Perceptions of pre-service teachers about outdoor learning for STEM Education in early childhood education

Abstract

This study explored pre-service teachers’ perceptions of outdoor learning for STEM education. The 29 pre-service teachers were asked to respond with opened questionnaire about teaching experience information for STEM outdoor learning and ideas of how to implement outdoor learning in STEM education. Data were analysed using a qualitative analysis. Qualitative data analysis was analysed by content analysis methods. The finding indicates that pre-service teachers’ perceptions about outdoor learning for STEM-related with these three ways: a local place in the community, cooperation with people in the community, and knowledge of how to integrate activity within the things around the community. They think outdoor learning provides an authentic context for students to solve real-world problems and develop problem-solving skills. Their perceptions also show the way of how to integrate the nature of STEM with outdoor learning and how to connect STEM disciplines with outdoor learning.