Outdoor Science Education and Child Well-being in Primary Schools: Protocol for a Cluster Randomized Controlled Trial on Learning, Connection to Nature, Eco-anxiety, and Stress
试验速览
- 阶段
- 不适用
- 状态
- 招募中
- 入组人数
- 1,000
- 试验地点
- 1
- 主要终点
- Score on the Scientific Observation Skills Rubric (0-15) in a Novel Environmental Context
研究概览
简要总结
The goal of this randomized controlled trial is to learn if an outdoor science education intervention can improve primary school students' learning and well-being when compared to an indoor classroom-based science education intervention. The main questions it aims to answer are:
- Will students who engage in outdoor science learning produce higher-quality observations of living organisms than students who receive instruction exclusively in an indoor, classroom-based context, when both groups are invited to make observations in an unfamiliar natural environment?
- Does an outdoor education intervention embedded within the science curriculum contribute to children's connection to nature, eco-anxiety and stress?
Participants will:
- Receive a science education intervention 2h/week for a total of 5 weeks, either indoors or outdoors
- Answer questionnaires before and after the intervention
- Participate in a field day-trip after the intervention where they will be asked to observe living organisms.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Other
- 盲法
- Double (Investigator, Outcomes Assessor)
入排标准
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Primary schools need to have a deprivation index equal to or superior to 1 (with 10 being the maximum) and be located in Montreal, Longueuil or Laval (QC).
- •Teachers have to show some interest in outdoor education but are not obliged to have already done some before in order to be included.
- •Only 5th and 6th grade teachers are included.
- •Primary schools with two teachers interested in participating in the project.
排除标准
- •Alternative schools or those welcoming recently arrived non-Francophone students are not included.
研究组 & 干预措施
Outdoor science education
2h of outdoor science education intervention per week for a total of 5 weeks (following Québec's mandatory curriculum)
干预措施: Outdoor science education (Behavioral)
Indoor classroom-based science education
2h of indoor science education intervention per week for a total of 5 weeks (following Québec's mandatory curriculum)
干预措施: Indoor classroom-based science education (Behavioral)
结局指标
主要结局
Score on the Scientific Observation Skills Rubric (0-15) in a Novel Environmental Context
时间窗: After the 5-week intervention has ended, students will spend one day in a new environmental context (at the end of October) in order to make observations
Students' scientific observation skills will be assessed using a structured observation rubric designed for elementary science education. After the 5-week intervention, each student will spend one day in a new environmental context (field activity at the end of October). Students will be asked to make a total of five oral observations of living organisms in this setting. Independent raters, trained in the use of the rubric, will evaluate the quality of each scientific observation using a four-level scoring framework, with scores ranging from 0 (lowest) to 3 (highest quality of scientific observation). The total score will range from 0 to 15, with higher scores indicating stronger scientific observation skills. Inter-rater agreement will be monitored to ensure reliability.
次要结局
- Connection to nature - Score on the Inclusion of Nature in Self Scale (0-7)(At baseline and immediately after the 5-week intervention has ended)
- Score on the Perceived Stress Scale for Children (PSS-C; range 0-39)(At baseline and immediately after the 5-week intervention has ended)
- Score on the 11-item Hogg Eco-Anxiety Scale (HEAS-13; range 0-33)(At baseline and immediately after the 5-week intervention has ended)
- Score on the Basic Psychological Needs Satisfaction Scale - School Version (range 0-36)(Baseline and immediately after the 5-week intervention)
研究者
Jean-Philippe Ayotte-Beaudet
Professor
Université de Sherbrooke