Exploring Nature and Learning Science Through an Afterschool Birding Club
Document Type
Article
Publication Date
10-7-2024
School
Center for Science and Math Education
Abstract
Background: Birding is ideal for engaging students in authentic scientific inquiry because it relies on specialized equipment, requires keen observation skills, engages prior knowledge, and activates critical thinking. However, there is very little research on the benefits of birding in K-12 education. Purpose: Two elementary teachers created an afterschool bird club to engage students in birding to help them develop a better appreciation for their surroundings and increase awareness of the natural world. This qualitative study was conducted over two academic years and investigated the role an afterschool birding club had on students’ interaction with nature and their peers. Methodology/Approach: Using a primarily ethnographic approach, teacher interviews, parent survey data and interviews, and field notes guided the understanding of the research question. Findings/Conclusions: The study reveals an evident value for elementary students in social interactions, improved relationships with others, a building of scientific knowledge and awareness, and an increased appreciation for nature. Implications: Benefits include allowing students to interact with tools and materials relating to science and bird identification. They make this a fun way to enact their passion and hopefully inspire children to develop a love for birds, birding, and a desire to conserve the local habitat.
Publication Title
Journal of Experiential Education
Volume
48
Issue
2
First Page
353
Last Page
373
Recommended Citation
Britton, S. A.,
Gisewhite, R. A.,
Rogers, K.
(2024). Exploring Nature and Learning Science Through an Afterschool Birding Club. Journal of Experiential Education, 48(2), 353-373.
Available at: https://aquila.usm.edu/fac_pubs/21835
COinS
Comments
Stacey Britton et al, Exploring Nature and Learning Science Through an Afterschool Birding Club, Journal of Experiential Education (, ) pp. . Copyright © 2024. DOI: 10.1177/10538259241276084. Users who receive access to an article through a repository are reminded that the article is protected by copyright and reuse is restricted to non-commercial and no derivative uses. Users may also download and save a local copy of an article accessed in an institutional repository for the user's personal reference. For permission to reuse an article, please follow our Process for Requesting Permission.