New Perspectives in Science Education

Residential environmental education centers (REECs) are important nonformal education providers. Centers of this type typically provide environmental education to children in place-based environments as part of a one to three-day residential experience. As centers of this type seek to maintain their viability, it important to center staff that the offered services meet the needs of visiting teachers and students. This presentation will reveal findings from a case study investigation of stakeholder perceptions of the benefits of a class visit to a REEC located in the Southeastern United States.  Semi-structured interviews were conducted with the camp staff, visiting teachers, and school administrators. Interviews were analyzed utilizing category construction to provide a contextualized understanding of these stakeholder’s perspectives. Data provided by the researchers' field notes and analysis of center documents provided additional context to the case study materials.

            For school stakeholders, one of the most important aspects of visiting a REEC is the opportunity for reinforcement or teaching of science content standards. REEC staff involve students in outdoor activities that provide hands-on experiences that help to develop a deeper understanding of concepts that are embedded within state and national science standards. However, in addition to reinforcement or teaching of science standards, data analysis revealed three important themes or areas that stakeholders perceive as benefits of a REEC visit to students.

1) Engagement of students in Learning. Learners at the residential center are able to experience events first-hand and become active constructors of their knowledge.

2) Community of Science Learners. Teamwork, communication, and the fostering of learning environments that develop these important skills are essential aspects of education experienced at the REEC. A group of students grow to become a community of science learners as these skills in children are developed.

3) Recognize a Sense of Place as a Learner in the Science Community. It is important that students feel a sense of place in the science community and feel they are capable of making meaningful contributions in science classes. Experiences at the REEC provide opportunities for students to make contributions and develop their own sense of place within the learning community.

Results of this case study suggest that it is important for REEC staff to understand that school stakeholder expectations include both cognitive and affective outcomes. REECs should consider ways to emphasize both types of outcomes when recruiting and advertising.