Using Natural Settings for Environmental Education: Perceived Benefits and Barriers

Abstract

What motivates teachers to use various nature settings for environmental education (EE) is complex; in this study these motivations were described. Teachers (N = 59) were shown photographs of four types of outdoor settings (rivers, ponds, and marshes; deep woods; county park; and urban nature) and asked to judge each setting using questionnaire items that described potential benefits and barriers to taking students to the setting for EE. Factor analysis of responses showed six benefit and barrier factors: Appropriateness of Teaching Setting, Teacher Confidence, Worries, Need for Training, Hazards, and Difficulty of Teaching EE. Deep woods and rivers, ponds, and marshes settings were seen as significantly more appropriate for teaching EE than urban nature was, but they were also seen as presenting significantly more hazards than county park and urban nature settings.

Additional information

Notes on contributors

Deborah Simmons

Deborah Simmons is with the Department of Curriculum and Instruction at Northern Illinois University in DeKalb.