New Perspectives in Science Education

The Nature Journal Project engaged thirty-two preservice teachers enrolled in a life science course in a semester-long, place-based observation experience. Participants selected a single tree and surrounding natural phenomena to observe throughout the semester, documenting their experiences through sketches, photographs, and reflective writing. The purpose of the assignment was to foster environmental literacy, mindfulness, and pedagogical insight by encouraging sustained attention to the natural world. Students completed weekly journal entries and end-of-semester self-assessments reflecting on their experiences and learning. A thematic analysis of participant reflections revealed recurring patterns of affective, cognitive, and pedagogical growth. Five major themes emerged: affective connection to nature, enhanced observation and mindfulness, improved emotional wellbeing, pedagogical insight for future teaching practice, and challenges experienced during the project along with strategies used to overcome them. Findings suggest that sustained, place-based reflective activities can support the development of deeper environmental awareness while simultaneously strengthening future teachers’ understanding of effective science teaching practices. The study highlights the value of integrating long-term nature observation and reflection into teacher education programs and demonstrates how science educators can help future teachers develop both scientific knowledge and meaningful emotional connections with the living world.