Science outside the classroom: exploring opportunities from interdisciplinarity and research–practice partnerships

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Science outside the classroom: exploring opportunities from interdisciplinarity and research–practice partnerships

Guerrero, GR; Reiss, MJ; (2020) Science outside the classroom: exploring opportunities from interdisciplinarity and research–practice partnerships. International Journal of Science Education , 42 (9) pp. 1522-1543. 10.1080/09500693.2020.1767317. Green open access

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Abstract

This article examines an outdoor science activity based on Interdisciplinary Teaching and Learning of Science (ITLS) undertaken with a collaborative research methodology as a Research-Practice Partnership (RPP). The activity was implemented in a national reserve in Chile as part of continuing professional development and co-designed by in-service science teachers and researchers. The study had two research questions: 1) How do in-service teachers, working in a RPP, connect and articulate different science topics through methodological and theoretical interdisciplinary perspectives? 2) Can a RPP be a pedagogical resource to generate positive changes in professional development within the practice of managing outdoor science activities? The analysis was qualitative and based on content analysis of data collected from questionnaires about the teachers’ perceptions and scientific posters designed by the teachers as part of their course. Teachers were able to connect interdisciplinary topics – using theoretical and methodological interdisciplinarity – to solve real problems that arise from the environment within a field trip. In addition, findings reveal benefits of RPP and ITLS, for the management of outdoors activities, supporting the importance and relevance of learning science outside the classroom. However, the boundaries between researchers and science teachers should consider the cultural worlds of participants in the partnerships.

Type:	Article
Title:	Science outside the classroom: exploring opportunities from interdisciplinarity and research–practice partnerships
Open access status:	An open access version is available from UCL Discovery
DOI:	10.1080/09500693.2020.1767317
Publisher version:	https://doi.org/10.1080/09500693.2020.1767317
Language:	English
Additional information:	This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords:	Outdoor science teaching, professional development, interdisciplinarity, collaborative learning
UCL classification:	UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Centre for Doctoral Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment
URI:	https://discovery.ucl.ac.uk/id/eprint/10101540