Outdoor education and science achievement

Outdoor learning experiences can promote science content knowledge and positive environmental attitudes

This article presents a discussion about how teachers can use outdoor learning experiences to increase science content knowledge and promote environmentally conscious thinking in students. The article includes a brief review of related research and offers personal experiences and reflections of the authors who identify themselves as environmental educators. One author is a classroom teacher and the other a teacher educator. Both argue for providing outdoor education opportunities in a school setting.

Their argument is based, in part, on the fact that research shows that outdoor learning benefits children in the areas of health, behavior, and science achievement. Their argument is also based on their own observations of how outdoor learning opportunities can have a positive influence on children’s content knowledge, environmental attitudes, and sense of wonder. The teacher, in this case, noticed how students were better able to articulate their thinking in forest and marine ecology when they had direct experiences in these settings.
The authors also noted from their own observations how time outdoors can positively impact students’ behavior. They note, for example, that on days when students stay indoors during recess, there are more behavior issues than on days when students go outside for recess.

According to the authors, the elementary years are the opportune time to instill positive environmental attitudes with teachers acting as facilitators. The article includes general ideas and specific examples of outdoor activities teachers might use to promote students’ academic learning and environmental attitudes.