Incorporating Participatory Science in Elementary Schools: Teacher and Student Experiences with Outdoor Learning
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| Title: | Incorporating Participatory Science in Elementary Schools: Teacher and Student Experiences with Outdoor Learning |
|---|---|
| Language: | English |
| Authors: | Sarah J. Carrier (ORCID |
| Source: | Electronic Journal for Research in Science & Mathematics Education. 2026 29(4):81-101. |
| Availability: | International Consortium for Research in Science & Mathematics Education. TCU Box 297900, Fort Worth, TX 76129. Tel: 817-257-6115; e-mail: ICRSME.Consultation@gmail.com; Web site: http://ejrsme.icrsme.com |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 5 Intermediate Grades Middle Schools |
| Descriptors: | Elementary School Teachers, Elementary School Students, Grade 5, Science Instruction, Student Participation, Teacher Participation, Hands on Science, Experiential Learning, Science Activities, Outdoor Education, Data Collection, Instructional Materials, Teaching Experience, Student Experience, Teacher Attitudes, Student Attitudes, Learner Engagement, Educational Benefits |
| ISSN: | 2692-241X |
| Abstract: | Science instruction in elementary school provides a base for student understanding of the natural world, yet policies prioritizing mathematics and reading have marginalized science. In response, some teachers have enhanced their science instruction by introducing students to participatory science (PS) projects. Using data from a larger study that examines the development of educative support materials for two existing PS projects, this embedded mixed methods study focuses on teachers' and students' experiences learning outdoors. We compare teachers' weekly log data, surveys, interviews, observations, and student focus groups to document teachers' applications of PS in their science classrooms and outdoors. Teachers report benefits (e.g., purposeful science learning) and challenges (e.g., time constraints, testing pressure) of implementing outdoor PS projects. Teacher and student data document cognitive and affective benefits of students' participation. Implications support the potential for PS projects that include schoolyard activities to supplement elementary science teaching and learning. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1495596 |
| Database: | ERIC |
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