Nature Journaling: A Tool for Designing a Responsive Science Methods Course for Adult Learners
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| Title: | Nature Journaling: A Tool for Designing a Responsive Science Methods Course for Adult Learners |
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| Language: | English |
| Authors: | Meenakshi Sharma (ORCID |
| Source: | Journal of Educational Research and Practice. 2025 15. |
| Availability: | Walden University, LLC. 100 Washington Avenue South Suite 900, Minneapolis, MN 55401. Tel: 800-925-3368; Fax: 612-338-5092; e-mail: JERAP@waldenu.edu; Web site: http://scholarworks.waldenu.edu/jerap |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Adult Education |
| Descriptors: | Adult Students, Outdoor Education, Experiential Learning, Nontraditional Students, Science Education, Journal Writing, Active Learning, Inquiry, Educational Environment, Career Change, Science Teachers, Teacher Education, Environmental Education |
| ISSN: | 2167-8693 |
| Abstract: | We examined an outdoor, experiential learning approach within a science methods course for nontraditional adult learners who are often career changers or individuals transitioning into teaching later in life. Through immersive, nature-based experiences, the course connected adult learners to science via direct engagement with the natural world. We include reflections from two nontraditional learners who participated in a 6-week nature journaling process, showcasing how they embraced inquiry-based experiences in natural settings. These reflections reveal a supportive learning environment that values diverse learning styles and life experiences and encourages exploration. Insights from these experiences can guide science teacher educators in developing curricula, instructional strategies, and support systems to address the specific needs of nontraditional learners, enriching science education preparation. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1464368 |
| Database: | ERIC |
| Abstract: | We examined an outdoor, experiential learning approach within a science methods course for nontraditional adult learners who are often career changers or individuals transitioning into teaching later in life. Through immersive, nature-based experiences, the course connected adult learners to science via direct engagement with the natural world. We include reflections from two nontraditional learners who participated in a 6-week nature journaling process, showcasing how they embraced inquiry-based experiences in natural settings. These reflections reveal a supportive learning environment that values diverse learning styles and life experiences and encourages exploration. Insights from these experiences can guide science teacher educators in developing curricula, instructional strategies, and support systems to address the specific needs of nontraditional learners, enriching science education preparation. |
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| ISSN: | 2167-8693 |
