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
Open access/full-text available: en No
Peer reviewed: en Yes
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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