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Learning Science through Outdoor Learning

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Golob N.

The New Educational Review

2011

vol. 25

221-234

Children from modern societies often enter the compulsory education system with a lack of experience in the outdoors. On the other hand, they possess much knowledge that they often cannot properly apply to the events in their environment and to their own everyday actions and activities. This study is based on research into the outdoor learning experiences in elementary education. By posing open-ended questions about previous outdoor school learning, we examined its effects on pupils in Slovenian elementary school. In this way, we confirmed correlations between the experience of observing life in water and around it and better knowledge of small organisms in an aquatic environment among 10-year-olds. For the water-pollution-related experience, a correlation with favourable attitudes and more appropriate use of water was not statistically confirmed. Outdoor learning provides pupils with the opportunity to combine and develop their knowledge of actual environmental and everyday phenomena. To overcome the gap between pupils’ knowledge and their actions in terms of environmental education we suggest that teachers should integrate outdoor learning into their teaching practice. Conclusions are drawn with reference to the implications for the development of real and meaningful outdoor learning in order to develop in pupils the skills that are required for appropriate sustainable development in the future.

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Learning Science through Outdoor Learning