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Teachers’ perspectives regarding outdoor STEAM education

2024-07Journal article Open access
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dc.contributor.authorCorreia, Marisa
dc.contributor.authorRibeirinha, Teresa
dc.contributor.authorPaz-Beirante, David
dc.contributor.authorPortelada, António
dc.contributor.authorClara Martins, Maria
dc.contributor.authorGalinha, Sónia
dc.date.accessioned2024-07-27T22:13:57Z
dc.date.available2024-07-27T22:13:57Z
dc.date.issued2024-07
dc.description.abstractIn recent years, there has been a burgeoning interest in the interdisciplinary educational approach known as Science, Technology, Engineering, Arts/Humanities, and Mathematics (STEAM). This trend is grounded in the demonstrably positive impact this approach has on children and young people's attitudes and learning outcomes, as well as the imperative to foster their curiosity and engagement with the content encompassed by these academic domains. Recognizing this imperative, scholarly literature emphasizes the development of interdisciplinary pedagogical strategies, beginning from the earliest stages of education, anchored in pertinent social and cultural contexts. Outdoor environments and natural settings assume particular significance in this educational paradigm, providing a rich backdrop for outdoor learning experiences. These settings facilitate exploration, inquiry, observation, debate, manipulation, and a reconnection with the natural world through sensory engagement. There is a vast body of evidence that shows the beneficial effects of outdoor education on students' academic achievement in science, critical thinking skills, enthusiasm for learning, and intrinsic motivation. Furthermore, exposure to nature confers physical and psychological well-being benefits. Consequently, the immersive and experiential nature of outdoor education is anticipated to foster students' holistic development and welfare while fostering a meaningful connection to STEAM subjects. By enhancing students' interest and involvement in these activities, outdoor education holds promise for cultivating a deeper appreciation and engagement with STEAM learning. To achieve this goal, a questionnaire was distributed among a selection of schools in a Portuguese city, aiming to elucidate how educators utilize outdoor spaces within their school premises. Regarding the educational opportunities afforded by these outdoor environments, a majority of teachers express agreement that conducting activities in such spaces promotes the development of diverse skills, facilitates interdisciplinary and collaborative endeavours, nurtures inclusive learning environments, encourages interaction with nature, and engages students sensorially, thereby fostering their holistic development. While acknowledging the benefits of interdisciplinary activities, most respondents highlight constraints in their implementation, citing the rigidity and length of the curriculum framework, the imperative for teacher training, the lack of time for collaborative planning, and the inadequacy of available materials and resources. Concerning STEAM activities in outdoor settings, the majority of respondents recognize the value of such initiatives and express readiness to participate in associated training programs.pt_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.citationCorreia, M., Ribeirinha, T., Beirante, D., Portelada, A., Martins, C., & Galinha, S. (2024). Teachers’ perspectives regarding outdoor STEAM education. In EDULEARN24 Proceedings, 16th International Conference on Education and New Learning Technologies (pp. 7444-7450). IATED. Palma, Spain. https://doi.org/10.21125/edulearn.2024.1753pt_PT
dc.identifier.doihttps://doi.org/10.21125/edulearn.2024.1753pt_PT
dc.identifier.isbn978-84-09-62938-1
dc.identifier.issn2340-1117
dc.identifier.urihttp://hdl.handle.net/10400.15/4908
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.publisherIATEDpt_PT
dc.relation.publisherversionhttps://library.iated.org/view/CORREIA2024TEApt_PT
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/pt_PT
dc.subjectoutdoor educationpt_PT
dc.subjectSTEAM approachpt_PT
dc.subjectteacher trainingpt_PT
dc.titleTeachers’ perspectives regarding outdoor STEAM educationpt_PT
dc.typejournal article
dspace.entity.typePublication
oaire.citation.conferencePlacePalma, Spainpt_PT
oaire.citation.endPage7450pt_PT
oaire.citation.startPage7444pt_PT
oaire.citation.titleEDULEARN24 Proceedingspt_PT
person.familyNameCorreia
person.familyNameRibeirinha
person.familyNamePaz-Beirante
person.familyNameSaldanha Portelada
person.familyNameMarques dos Santos Martins
person.familyNameGalinha
person.givenNameMarisa
person.givenNameTeresa
person.givenNameDavid
person.givenNameAntónio Fernando
person.givenNameMaria Clara
person.givenNameSónia Maria Gomes Alexandre
person.identifier.ciencia-idF319-BEDD-099B
person.identifier.ciencia-idE71C-28EF-9505
person.identifier.ciencia-id9A1B-6996-C0ED
person.identifier.ciencia-id1F1F-F0C9-A6D2
person.identifier.ciencia-id0F1B-1E5E-AAB9
person.identifier.ciencia-idE517-262B-E644
person.identifier.orcid0000-0001-6205-4475
person.identifier.orcid0000-0002-5678-3476
person.identifier.orcid0000-0001-9674-217X
person.identifier.orcid0000-0001-6138-9695
person.identifier.ridC-6766-2014
person.identifier.scopus-author-id57202834080
person.identifier.scopus-author-id57220932025
rcaap.rightsopenAccesspt_PT
rcaap.typearticlept_PT
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