The Reality of Employing the Learning-in-Nature Approach in Teaching Social Studies Education in Oman

Abstract

The study aimed at identifying the reality of using learning-in- nature approach in teaching social studies education in Muscat Governorate in Oman from the viewpoints of teachers. A related purpose was to examine the impact of gender, teachers' qualification, years of experience, and grade level on teachers' perspectives. The researchers developed a questionnaire consisting of three domains: teachers' knowledge about learning in nature; the benefits of learning in nature; and the challenges that teachers encountering in teaching according to this approach. A total of 85 social studies teachers responded to the questionnaire. The results of the study revealed that teachers' knowledge and practices of learning in nature approach was rated as high while their rating of the benefits of the approach was very high. Yet, they believed that the challenges encountering them in using this approach is moderate. The results also showed no statistically significant effects of gender, teachers' qualification, years of experience, and the grade level on teachers' perceptions related to using the approach. The researchers recommended the necessity of using the learning-in-nature approach in all stages of schooling, in addition, to provide training for teachers to help them implement it in their subject.