NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1061003
Record Type: Journal
Publication Date: 2015
Pages: 14
Abstractor: As Provided
Reference Count: 29
ISBN: N/A
ISSN: ISSN-0021-9266
Barriers to Biological Fieldwork: What Really Prevents Teaching Out of Doors?
Scott, Graham W.; Boyd, Margaret; Scott, Lisa; Colquhoun, Derek
Journal of Biological Education, v49 n2 p165-178 2015
This paper considers a range of factors that may contribute to an unwillingness or inability of teachers to participate in the teaching of biology through fieldwork. Through a synthesis of the views of both pre-service teachers in training and primary school teachers in practice we explore the relative importance of a wide range of potential barriers and potential responses to them in the context of the wider literature. We conclude that although fieldwork may be impeded by the interaction of a wide range of individual barriers, including an individual's predisposition towards the outdoors, it is possible to group interacting barriers into two main areas: school culture and teacher confidence. It is also apparent that barriers may assume different levels of significance when considered in general terms rather than when applied to a particular context and that the significance of barriers may change through time. Encouragingly, we have also shown that in-service teachers have a willingness to overcome these barriers.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)