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Science and Plant Interest in Outdoor Learning: Evaluating Prospective Teachers' Experiences with a Botanical Inquiry Trail

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Title: Science and Plant Interest in Outdoor Learning: Evaluating Prospective Teachers' Experiences with a Botanical Inquiry Trail
Language: English
Authors: I. Corbacho-Cuello, M. A. Hernández-Barco (ORCID 0000-0002-3196-0421), A. Muñoz-Losa (ORCID 0000-0003-1475-7031)
Source: Science Education International. 2025 36(1):57-67.
Availability: International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site: http://www.icaseonline.net/seiweb/
Peer Reviewed: Y
Page Count: 11
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Plants (Botany), Outdoor Education, Preservice Teachers, Foreign Countries, Emotional Response, Preservice Teacher Education, Science Education, Experiential Learning
Geographic Terms: Spain
ISSN: 1450-104X
2077-2327
Abstract: This study explores the influence of science and plant interest, alongside emotional responses, on the learning experiences of prospective primary education teachers during a botanical inquiry trail. Conducted at the University of Extremadura (Spain), the research involved 137 participants and valued their science and plant interest, knowledge acquisition, and emotional reactions before and after the trail. Results indicate that participants with higher interest in science and plants demonstrated greater knowledge gains and a more positive evaluation of the activity. Emotional responses, particularly reduced nervousness and increased enjoyment, further contributed to their engagement with botanical learning. The findings highlight the importance of encouraging interest in science and plants in teacher training programs to enhance environmental literacy and promote effective science education. This research underscores the importance of experiential learning strategies like botanical inquiry trails in motivating future educators to integrate active, inquiry-based approaches in their teaching practices.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1469361
Database: ERIC
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  Data: Science and Plant Interest in Outdoor Learning: Evaluating Prospective Teachers' Experiences with a Botanical Inquiry Trail
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  Data: <searchLink fieldCode="AR" term="%22I%2E+Corbacho-Cuello%22">I. Corbacho-Cuello</searchLink><br /><searchLink fieldCode="AR" term="%22M%2E+A%2E+Hernández-Barco%22">M. A. Hernández-Barco</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3196-0421">0000-0002-3196-0421</externalLink>)<br /><searchLink fieldCode="AR" term="%22A%2E+Muñoz-Losa%22">A. Muñoz-Losa</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1475-7031">0000-0003-1475-7031</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Science+Education+International%22"><i>Science Education International</i></searchLink>. 2025 36(1):57-67.
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  Data: International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site: http://www.icaseonline.net/seiweb/
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  Data: 11
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  Data: <searchLink fieldCode="DE" term="%22Plants+%28Botany%29%22">Plants (Botany)</searchLink><br /><searchLink fieldCode="DE" term="%22Outdoor+Education%22">Outdoor Education</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Response%22">Emotional Response</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Experiential+Learning%22">Experiential Learning</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Spain%22">Spain</searchLink>
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  Data: 1450-104X<br />2077-2327
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  Label: Abstract
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  Data: This study explores the influence of science and plant interest, alongside emotional responses, on the learning experiences of prospective primary education teachers during a botanical inquiry trail. Conducted at the University of Extremadura (Spain), the research involved 137 participants and valued their science and plant interest, knowledge acquisition, and emotional reactions before and after the trail. Results indicate that participants with higher interest in science and plants demonstrated greater knowledge gains and a more positive evaluation of the activity. Emotional responses, particularly reduced nervousness and increased enjoyment, further contributed to their engagement with botanical learning. The findings highlight the importance of encouraging interest in science and plants in teacher training programs to enhance environmental literacy and promote effective science education. This research underscores the importance of experiential learning strategies like botanical inquiry trails in motivating future educators to integrate active, inquiry-based approaches in their teaching practices.
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        StartPage: 57
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      – SubjectFull: Plants (Botany)
        Type: general
      – SubjectFull: Outdoor Education
        Type: general
      – SubjectFull: Preservice Teachers
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Emotional Response
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      – SubjectFull: Preservice Teacher Education
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      – SubjectFull: Science Education
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      – SubjectFull: Experiential Learning
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      – SubjectFull: Spain
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      – TitleFull: Science and Plant Interest in Outdoor Learning: Evaluating Prospective Teachers' Experiences with a Botanical Inquiry Trail
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