pp. 3-30). Troy, OH: North American Association for
Environmental Education. [ED 251 293]
James, M. (1982). A special place
helping special people. Conservationist, 36(4), 28-31.
Johns, F. A., and Liske, K. A. (1992).
Schoolyard adventuring. Science and Children, 30(3), 19-21.
Lavine, C. S. (1985). OBIS.
Outdoor Communicator, 16(2), 40-43.
Lee County School District.
(1988). From classroom teacher to field trip leader. Hints
for getting there. Ft. Myers, FL: Dept. of Environmental
Education and Instructional Development Services. [ED 326
418]
Lisowski, M., & Disinger, J.
F. (1987). Cognitive learning in the environment: Secondary
students. (ERIC Digest). Columbus, OH: ERIC/SMEAC. [ED 286
756]
Mason, J. L. (1980). Field
work in Earth science classes. School Science and
Mathematics, 80, 317-322.
Muller, S. W. (1983). Some
field hints from an old top hand. Journal of Geological
Education, 31(1), 36-39.
National Research Council.
(1996). National science education standards. Washington,
DC: National Academy Press.
Nelson, J. R., & Frederick,
L. (1994). Can children design curriculum? Educational
Leadership, 51, 71-74.
Ost, D. H., & Yager, R. E.
(1993). Biology, STS, and the next steps in program design
and curriculum development. The American Biology Teacher,
55(5), 282-287.
Peters, R. O. (1995).
Environmental education in urban communities. Schools in the
Middle, 5(1), 16-18.
Peterson, B., & Sullivan, M. J.
(1982). Field application of ecological principles for physically
handicapped high school students. Final report. Carbondale, IL:
Southern Illinois University. [ED 230 435]
Piazza, J. A., Scott, M. M., & Carver,
E. C. (1994). Thematic webbing and the curriculum standards in the
primary grades. Arithmetic Teacher, 41(6), 294-298.
Reno, C., & Speers, R. R. (1995).
Accelerometer measurements in the amusement park. Physics Teacher,
33(6), 382-84.
Rigby, J. A. (1986). In the schools:
California treat: Three days in five ecosystems. Science and Children,
23(4), 20-23.
Rosser, S. V. (1993). Female friendly
science: Including women in curricular content and pedagogy in
science. The Journal of General Education, 42(3), 191-220.
Russell, H. R. (1984). Ten-minute
field trips: Using the school grounds to teach. Nature Study, 37(3-4),
8.
RRutherford, F. J., & Ahlgren, A..
(1990). Science for all Americans. NY: Oxford University Press.
Samuel, H. R. (1993).
Impediments to implementing environmental education. The
Journal of Environmental Education, 25(1), 26-29.
Schneider, M. (1984).
Setting up an outdoor lab. Science and Children, 21(4),
17-20.
Shaffer, C., and Fielder, E.
(1987). City safaris. A Sierra Club explorer's guide to
urban adventures for grownups and kids. San Francisco:
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Stoodt, B. D. (Comp.).
(1995). What works in science. Learning, 23(5), 72-78.
Taylor, R., Hutson, D.,
Krawiec, W., Ebert, J., & Rubinstein, R. (1995). Computer
physics on the playground. Physics Teacher, 33(6), 332-37.
Trust, J. (1991). A
habitat-forming experience. Science Teacher, 58(9), 22-27. /p>
van Trommel, J. (Ed.). (1990, April).
Proceedings of the International Symposium on Fieldwork in the
Sciences (Westerbork, The Netherlands, April 22-27, 1990). [ED 327
410]
Vogl, S., and Vogl, R. L. (1985).
Teaching nature in cities and towns. Urban outdoor biology and
ecology. Danville, IL: Interstate Printers & Publishers. [ED 282 755]
Zeph, P. T. (1985). TIPS for
environmental education: Teacher aids for using a discovery trail.
Nature Study, 38(2-3), 26-28.
INTERNET RESOURCES
--The GLOBE Project
http://www.globe.gov
Worldwide network of schools
collaborating with scientists to collect data. Uses the
Internet to facilitate collaboration.
-Acorn Naturalists Search
Page
http://www.acorn-group.com/search.htm
Source of books on field
experiences.
ERIC Digests are in the public domain and
may be freely reproduced and disseminated in any format.
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