Nature Writing as a Bridge to Student Scientific Interest

Authors

• Christine McGrail, University of North DakotaFollow
• John Kudukey, University of Massachusetts AmherstFollow
• Colette Smith, University of North DakotaFollow
• FNU Dharma, University of Massachusetts AmherstFollow

Abstract

Nature writing is an important pathway for preservice teachers’ engagement with science that can help more students recognize themselves as knowers and doers of science and better connect them and their students to the world around them. Nature writing allows all students, including those from non-dominant cultural backgrounds, to include their experiences and backgrounds in their science education. Nature writing also affords all students an opportunity to better understand the natural world they are a part of. Nature writing is typically written in first person and characterized as scientific observation of the natural world through a personal reflective lens. In our own practice as science teacher educators, we introduced nature reading and writing in our college science education courses targeting preservice teachers to encourage their experience with nature, enhance their literacy and observational skills, and foster interest in science. This article showcases the nature writing of two preservice teachers, one elementary education and one secondary education, completed during their science education coursework. The two preservice teachers also share their thoughts on the experiences of engaging with nature reading and writing. Both found enough value in nature reading and writing that they would consider incorporating nature reading and writing into their eventual work as science teachers.

Recommended Citation

McGrail, Christine; Kudukey, John; Smith, Colette; and Dharma, FNU (2026) "Nature Writing as a Bridge to Student Scientific Interest," The Cicadian: Vol. 1: Iss. 2, Article 4.
Available at: https://commons.und.edu/cicadian/vol1/iss2/4