A Linguistic <ecosystem>: Curricular Methods for Science, Literacy, and Identity in Outdoor Education

Abstract

For many students, a significant barrier in science understanding is complicated scientific language. My research explores ways that word study in scientific contexts can facilitate rich learning experiences and develop scientific identity. While research in learning sciences has examined interdisciplinary science/literacy curricula, the targeted study of science, literacy, and identity in outdoor education is unique to this project. By synthesizing literature on science sensemaking, educator language stances, and socio-cultural learning theories, I designed a set of lessons where students engage in structured, contextual word study and field-tested these lessons with four groups of fifth-grade students at an environmental education center. I found that the study of scientific words in outdoor contexts allows students to share and sustain their identities while building confidence in science, literacy, and the outdoors. Based on my findings, I propose an “Environmental Word Investigation” (EWI) framework to be used by educators in designing identity-sustaining science/literacy lessons. By centering literacy in the science-focused world of outdoor education, this research fosters new possibilities for land-based English literacy work.