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

Rios, José M.

Brewer, Jessica

Date

2014

In publication

Applied Environmental Education & Communication

Volume

13

Issue

4

Pages

234-240

Resource type

en Research/Scholarly Media

Resource status/form

en Published Text

Scholarship genre

en Theoretical

ISSN

1533-015X

DOI

10.1080/1533015X.2015.975084

URL

Official Publisher's Webpage (Taylor & Francis)

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

Cited in

Critical Social Network Analysis as a Method for Examining How Power Mediates Improvement Efforts

Item sets

Handbook Chapter 17 Citations

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