New Perspectives in Science Education

Nature field trips have positive effects on students both cognitive and motivational aspects [1, 2]. Research in Science Education has shown that pre-service teachers of Primary and Secondary Education consider them as a significant teaching tool in Biology, although they are not able to implement them in an effective way [2]. However, despite their relevance for Biology teaching, there are no research related to neither Early Childhood Education´s students nor teachers of this educational stage (both in-service and pre-service) [1]. In this contribution we analyse the pedagogical strategies (namely implemented methodology and evaluation style) employed in a nature field trip by a sample of 72 future teachers of Early Childhood Education. In the context of the subject “Knowledge of the Natural Environment in Early Childhood Education” (of the 6th semester of the Degree in Early Childhood Education, 8 semesters in all, University of Extremadura), participants created a video in which they should simulate a nature field trip in an Early Childhood Education classroom with students’ ages from 3 to 6. These videos were analysed through a qualitative methodology using WebQDA online software [3]. Results show that the majority of participants follow a traditional methodology in the field (based on oral explanations and focused on the teacher, with poor students´ involvement), fairly away from the constructivist approach. Only a minority group design a nature trip following an active approach (using inquiry activities, giving an active role to students and acting as guides). Regarding implemented evaluation, no participant include assessment tools or strategies, situation that connect designed nature field trips as school excursions rather than teaching-learning activities. These results suggest that, despite their educational significance, future teachers of Early Childhood Education are not able to design effective nature field trips, situation that should have implications in Biology Education´s subjects of initial training. That study was supported by Project EDU2016-77007-R of Spanish Ministry of Science, Innovation and Universities and Project IB16140 of the Government of Extremadura.

Keywords: Nature field trips, early childhood education, pre-service teachers, Biology education, video analysis.

References:
[1] Aguilera, D. (2018). La salida de campo como recurso didáctico para enseñar ciencias. Una revisión sistemática. Revista Eureka Sobre Enseñanza y Divulgación de Las Ciencias, 15(3), 3103.
[2] Costillo, E., Borrachero, A. B., Esteban, R., & Sánchez-Martin, J. (2014). Aportaciones de las salidas al medio natural como actividades de enseñanza y de aprendizaje según profesores en formación. Indagatio Didactica, 6(3), 10–22.
[3] Costillo, E., Marcos-Merino J. M., Esteban, R., Corbacho, I., & Cubero, J. (2019). Utilización de la WebQDA para el análisis de las concepciones de los profesores en formación sobre la utilidad de las salidas al medio natural. En C. Vasconcelos. II International Seminar Of Science Education. APEDUC, Porto.