You searched for:

  • All

Changing spaces, changing relationships: The positive impact of learning out of doors

Outdoor learning influences teacher attitudes as well as student behavior and engagement with learning

Barriers to outdoor learning, from weather to school day structure, have been documented. The authors of this study suggest that the reluctance of teachers to take students outside may also relate to potential changes in interpersonal behavior and relationships that might occur by moving to a novel, outdoor space. This study examined the shared outdoor learning experiences of teachers and students to understand the potential impact on the teacher-student relationship. The project involved 210, 10-11 year old students and eight teachers from several schools in the United Kingdom taking part in a 3-hour fieldwork activity (producing a field guide) on their school grounds or within walking distance of the school. This activity was not part of the usual curriculum of the school, but was intended to complement elements of the standard English and Science curriculum.  The schools’ grounds typically included mowed grass areas and mature trees, enclosed by fencing. Some also included more diverse habitats such as meadow or pond areas.

This analysis was part of a larger investigation and the authors did not intend initially to study interpersonal relationships, however, this theme arose in analysis of the larger study and became the focus of this article. Data available to authors included observations of students, field notes, individual interviews with teachers, pre- and post-project focus groups, and student thank-you notes that documented what students felt they learned, what they enjoyed and suggestions for improving the activity. Prior to the field work, teachers expressed concerns about taking their students outdoors related to their potential loss of control over student behavior and to loss of expert status (they thought the unfamiliar outdoor environment might expose their lack of knowledge). Based on these themes, the authors focused this paper on two questions – “does an out-of-classroom learning experience necessarily lead to poor child behavior and loss of control by the teacher?” and “Does engagement by children necessarily suffer if teachers lose expert status?”

Qualitative analysis of teacher comments demonstrated no loss of control of student behavior, and in some cases, improved behavioral control and increased student engagement. With regard to loss of expert status, teacher and student comments suggested that teachers and students formed a co-learning relationship that most found to be a positive change and one that sparked creativity and collaborative learning. The authors conclude that by giving up expert status and allowing themselves to enter a co-learning partnership with students, teachers can overcome their reluctance to take children outside. When teachers learn themselves through outdoor experiences, they can transfer that knowledge to students in later learning experiences.

 

Citation

Scott, G., Colquhoun, D., (2013). Changing spaces, changing relationships: The positive impact of learning out of doors. Australian Journal of Outdoor Education, 17(1), 47 - 53.

DOI

MADE POSSIBLE WITH SUPPORT FROM:

Turner Foundation

MADE POSSIBLE WITH ONGOING SUPPORT FROM:

University of Minnesota - Institute on the Environment
EE Research

A collaborative research library of:

Children and Nature Network and NAAEE

Connect to more resources through our eeResearch collaboration with the North American
Association for Environmental Education, combining articles, syntheses and research summaries
for the field of environmental education and the children and nature movement.

SUPPORT OUR WORK

Help us make sure that all children live, learn and grow with nature in their daily lives.

Donate Membership