Afterschool birding clubs connect elementary students with nature while building science skills and environmental awareness

This qualitative study observed an afterschool birding club for elementary students (K-3 initially, then limited to grades 2-3) over two academic years. The birding club was hosted at a large, suburban, lower elementary school in a southeastern state of the United States with a student population of approximately 1,300. The researchers collected data through teacher interviews, parent surveys and interviews, and field observations, finding several significant benefits:

Scientific Literacy Development: Students developed scientific skills through authentic birding activities - using specialized equipment (binoculars), practicing observation techniques, building identification skills, and using scientific language. They learned to recognize specific birds by their calls, behaviors, and habitats. For example, students understood that "brown thrashers and mockingbirds were gonna be on the ground," while other species would be in different locations.

Social Learning and Relationship Building: The birding club created a supportive community of practice where students built relationships with teachers and peers. Children helped each other apply sunscreen and bug spray, warned about potential hazards like ant mounds, and collaborated during activities like Bird Bingo. When playing games, students focused more on sharing knowledge than winning. One teacher described how students would text her photos of birds they spotted while on family vacations.

Self-Confidence and Personal Growth: For some students, especially those who struggled academically, the birding club provided an opportunity to excel. One shy student with reading difficulties gained confidence through her ability to mimic bird calls so accurately that she could fool the teachers. Her mother noted that being part of the birding club "boosted her confidence because she struggled in school... she didn't have something that was hers. And then once she started doing the birding thing... she was good at mimicking sounds."

Environmental Stewardship: Through activities like making bird feeders for home use, students learned about birds' needs during winter months and developed a sense of responsibility for helping wildlife. The experience helped them recognize their role in protecting and caring for the natural environment. Students created extra feeders to share with family members, spreading this environmental awareness beyond the club.

Family Engagement: The birding club experience extended beyond school hours, with students teaching their families about birds spotted during family outings. One parent described a moment when his child said, "Daddy, do you hear that? I know what that is," noting "that definitely was joy" when his child demonstrated knowledge the parent didn't possess.

The researchers suggest several practical applications:

1. Create opportunities for authentic inquiry: Birding provides an ideal context for authentic scientific inquiry because it requires specialized equipment, observation skills, critical thinking, and engages prior knowledge. It offers a real-world application of science that develops students' critical thinking skills.
    
2. Leverage place-based learning: The study demonstrates the value of using local environments as learning spaces. Teachers should utilize school grounds and nearby natural areas to help students develop deeper connections to their local places and the species that inhabit them.
    
3. Broaden access to nature experiences: The researchers noted that most participants came from families already engaged in outdoor activities, and recommend expanding such programs to reach more diverse populations. They emphasize that "students who are marginalized often don't have the same access to environmental spaces" and might benefit most from school-based nature opportunities.
    
4. Use informal learning to complement formal education: The afterschool format allowed for exploration beyond curriculum constraints. Teachers should consider how formal and informal learning experiences can complement each other to build scientific literacy and environmental awareness.
    
5. Foster multi-age social interactions: The club demonstrated how students of different ages could collaborate and learn from each other, though the researchers found that the program worked best when focused on slightly older elementary students (grades 2-3) who had sufficient energy and attention at the end of the school day.

The authors conclude that birding is particularly valuable for elementary education because it exemplifies authentic science in a relevant local context, provides a foundation for later science learning, and develops scientific literacy in young students. Though the study was limited in size and demographic diversity, it suggests that similar programs could build scientific literacy while fostering a deeper connection to the natural world.