Fieldwork Integration into The Primary School Curriculum to Develop Complex Scientific Thinking

Abstract

The study of complexity is an important part of science education. In this paper, we present a pedagogical option that includes potentially feasible field solutions for complex science teachers. The aim of this work is to examine how fieldwork has appeared in the international literature over the past 5 years and to explore the algorithms that can be used to develop complex scientific thinking skills of children. This work can provide a basis for the teaching of science in other countries, as fieldwork can be adapted based on the learning results. We wish to draw attention to the need for a methodology for teaching fieldwork that includes examples of coenology and presents the relevant learning outcomes that could be achieved through fieldwork in primary schools.