ABSTRACT
This chapter describes the findings of a qualitative case study conducted with three small groups of in-service elementary teachers in Cyprus who enrolled in a specially designed module of a teachers’ preparation program. This study, built on theoretical underpinnings about informal learning, investigated the impact of a specially designed, technology-enhanced, informal education module on participants’ science learning. The unique aspects of the module include: (a) an outdoor setting and (b) an inquiry-based model. Research data consisted of participant observations, an evaluation test and two semi-structured interviews before and at the end of the module. Analyses of the data indicate the ways such pedagogical approaches can support teacher learning and the development of current understandings about science teaching at the elementary school. The research findings provide a readily available, concrete example of a nonformal instructional approach to in-service teachers’ professional development (PD) and fill an existing gap in outdoor learning, focusing mainly on environmental concepts.
