Teaching in the wild: Dilemmas experienced by formal educators in adapting to facilitating nature-based learning

Abstract

Benefits of nature-based learning are well documented. However, there are many challenges and open questions in preparing teachers to facilitate nature-based learning. We take a cultural-historical activity theoretical (CHAT) approach to analyzing the dilemmas faced by 14 fifth- and sixth-grade teachers and one principal as they prepared for and facilitated a week-long, nature-based learning experience for students. Drawing on surveys, focus groups, field notes, and video data, we identified four dilemmas educators faced: teacher-led activities versus student-driven inquiry; safety versus exploration; learning about versus learning from nature; and learning on the move versus learning in place. We illustrate how each represents a systemic contradiction within the nature-based learning activity system or between this activity system and the classroom. We discuss implications for understanding and designing nature-based learning and teacher professional learning.