Abstract
Outdoor, hands-on and experiential learning, as opposed to instruction-based learning in classroom, increases student satisfaction and motivation leading to a deeper understanding of the subject. However, the use of outdoor exercises in undergraduate biology courses is declining due to a variety of constraints. Thus, the goal of this paper is to describe a convenient, no-cost and flexible exercise using an on-campus botanical tour for strengthening specific knowledge areas of major plant groups. Its assessment on conduct and coverage, and student-perceived and actual knowledge gain is also described. Data presented derived from traditional biology undergraduates in sophomore year over nine fall and three spring semesters. Conduct and coverage was assessed using a summative survey including open-ended questions administered to 198 students. A pre- and post-exercise survey addressing 10 knowledge categories was administered to 139 students to evaluate student-perceived knowledge gain. Quiz grades from the on-campus tour exercise were compared with average quiz grades from two in-class plant-related labs of 234 students to assess actual knowledge gain. Each student reporting on the conduct and coverage indicated either one or a combination of outcomes of the exercise as positive engagement, experiential learning, or of interest. Student-perceived improvement was evident in all ten knowledge categories with a greater improvement in categories learned anew during exercise compared to subjects reviewed. Quiz grades from the exercise were >11% greater than quiz grades from the two in-class plant-related labs. Active learning with interest likely contributed to the increased perceived and actual knowledge gains. Suggestions for adoption of the exercise in different settings are presented based on both student comments and instructor’s experience.
Highlights
Student satisfaction, the favorability of students’ subjective evaluation of the experience and outcome of what they learned [1], and motivation are positively correlated to a variety of learning measures [2]
Finding a match between what makes students satisfied and motivated and what needs to be covered in a specific biology course to meet program goals and standards is a challenge
Students felt that the on-campus tour exercise strengthened their knowledge substantially (111% improvement) even in the subject areas that had already been covered in previous indoor labs and lecture, such as the subjects addressed in the first four questions of survey 1
Summary
The favorability of students’ subjective evaluation of the experience and outcome of what they learned [1], and motivation are positively correlated to a variety of learning measures [2]. Finding a match between what makes students satisfied and motivated and what needs to be covered in a specific biology course to meet program goals and standards is a challenge. Such matches, if found, will increase student-driven learning, rather than passive reception. Pleasurable experiences with our outdoors and resulting curiosity are among the reasons why many of us, today’s biology teachers, chose to be biologists. Exercises that enable today’s students to understand structure, function and benefits of outdoor world may stimulate their curiosity as well, and help sustain their satisfaction and interest in biology. Merits and impacts of outdoor teaching have been well-recognized in a variety of scopes such as camping education [3], extension
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