Abstract
Research suggests that an interdisciplinary approach, where students can gather and evaluate evidence, and make sense of information they receive, can enhance students’ learning and better model various processes and phenomena in the real world [1]. However, it might create challenges for teachers to design integrated learning scenarios in authentic outdoor settings. The general aim of the paper is to analyze the content of integrated learning scenarios supported with technologies (mobile devices, online applications, sensors and educational robotics) in outdoor settings created by teachers from 6 K-12 schools to understand the characteristics of outdoor learning scenarios, the type of knowledge and level of contextualization these scenarios anticipate. The content analysis of the integrated learning scenarios demonstrates that the teachers tend to design learning scenarios, which hardly embrace learning contexts and enable to support higher order knowledge building types.
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This project is partially funded by the European Union’s Horizon 2020 Research and Innovationn Programme, grant agreement No. 669074.
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Väljataga, T., Mettis, K. (2019). Analyzing Integrated Learning Scenarios for Outdoor Settings. In: Herzog, M., Kubincová, Z., Han, P., Temperini, M. (eds) Advances in Web-Based Learning – ICWL 2019. ICWL 2019. Lecture Notes in Computer Science(), vol 11841. Springer, Cham. https://doi.org/10.1007/978-3-030-35758-0_27
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DOI: https://doi.org/10.1007/978-3-030-35758-0_27
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