Outdoor chemistry in teacher education – a case study about finding carbohydrates in nature

  • Jan Höper UiT The Arctic University of Norway
  • Hans-Georg Köller UiT The Arctic University of Norway
Keywords: inquiry-based, linking domains, outdoor chemistry, outdoor learning, relevance

Abstract

In this case study, we describe an inquiry-based approach to enhancing tuition in chemistry by taking student teachers out of the lab and into nature. We used video observation and interviews to gain insight into student teachers’ expectations and experiences of such fieldwork. Through thematic analysis, we found that the participants perceived the approach as individually relevant and worthy of integrating as a teaching method in future practice. Further, we discussed challenges presented by outdoor chemistry and ways to overcome these. Overall, we show that fieldwork in chemistry contributed to a better understanding of chemistry as an integral part of nature.

Published
2018-09-17
How to Cite
Höper, J., & Köller, H.-G. (2018). Outdoor chemistry in teacher education – a case study about finding carbohydrates in nature. LUMAT: International Journal on Math, Science and Technology Education, 6(2), 27–45. https://doi.org/10.31129/LUMAT.6.2.314
Section
Special Issue: Out of School Learning