Outdoor Education and Science Achievement
Item
Title
Outdoor Education and Science Achievement
Abstract/Description
Elementary students have limited opportunities to learn science in an outdoor setting at school. Some suggest this is partially due to a lack of teacher efficacy teaching in an outdoor setting. Yet the research literature indicates that outdoor learning experiences develop positive environmental attitudes and can positively affect science achievement. Research also suggests that frequent outdoor learning experiences, implemented by a trained teacher in a familiar setting, like a schoolyard, can result in greater engagement and science achievement for students. Teachers can embrace outdoor learning opportunities as a means to increase science content knowledge and develop environmentally conscious students. In this article, we explore the positive effects of outdoor science education on achievement and suggest practical outdoor activities for classroom teachers.
Author/creator
Date
In publication
Volume
13
Issue
4
Pages
234-240
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Theoretical
ISSN
1533-015X
Citation
Rios, J. M., & Brewer, J. (2014). Outdoor Education and Science Achievement. Applied Environmental Education & Communication, 13(4), 234–240. https://doi.org/10.1080/1533015X.2015.975084
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