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dc.contributor.authorHöper, Jan
dc.contributor.authorJegstad, Kirsti Marie
dc.contributor.authorRemmen, Kari Beate
dc.date.accessioned2022-01-21T16:05:20Z
dc.date.available2022-01-21T16:05:20Z
dc.date.created2021-12-20T11:43:24Z
dc.date.issued2021-12-15
dc.identifier.issn1756-1108
dc.identifier.urihttps://hdl.handle.net/11250/2838780
dc.description.abstractLearning science outdoors can enhance the understanding of theoretical scientific content taught in the classroom. However, learners are rarely afforded the opportunity to go outdoors to learn chemistry. This study investigates how problem-based learning outdoors can facilitate the understanding of basic chemistry in teacher education. A teaching unit was designed according to which student teachers at two Norwegian universities were asked to examine and identify corroded metals in the nearby outdoor environment and propose solutions to avoid this corrosion. Video data from this task were collected by using chest-mounted cameras for four groups of student teachers (N = 17). A thematic analysis of the videos yielded four themes related to the student teachers’ use of content knowledge and experimental competence. Based on these findings, three learning opportunities were deduced for how the nearby outdoor environment allows learners to use everyday phenomena for learning basic chemistry. First, the availability of different corrosion incidents allowed the student teachers to choose and solve one of interest to them. Second, the proximity of the outdoor location to the classroom enabled the seamless continuity of discussions when switching between the learning arenas, and allowed for different approaches to solve the task. Third, being asked to conduct analyses outside customary laboratory routines led to an unexpected awareness of health and safety issues among the student teachers, indicating that outdoor chemistry is an overlooked opportunity for teaching these.en_US
dc.language.isoengen_US
dc.publisherRoyal Society of Chemistryen_US
dc.relation.ispartofseriesChemistry Education Research and Practice (CERP);
dc.rightsNavngivelse-Ikkekommersiell 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by-nc/4.0/deed.no*
dc.subjectScience teachingen_US
dc.subjectTheoretical scientific contentsen_US
dc.subjectOutdoor learningen_US
dc.subjectTeacher educationen_US
dc.subjectChemistryen_US
dc.titleStudent teachers’ problem-based investigations of chemical phenomena in the nearby outdoor environmenten_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.rights.holder© The Royal Society of Chemistry 2021en_US
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1
dc.identifier.doihttps://doi.org/10.1039/D1RP00127B
dc.identifier.cristin1970482
dc.source.journalChemistry Education Research and Practice (CERP)en_US
dc.source.pagenumber1-12en_US


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Navngivelse-Ikkekommersiell 4.0 Internasjonal
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