This is an empirical study of teacher experiences with school learners (7-18 years) engaging in cross-curricular environmental science during the COVID-19 pandemic. The study focuses on #FieldworkLive, a programme of live-streamed outdoor science lessons produced by the Field Studies Council and Encounter Edu during the UK lockdown (April - May 2020). The experiences of approximately 377,000 teachers and students from 32 countries were captured using an online survey and direct staff consultation. This delivery method allowed us to reach untapped audiences and to provide learners with a virtual fieldwork experience during the constraints of lockdown. Teachers were highly positive about the technology-enhanced learning which provided them with novel perspectives and approaches for the classroom. We propose a model for the affordances provided by this delivery approach based on the Technological Pedagogical Content Knowledge framework. The Field Studies Council has developed a flexible package of multimedia resources for secondary schools as a route to enriching outdoor experience and learning despite the constraints imposed by the pandemic.
Supplementary information: The online version contains supplementary material available at 10.1186/s43031-022-00047-0.
Keywords: COVID-19; Fieldwork; Geography education; Outdoor learning; Science education; Technological pedagogical content knowledge (TPCK).
© The Author(s) 2022.