Technology‐mediated outdoor learning for primary school student teachers: Focusing on biodiversity.

Background: Technologies may successfully be used to mediate, aid, and diversify learning, but several studies indicate that technologies cannot substitute outdoor learning and its experiential nature. To halt human‐induced biodiversity loss, teachers should acquire a deep understanding of the principles of ecology, including the challenging concept of biodiversity. Only few studies have investigated learning about biodiversity outdoors guided by technology. Objectives: The aim of this study was to examine student teachers' current knowledge of the concept of biodiversity, to test how well technology‐mediated mobile learning in outdoor settings affects their understanding of the concept, and to determine the students' ability to estimate biodiversity in situ. Methods: Student teachers (N = 121) participated in a technology‐mediated nature trail. Research data was gathered through open‐ended questions in pre‐ and post‐test questionnaires and an assignment during the trail. Data were analysed using both qualitative and quantitative methods. Results and Conclusions: Results showed that significantly, more students included species and ecosystem diversity in their definitions of biodiversity after the trail, but the inclusion of genetic diversity remained low. Student's estimations of biodiversity in situ and related arguments indicate that they had difficulties in connecting their observations with their assessments of biodiversity. Implications: The study indicates that biodiversity is still a challenging concept, but also that outdoor learning mediated by technology has potential to untangle the concept. Understanding the importance of genetic diversity for species survival should be given special attention. Lay Description: What is already known about this topic: Research shows that sensory experiences and interaction with natural environments are important when learning about nature and, therefore, for example, virtual environments cannot substitute outdoor learning.Research also indicates that mobile technologies can successfully be used to support learning outdoors.Previous studies show that the concept of biodiversity is still largely unknown to the public and even teachers, yet there are only few studies where technology has been used outdoors to promote learning about biodiversity. What this paper adds: The goal of the study was to test how well a technology‐mediated nature trail (TMNT) – in which outdoor environment with all its' sensory experiences and observations made in authentic environments – can promote learning about the concept of biodiversity.The study showed that the concept of biodiversity is still poorly known among student teachers and, although knowledge about species and ecosystem diversity increased significantly during the study, the concept of genetic diversity remained especially hard to grasp.The TMNT was successful in mediating student teachers through the trail and observing the desired aspects of biodiversity – it is also easy to modify compared to for example, physical nature trail signs. Implications for practice and/or policy: Biodiversity and its meaning for ecosystems is an important and challenging topic – technology‐mediated outdoor learning has potential to promote this understanding.Teacher educators should place special emphasis on promoting their students' knowledge of biodiversity and their ability to observe the natural environment. [ABSTRACT FROM AUTHOR]