12th Annual SEEA Conference & Research Symposium

The health and academic benefits children gain from experiences in the natural environment are well-documented. Despite the clear potential for supporting children’s well-being, outdoor learning opportunities in American public elementary schools seem to occur in isolated instances with students’ regular engagement outdoors occurring minimally or not at all. While policies that endorse environmental education practices and promote outdoor learning are needed, they do not necessarily lead to increased learning opportunities for students (van Harskamp et al., 2021). Teacher training is essential in promoting sustainability and conservation among future generations. Along with recognizing the importance of environmental education, teachers must feel prepared and confident in their abilities to teach outdoors (van Dijk-Wesselius et al., 2020); thus, an effective and efficient means of ensuring nature-based activities occur in schools is increasing pedagogical practices aimed at environmental education in teacher preparation (Alvarez-Garcia et al., 2015; Alvarez & Vega, 2004; Georgiou et al., 2021). A common approach is for teacher preparation programs to incorporate environmental education through the teaching of science curriculum (Henze, 2000; Falkenberg & Babiuk, 2014; Madhawa et al., 2013). An integrated approach, however, provides multiple opportunities for preservice teachers’ exposure to environmental education and outdoor learning in related disciplines. Teacher educators at one university adopted a tiered approach to increasing prospective elementary teachers’ knowledge and competencies related to outdoor education. A cohort of 26 elementary preservice teachers engaged in practical and experiential activities during coursework, professional development, and field experiences designed to develop their abilities to provide young learners with nature-based lessons integrating science and mathematics. Concepts and strategies presented in science and mathematics methods courses and visiting an outdoor learning site on campus were supplemented with three hours of training provided by a community partner focusing on hands-on STEM activities related to plant and environmental sciences using the 5E curriculum lesson plan. Additionally, students were supported in providing outdoor or nature-based lessons in their field placements as a culmination of their learning. Challenges faced and evidence of authentic learning by teacher educators and preservice teachers will be shared.