For girls, learning science outside linked to better grades, knowledge


Date:
April 7, 2021
Source:
North Carolina State University
Summary:
A study suggests outdoor education could be a promising tool to
help close gender gaps in science.



FULL STORY ==========================================================================
In a new study, North Carolina State University researchers found that
an outdoor science program was linked to higher average science grades
and an increase in a measure of science knowledge for a group of fifth
grade girls in North Carolina.


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The findings, published in the International Journal of Science Education, indicates outdoor education could be a promising tool to help close
gender gaps in science.

"The outdoors is a space where teachers can find tangible ways to make
science come alive," said the study's lead author Kathryn Stevenson,
assistant professor of parks, recreation and tourism management at NC
State. "The natural environment is also a place that everybody has in
common. In a way, it's also a great context for employing reform-based
teaching practices like hands-on, inquiry-based learning or group
work. These practices can be good for all students, but they may be particularly good for reaching students who aren't as well-served in
classroom settings." The researchers studied the impact of an outdoor
science education program called Muddy Sneakers on fifth graders'
science grades and knowledge of, and attitudes about, science. Fifth
graders from western North Carolina attended between six and 10 days of
Muddy Sneakers during the 2016-2017 school year.

They had science lessons in nearby natural areas, including state parks
and school grounds. Outdoor lessons followed the standard course of
study for science through hands-on activities, hikes, science journaling, nature exploration and reflections.

Researchers compared the performance of 237 students who learned about
science in the classroom to 403 students who participated in the outdoor program. They compared students' grades -- which were provided by their teachers -- and also used surveys to evaluate students' knowledge about
how science works and their feelings about science.

When researchers evaluated students' science grades by gender, they saw
that girls who participated in the outdoor science program maintained
their science grades on average, while girls' average grades in the
traditional science classes dropped. They also saw that participation
in the outdoor program helped girls learn more about how science works
on average, but traditional classrooms did not.



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Boys in the outdoor and traditional class settings had fairly stable
science grades on average and saw similar gains in knowledge of how
science works.

The researchers reported their findings for girls was consistent with
research that shows that girls start to disengage with science around
age 10. The outdoor program could be providing a learning context that
is different than those that enforce traditional gendered narratives
about science and science learning, they argued.

"Outdoor education seems to be one of those contexts that helps everyone
learn, but it may be really, really helpful for some students in
particular," Stevenson said.

When they evaluated ratings of self-efficacy, which is students'
confidence in their own science ability and interest in the field,
they found boys' and girls' ratings actually declined on average.

The researchers argued that the measure of science efficacy may
be missing an important component that could be more important for
encouraging long-term interest in science: an attitude of persistence
despite failure. It could be that the results captured that the students
were less likely to see science ability as an innate talent rather than
the product of hard work.

They also say the outdoor program could have been a new challenge for
students.

That might explain why students were less confident in their science
ability after the program, but still showed gains in science grades and
knowing how science works.

"A good combination for students to sustain success is -- you need them
to learn, but you need them to feel comfortable with not knowing it all," Stevenson said. "While self-efficacy dropped, achievement was stable." ========================================================================== Story Source: Materials provided
by North_Carolina_State_University. Original written by Laura
Oleniacz. Note: Content may be edited for style and length.


========================================================================== Journal Reference:
1. Kathryn T. Stevenson, Rachel E. Szczytko, Sarah J. Carrier, M. Nils
Peterson. How outdoor science education can help girls stay engaged
with science. International Journal of Science Education, 2021;
1 DOI: 10.1080/09500693.2021.1900948 ==========================================================================

Link to news story: https://www.sciencedaily.com/releases/2021/04/210407143824.htm

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