Outdoor learning has become increasingly popular globally. Research has shown that outdoor learning can help teach students skills and concepts that may be difficult to grasp in a classroom setting, such as water quality testing to determine if water is polluted. Further, outdoor learning can promote interdisciplinary thinking among students. Although studies have shown the benefits of outdoor learning, limited research exists on the meaning-making process during outdoor learning experiences. The meaning-making process refers to how students construct and build upon knowledge through various knowledge resources. The researchers focused on three core knowledge resources: Contextual Resources (CR), or information provided during classroom activities; New Conceptual Resources (NCR) refers to new theoretical concepts; and Prior Knowledge Resources (PKR) refers to concepts already known by students that are not covered in the learning materials for the program. The purpose of this study was to explore how students used various knowledge resources to generate ideas and build interdisciplinary connections during an outdoor mobile learning program. Specifically, the researchers focused on three questions:
What knowledge resources do the students use during an outdoor learning program?
What are the connections between the various knowledge resources and time outside?
How does time outside influence interdisciplinary connections within different knowledge resources?
Conducted in Singapore, this research centered on an outdoor mobile learning trail created via a collaboration with the researchers and six teachers of three subjects: history, geography, and biology. The collaboration resulted in activities and curriculum for all phases of the study. The study took place at two locations in Singapore: a local middle school and the Singapore River. The researchers selected 2 classes of 8th graders (40 students, ages 13-14), and had the teachers randomly split the classes into small groups of 4-5 students. The researchers only observed two groups of students, one group from each class.
The study had three phases: pre-trail phase, learning trail phase, and post-trail phase.
The pre-trail phase consisted of activities within the classroom. The content was focused on the Singapore River, specifically on rivers, civilization, and change. At the end of the lesson, the teachers left the students with a BIG (Beyond Information Given) question and required the students to work in their groups to develop their own set of inquiries based on the BIG question. These questions were then to be pursued during the learning trail phase.
The learning trail phase consisted of both structured (tasks designed by teachers and researchers) and unstructured (tasks based on the group's inquiries) lessons. Once all structured lessons were complete, each group received 30-40 minutes to conduct their unstructured activities. Each group of students was given two iPads, two data-loggers, and probes before the start of the learning trail phase. The groups used the iPads for activities at each station and received help from teachers virtually to limit adult guidance.
The post-trail phase was conducted in the classroom and allowed groups to discuss their findings with their classmates. All group discourse was recorded and analyzed for common themes.
Overall, the researchers found that outdoor learning was effective to help students make interdisciplinary connections. Specifically, it was an integral part of how students used knowledge resources, made connections between the various knowledge resources, and made connections between knowledge resources and interdisciplinary topics. Further, researchers were able to understand the meaning-making process behind student's interdisciplinary connections.
The researchers found that environmental interaction played a pivotal role in the students' meaning-making process. In answering what knowledge resources student use, they concluded that students relied heavily on CR, such as information learned during the pre-trail activities, during the meaning-making process. In particular, they identified that the outdoor learning aspect was integral to CR. The students could contextualize topics in the outdoor setting that they had theorized in a classroom setting. For example, students learned about prior human activities that were discontinued along the Singapore River and identified potential areas affected by those activities during the learning-trail phase.
The researchers found that relying on CR in the outdoors was integral in building NCR because they could create connections between CR and NCR immediately. For example, students' CR on water quality testing led to further discussion on pollution and sedimentation, which resulted in the construction of NCR concerning how human activities could cause further contamination. The researchers also identified that CR quickly activated PKR among students. For example, students identified how the proximity of buildings and human activities along the Singapore River would cause pollution and how that provoked historical events like the Clean River Campaign.
The researchers found that time outside allowed students to enhance and develop interdisciplinary connections between at least two subjects. For example, students could discuss why specific points of the river might have varying water quality from varying geography, biology, and historical events.
The researchers identified various limitations to this study. The results of this study are specific to these participants and context; another study conducted in a different location would likely produce different results. Additionally, this study focused only on three subjects. Future studies that include additional subjects could have varying results. Last, the researchers noted that using a different analysis method for the discussions could have varying results.
The researchers recommend integrating outdoor learning into both formal and informal education. The researchers believe that outdoor learning can be integral in the success of connecting different subjects and result in students using various knowledge resources to understand theoretical concepts. Educators must create a cohesive curriculum for outdoor learning programs. The researchers emphasize the importance of having relevant content that can be contextualized during the outdoor learning program. This will ensure students activate prior knowledge to generate ideas and build interdisciplinary connections during outdoor learning programs.
The Bottom Line
<p>This study explored how middle school students in Singapore made interdisciplinary connections during an outdoor mobile learning program along the Singapore River. The researchers found that environmental interaction played a pivotal role in the students' meaning-making process and making connections across subjects. The researchers recommend educators implement outdoor learning into their programs to build interdisciplinary connections and use various knowledge resources among students.</p>
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