From Play to Pedagogy: Formative Childhood Experiences and the Development of Preservice Elementary Science Educators

References

• Berto, R. (2014). The role of nature in coping with psycho-physiological stress: A Literature review on restorativeness. Behavioral Sciences, 4(4), 394–409. doi:10.3390/bs4040394
   Google Scholar
• Bixler, R., Morris, M., & Hammitt, W. (2002). Environmental socialization: Quantitative tests of the childhood play hypothesis. Environment and Behavior, 34((6)), 795–818. doi:10.1177/001391602237248
   Web of Science ®Google Scholar
• Bixler, R. D., & Floyd, M. F. (1997). Nature is scary, disgusting, and uncomfortable. Environment and Behavior, 29(4), 443–467. doi:10.1177/001391659702900401
   Web of Science ®Google Scholar
• Bixler, R. D., & Morris, B. (2000). Factors differentiating water-based wildland recreationists from non-participants: Implications for recreation activity instruction. Journal of Park and Recreation Administration, 18(2), 54–72.
   Google Scholar
• Blatt, E., & Patrick, P. (2014). An Exploration of pre-service teachers’ experiences in outdoor ‘places’ and intentions for teaching in the outdoors. International Journal of Science Education, 36(13), 2243–2264. doi:10.1080/09500693.2014.918294
   Web of Science ®Google Scholar
• Bogdan, R. C., & Biklen, S. K. (1992). Qualitative research for education: An introduction of theory and methods. Needham Heights, MA: Allyn & Bacon.
   Google Scholar
• Bottoms, S. I., Ciechanowski, K., Jones, K., de la Hoz, J., & Fonseca, A. L. (2017). Leveraging the community context of family math and science nights to develop culturally responsive teaching practices. Teaching and Teacher Education, 61, 1–15. doi:10.1016/j.tate.2016.09.006
   Web of Science ®Google Scholar
• Brown, A. (1997). Transforming schools into communities of thinking and learning about serious matters. American Psychologist, 52, 399–413.
   PubMed Web of Science ®Google Scholar
• Burdette, H. L., & Whitaker, R. C. (2005). Resurrecting free play in young children. Archives of Pediatrics and Adolescent Medicine, 159, 46–50. doi:10.1001/archpedi.159.1.46
   PubMed Web of Science ®Google Scholar
• Bybee, R. (1997). Achieving scientific literacy: From purposes to practices. Portsmouth, NH: Heinemann Educational Books.
   Google Scholar
• Carrier, S. J. (2009). The effects of outdoor science lessons with elementary school students on preservice teachers’ self-efficacy. Journal of Elementary Science Education, 21(2), 35–48. doi:10.1007/BF03173683
   Google Scholar
• Carrier-Martin, S. (2003). The influence of outdoor schoolyard experiences on students’ environmental knowledge, attitudes, behaviors, and comfort levels. Journal of Elementary Science Education, 15(2), 51–63. doi:10.1007/BF03173843
   Google Scholar
• Cartwright, T. J. (2012). Science talk: Preservice teachers facilitating science learning in diverse after school environments. School Science and Mathematics, 112(6), 384–391. doi:10.1111/ssm.2012.112.issue-6
   Google Scholar
• Cartwright, T. J., Smith, S., & Hallar, B. (2014). Confronting barriers to teaching elementary science: After-school science teaching experiences for preservice teachers. Teacher Education & Practice, 27(2/3), 464–487.
   Google Scholar
• Chan, K. K. W. (1996). Environmental attitudes and behaviour of secondary school students in Hong Kong. The Environmentalist, 16(4), 297–306. doi:10.1007/BF02239656
   Google Scholar
• Chawla, L. (1999). Life paths into effective environmental action. The Journal of Environmental Education, 31(1), 15–27. doi:10.1080/00958969909598628
   Google Scholar
• Creswell, J. W., & Plano-Clark, V. L. (2018). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage.
   Google Scholar
• Crim, C., Desjean-Perrota, B., & Moseley, C. (2008). Partnerships gone wild: Preparing teachers of young children to teach about the natural world. Childhood Education, 85, 6–12. doi:10.1080/00094056.2008.10523050
   Google Scholar
• Cronin-Jones, L. (2000). The effectiveness of schoolyards as sites for elementary science instruction. School Science and Mathematics, 100(4), 203–211. doi:10.1111/ssm.2000.100.issue-4
   Google Scholar
• Dunlap, R. E., Van Liere, K. D., Mertig, A. G., & Jones, R. E. (2000). New trends in measuring environmental attitudes: Measuring endorsement of the new ecological paradigm: A revised NEP scale. The Society for the Psychological Study of Social Issues, 56(3), 25–442.
   Web of Science ®Google Scholar
• Eick, C. J. (2012). Use of the outdoor classroom and nature-study to support science and literacy learning: A narrative case study of a third-grade classroom. Journal of Science Teacher Education, 23(7), 203–789. doi:10.1007/s10972-011-9236-1
   Google Scholar
• ESSA. (2015). Every Student Succeeds Act of 2015, Pub. L. No. 114-95 § 114 Stat. 1177 (2015-2016).
   Google Scholar
• Faber Taylor, A., & Kuo, F. (2009). Children with attention deficits concentrate better after walk in the park. Journal of Attention Disorders, 12(5), 402–409. doi:10.1177/1087054708323000
   PubMed Web of Science ®Google Scholar
• Foran, A. (2005). The experience of pedagogic intensity in outdoor education. The Journal of Experimental Education, 28(2), 147–163. doi:10.1177/105382590502800207
   Google Scholar
• Guo, Y., Piasta, S. B., & Bowles, R. P. (2015). Exploring preschool children’s science content knowledge. Early Education & Development., 26(1), 125–146. doi:10.1080/10409289.2015.968240
   PubMed Web of Science ®Google Scholar
• Gutierrez de White, T., & Jacobson, S. K. (1994). Evaluating conservation education programs at a South American zoo. Journal of Environmental Education, 25(4), 18–22. doi:10.1080/00958964.1994.9941960
   Google Scholar
• Hamman, D., Gosseline, K., Romano, J., & Bunuan, R. (2010). Using possible-selves theory to understand the identity development of new teachers. Teaching and Teacher Education, 26(7), 1361–1394. doi:10.1016/j.tate.2010.03.005
   Web of Science ®Google Scholar
• Heerwagen, J. H., & Orians, G. H. (2002). The ecological world of children. In P. H. Kahn & S. Kellert (Eds.), Children and nature: Psychological, sociocultural and evolutionary investigations (pp. 29–62). Cambridge, MA: MIT Press.
   Google Scholar
• James, J. J., Bixler, R., & Vadala, C. (2010). From play in nature, to recreation then vocation: A developmental model for natural history-oriented environmental professionals. Children, Youth and Environments, 20, 231–256. doi:10.7721/chilyoutenvi.20.1.0231
   Google Scholar
• Kelley, S. S., & Williams, D. R. (2013). Teacher professional learning communities for sustainability: supporting STEM in learning gardens in low-income schools. Journal of Sustainability Education, 5, 327–345.
   Google Scholar
• Leiflander, A. K., & Bogner, F. X. (2014). The effects of children’s age and sex on acquiring pro-environmental attitudes through environmental education. The Journal of Environmental Education, 45(2), 105–117. doi:10.1080/00958964.2013.875511
   Web of Science ®Google Scholar
• Louv, R. (2005). Last child in the woods: Saving our children from nature deficit disorder. Chapel Hill, NC: Algonquin Books.
   Google Scholar
• Mackenzie, Son and Eitel. (2018). Using outdoor adventure to enhance intrinsic motivation and engagement in science and physical activity: An exploratory study. Journal of Outdoor Recreation and Tourism, 21, 76–86. doi:10.1016/j.jort.2018.01.008
   Google Scholar
• Manzo, K. K. (2008). Schools adapting curriculum to the outdoors. Education Week, 28(15), 3.
   Google Scholar
• Marcum-Dietrich, N., Marquez, L., Gill, S. E., & Medved, C. (2011). No teacher left inside: Preparing a new generation of teachers. Journal of Geoscience Education, 59(1), 1–4. doi:10.5408/1.3543936
   Google Scholar
• Maynard, T., Waters, J., & Clement, J. (2013). Child-initiated learning, the outdoor environment and the ‘underachieving’ child. Early Years: An International Journal, 33(3), 212–235. doi:10.1080/09575146.2013.771152
   Google Scholar
• Moseley, C., Reinke, K., & Bookout, V. (2002). The effect of teaching outdoor environmental education on elementary preservice teachers’ self-efficacy. Journal of Elementary Science Education, 15(1), 1–14. doi:10.1007/BF03174740
   Google Scholar
• Nadelson, L. S., & Jordan, J. R. (2012). Student attitudes toward and recall of outside day: An environmental science field trip. The Journal of Educational Research, 105, 220–231. doi:10.1080/00220671.2011.576715
   Web of Science ®Google Scholar
• Nyberg, L. (2014). Methods and strategies: Seeding science in elementary schools. Science and Children, 51(7), 84–88. doi:10.2505/4/sc14_051_07_84
   Google Scholar
• Powers, A. L. (2004). Teacher preparation for environmental education: Faculty perspectives on the the infusion of environmental education into preservice methods courses. Journal of Environmental Education, 35(3), 3–11.
   PubMedGoogle Scholar
• Rickinson, M. (2001). Learners and learning in environmental education: A critical review of the evidence. Environmental Education Research, 7, 207–320. doi:10.1080/13504620120065230
   Google Scholar
• Scott, G., Boyd, M., Scott, L., & Colquhoun, D. (2015). Barriers to biological fieldwork: What really prevents teaching out of doors?. Journal of Biological Education, 49(2), 165–178. doi:10.1080/00219266.2014.914556
   Web of Science ®Google Scholar
• Simmons, M. R. (1998). A study of high school students’ attitudes toward the environment and completion of an environmental science course (ED 423 119). Washington, DC: US Department of Education, Educational Resources Information Centre).
   Google Scholar
• Sobel, D. (2002). Children’s special places: Exploring the role of forts, dens, and bush houses in middle childhood. Detroit, MI: Wayne State University Press.
   Google Scholar
• Tanner, T. (1980). Significant life experiences: A new research area in environmental education. Journal of Environmental Education, 11(4), 20–24. doi:10.1080/00958964.1980.9941386
   Web of Science ®Google Scholar
• Tucker, R., Izadpanahi, P., & Elkadi, H. (2017). Greenhouse affect: The relationship between the sustainable design of schools and children’s environmental attitudes. Journal of Environmental Psychology., 51, 209–216. doi:10.1016/j.jenvp.2017.04.003
   Web of Science ®Google Scholar
• Ucko, D. (2010). The learning science in informal environments study in context. Curator. The Museum Journal, 53, 129–136.
   Google Scholar
• Waite, S. (2009, April 15–18). Outdoor Learning for children aged 2-11: Perceived barriers, potential solutions. Paper presented at Outdoor Education Research and Theory: Critical Reflections, New Directions. The Fourth International Outdoor Education Conference, LaTrobe University, Melbourne, Australia.
   Google Scholar
• Ward Thompson, C., & Aspinall, P. (2011). Natural environments and their impact on activity, health and quality of life. Applied Psychology Health and Well-Being, 3(3), 230–260. doi:10.1111/j.1758-0854.2011.01053.x
   Web of Science ®Google Scholar
• Wells, N. M., Myers, B. M., & Henderson, C. R. (2014). School gardens & physical activity: A randomized controlled trial of low income elementary schools. Preventive Medicine, 69, 527–533. doi:10.1016/j.ypmed.2014.10.012
   Web of Science ®Google Scholar