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Young learners benefit from learning and engaging in nature, but nature-based outdoor learning impacts on teachers are less understood. The present study examined elementary school teachers' learning experiences with science instruction in outdoor natural settings. An Outdoor Science Education (OSE) program partnered with schools in the southeastern U.S. to provide standards-aligned outdoor science lesson expeditions for fifth-grade students. Teachers reported their participation in expeditions improved their own content knowledge in science and contributed to their confidence teaching science and teaching in the outdoors. In addition, teachers reported their perceptions of students' performance in their science classes and on standardized science tests. The teachers described their perceptions about how the expeditions improved their students' engagement for learning and behavior in outdoor settings when compared to indoor science instruction. They discussed how these changes were most obvious for students who struggled with traditional classroom instruction. Using survey and interview data, we discuss the potential for teacher learning related to outdoor science instruction.

Environmental education research often emphasizes the importance of community context, but conceptualization and measurement of environmental literacy has mostly occurred at the individual level, often focusing on individual behaviors. The environmental problems facing the world today require collective action--communities coming together to address large-scale problems. Accordingly, understanding and encouraging collective action requires a shift in focus from individual to community-level environmental literacy (CLEL). Despite its importance, CLEL has been left largely undefined and unmentioned in environmental education literature. To understand the field's current conceptualizations and measurement strategies around CLEL, the authors held a convening of 24 researchers to discuss the topic. Here, we report the findings of this convening and present a series of tensions that emerged in conceptualizing and measuring CLEL. We see this area of research as rich with opportunity for innovation and offer considerations for researchers engaging in this work.

Characterisation of six supergene ferromanganese ore samples revealed that P was hosted by several different Fe and Mn oxides. Goethite had the highest (up to >1% or higher) and highest mean (up to 0.32%) P contents, then cryptomelane-hollandite (mean up to 0.12% P) and nsutite-pyrolusite (mean up to 0.14% P). When present in the same sample, nsutite had a higher mean P content than pyrolusite. Phosphate minerals were not detected in the samples. P deportment was variable with deposit, deposit type and within individual mineral grains. EPMA showed that P content is elevated in cryptomelane with higher Mn/(Fe + Al + Si) ratios and in todorokite with lower Mn/(Fe + Al + Si) ratios. The results show that higher phosphorus supergene ferromanganese ores with considerable cryptomelane and nsutite contents are likely to have multi-phase Fe-P and Mn-P deportment. The propensity for very fine-scale intergrowths of goethite and Mn oxides ± aluminosilicates in some ore types means that reliable characterisation of P deportment is critical in informing potential P-reduction pathways for ferroalloy feedstocks. P was most probably incorporated into Mn oxides via near-surface adsorption via complexation with cations such as Ca or Mg in todorokite, but the presence of structural P cannot be precluded in cryptomelane and nsutite. [ABSTRACT FROM AUTHOR]