Engaging Students in Science through a Nature Hike: A Case of Two Students with ADHD

Abstract

Attention-Deficit/Hyperactivity Disorder (ADHD) is becoming prevalent amongst elementary school aged students and can lead to learning disorders. Additionally, informal science education is a field of study that is becoming increasingly popular and important in the world of science, especially with elementary students. Thus, it is important to understand how students with ADHD react to informal learning experiences. We measured learning gains and changes in environmental awareness among 84 fifth grade students that participated in an informal nature hike associated with the Over, Under, and Through: Students’ Informal Discover the Environment program. We also used a case study approach to reveal the hike experiences of two students with ADHD. Both students demonstrated increased attention and interest in science during and after their participation in the nature hike. While this is a small scale, case study, findings from this work and related literature suggest that more informal experiential learning opportunities should be integrated into science classes as they help improve student attention, content recall, and attitude toward science. KEYWORDS: ADHD; Engagement; Environmental Science Education; Informal Science Education; Mobile Technology; Nature Hike

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