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Updated: Jul 20, 2025

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Expanding the field: using digital to diversify learning in outdoor science.

Bethan C Stagg1,2, Justin Dillon2, Janine Maddison3

  • 1Field Studies Council, Shrewsbury, Shropshire UK.

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|July 31, 2023
PubMed
Summary

Teachers positively embraced technology-enhanced learning for environmental science education during the COVID-19 pandemic. Live-streamed virtual fieldwork provided novel classroom approaches, enriching outdoor experiences despite lockdown constraints.

Keywords:
COVID-19FieldworkGeography educationOutdoor learningScience educationTechnological pedagogical content knowledge (TPCK)

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Area of Science:

  • Environmental Science Education
  • Educational Technology

Background:

  • The COVID-19 pandemic necessitated innovative approaches to science education.
  • Traditional fieldwork was significantly limited during the UK lockdown (April-May 2020).

Purpose of the Study:

  • To evaluate teacher experiences with a live-streamed environmental science program.
  • To explore the effectiveness of technology-enhanced learning for virtual fieldwork.

Main Methods:

  • Empirical study involving approximately 377,000 teachers and students from 32 countries.
  • Data collection via online surveys and direct staff consultation.
  • Analysis informed by the Technological Pedagogical Content Knowledge framework.

Main Results:

  • Teachers reported highly positive experiences with the technology-enhanced learning approach.
  • Virtual fieldwork offered novel perspectives and effective classroom strategies.
  • The program successfully reached diverse audiences during lockdown.

Conclusions:

  • Live-streamed environmental science lessons provide valuable virtual fieldwork experiences.
  • Technology-enhanced learning models can effectively supplement traditional science education.
  • The Field Studies Council developed adaptable resources for secondary schools.