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<p>Integrating nature-based learning into the curriculum provides significant cognitive, physical, and emotional benefits for children.While birding serves as an effective gateway to nature, its potential to drive holistic STEAM (Science, Technology, Engineering, Arts, and Mathematics) education remains under-researched. This study aims to address this gap by proposing an integrative framework that positions birding as a primary method for interdisciplinary learning. Using a qualitative descriptive design, the researchers implemented and evaluated a year-long after-school birding program that involved 31 students and 28 parents. Data sources, including field notes, student discussions, parental feedback, and artistic artifacts, were analyzed through narrative analysis to create a “thick description” of the program’s impact. The findings reveal three primary outcome dimensions mapped to the study’s core analytic themes: namely digital tool proficiency, active and creative engagement, and collective action. These results demonstrate that birding effectively enhances interdisciplinary awareness and student engagement within STEAM contexts. While the study acknowledges limitations regarding geographical transferability, sociocultural scaffolding, methodological generalizability, and selection bias, it clarifies the conceptual shift from interdisciplinary to transdisciplinary STEAM applications. This research provides a scalable model for nature-based pedagogy and outlines future empirical opportunities to broaden its impact.</p>

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Insights from a qualitative study on integrating birding into K-12 STEAM curricula in after school settings

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年5月19日

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  • Han Zhe Li,
  • Xiao Pei Yi,
  • Xiao Xin Luo,
  • Xuan Zhu Jin

摘要

Integrating nature-based learning into the curriculum provides significant cognitive, physical, and emotional benefits for children.While birding serves as an effective gateway to nature, its potential to drive holistic STEAM (Science, Technology, Engineering, Arts, and Mathematics) education remains under-researched. This study aims to address this gap by proposing an integrative framework that positions birding as a primary method for interdisciplinary learning. Using a qualitative descriptive design, the researchers implemented and evaluated a year-long after-school birding program that involved 31 students and 28 parents. Data sources, including field notes, student discussions, parental feedback, and artistic artifacts, were analyzed through narrative analysis to create a “thick description” of the program’s impact. The findings reveal three primary outcome dimensions mapped to the study’s core analytic themes: namely digital tool proficiency, active and creative engagement, and collective action. These results demonstrate that birding effectively enhances interdisciplinary awareness and student engagement within STEAM contexts. While the study acknowledges limitations regarding geographical transferability, sociocultural scaffolding, methodological generalizability, and selection bias, it clarifies the conceptual shift from interdisciplinary to transdisciplinary STEAM applications. This research provides a scalable model for nature-based pedagogy and outlines future empirical opportunities to broaden its impact.