ORCID
0000-0002-7011-7592
Abstract
We examined an outdoor, experiential learning approach within a science methods course for nontraditional adult learners who are often career changers or individuals transitioning into teaching later in life. Through immersive, nature-based experiences, the course connected adult learners to science via direct engagement with the natural world. We include reflections from two nontraditional learners who participated in a 6-week nature journaling process, showcasing how they embraced inquiry-based experiences in natural settings. These reflections reveal a supportive learning environment that values diverse learning styles and life experiences and encourages exploration. Insights from these experiences can guide science teacher educators in developing curricula, instructional strategies, and support systems to address the specific needs of nontraditional learners, enriching science education preparation.
Included in
Adult and Continuing Education Commons, Adult and Continuing Education and Teaching Commons, Elementary Education Commons, Outdoor Education Commons, Science and Mathematics Education Commons
