Outdoor Learning Environments Research Articles

Effective Nature-Based Outdoor Play and Learning Environments for below-3 Children: A Literature-Based Summary.

Early childhood (0-8 years) is a time of rapid brain development supported by spontaneous and informal learning from the surrounding environment. Meaningful contact with nature (a dynamic and varied source of informal learning) during the early years of life sets up rich scopes for such spontaneous learning-especially in the first three years, a period in life that determines all future learning, behavior, and health. Besides its learning affordances, nature-based environments provide numerous health and developmental benefits. Considering that more than 13 million children under 5 years of age in the US spend most of their waking hours in care facilities, the potential benefits of having a nature-based outdoor area in their primary care environments are immense. However, guidelines and assessment standards for designing nature-based outdoor environments for below-three children (infants and toddlers) are almost non-existent. This three-phase research holds the promise of addressing this issue. Phase 1 reviews the available limited literature on below-three children's outdoor play and learning environments and summarizes their design implications. Phase 2 extracts effective design guidelines and identifies assessment indicators from the Phase 1 studies. In Phase 3, empirical data (environmental assessment data) are collected to compare the existing and proposed design environment conditions of below-3 outdoor play and learning environments in a selected childcare facility. This phase highlights evidence-based assumptions of new criteria, guidelines, and indicators to assess any below-3 nature-based childcare outdoor environments. This research provides new information and insights for designing nature-based outdoor play and learning environments for below-3 children to increase their meaningful connections with natural elements while attending a care facility.

Perbandingan Bermain Bebas dan Bermain Komando Pada Pembelajaran Luar Ruangan di Pendidikan Anak Usia Dini Yogyakarta

This study aims to compare the quality and impact of free play and structured play learning processes in supporting early childhood development within the outdoor learning environments of PAUD Yogyakarta. A comparative descriptive methodology was employed, involving 177 students from five State Kindergartens in Yogyakarta. Data were collected through observations using a sheet that included indicators of active engagement, safety, social interaction, exploration, creativity, problem-solving, discipline, and emotional management. The results reveal that free play is more effective in supporting active engagement, exploration, and creativity in children, while structured play better supports safety and discipline. Independent t-tests were conducted on the data from the free play and structured play learning processes to determine whether significant differences existed between the two play activities. The findings indicate a substantial difference between the methods, with a p-value of 0.039455, below the significance threshold of 0.05, showing that free play has a more positive impact on child development. According to the data, free play excels in terms of active engagement (96.63%), social interaction (83.15%), exploration (94.38%), creativity (77.53%), problem-solving (79.78%), and emotional management (71.91%). Conversely, structured play supports safety (98.86%) and discipline (94.32%). This research has implications for the future learning process in early childhood education in Yogyakarta, as it helps teachers and school principals realize the importance of outdoor learning activities in free play to support the holistic development of children.

How Do Nature-Based Outdoor Learning Environments Affect Preschoolers’ STEAM Concept Formation? A Scoping Review

This scoping review examined the impact of nature-based outdoor learning environments on the formation of STEAM (science, technology, engineering, arts, and mathematics) concepts in preschoolers. Preschool age (3–5 years) is the time when physical interaction with surrounding built environments increases, and spontaneous learning from the environment intensifies—making it an ideal age range to promote nature-based informal learning. An outdoor learning environment can influence STEAM concept formations of preschoolers with an intentional design that offers STEAM learning affordances. Despite the rising interest in early STEAM education, there is still limited literature on how the outdoor environment may influence STEAM learning behaviors of preschoolers (3–5 years old). This scoping review intended to evaluate the existing knowledge regarding the physical factors contributing to STEAM learning affordances in an outdoor environment for children aged three to five. The review included studies from the last twenty years. This scoping review was conducted following the criteria outlined in the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA-ScR). For this scoping review, 843 citations were discovered across four databases (JSTOR, Scopus, EBSCOhost, and Web of Science), ProQuest, and Google Scholar, and 31 articles were considered eligible for inclusion. The paper synthesized those 31 studies to identify the key STEAM learning behaviors of children and STEAM-activity-supportive settings that may positively influence preschoolers’ STEAM concept development.

Enhancing Student Collaboration in Science Education Through Outdoor Learning Transformation

This study explores the efficacy of implementing outdoor learning to enhance student collaboration in fourth-grade science education at SD Muhammadiyah 1 Candi Sidoarjo, addressing a gap in research regarding its application in primary school science education. Using a descriptive qualitative approach with observation, interviews, and documentation, data analysis followed the Miles and Huberman model. Results indicate successful implementation of outdoor learning, fostering collaboration among students, particularly in accepting responsibility, assisting peers, and respecting opinions. Variations in collaboration effectiveness were noted between student groups. Findings suggest that carefully planned outdoor learning activities can create an engaging learning environment, improving student collaboration and overall learning outcomes in primary school science education. Highlight: Outdoor learning in primary science: Enhancing student collaboration and engagement. Qualitative approach: Investigating student perspectives on outdoor education. Effective peer interactions: Fostering teamwork in outdoor learning environments. Keyword: Outdoor learning, Student collaboration, Primary school, Science education, Qualitative research

How can place support pedagogy? Application of the concept of cognitive affordances in research and design of outdoor learning environments

This paper adopts an ecological approach to describe the opportunities offered by school landscape for children’s curricular learning. The approach is based on Gibson’s concept of affordances which refers to the opportunities offered by an environment to its users. The research conducted in school grounds in two different contexts – Scotland and Bangladesh drew on this theory to examine the relationship between the school landscape and children’s learning. Case study research included application of observation and behaviour mapping in school grounds, and interviews with participants in both contexts. Opportunities for teaching and learning offered by the school landscape in both cases were later defined as ‘cognitive affordances’ by the authors. ‘The concept of ‘cognitive’ affordances’ had limited attention in the field of landscape research. This paper thus introduces and defines the term to understand and study the potential of outdoor environments for development of children’s learning and cognition.

The Effect of Planned Trips to Outdoor Learning Environments on Students' Awareness and Knowledge of Energy Resources

Bu çalışmanın amacı, enerji santrallerine yapılan gezilerle, öğrencilerin enerji kaynaklarının hangi tür enerji kaynağı olduğuna yönelik bilgi düzeylerine ve farkındalıklarına etkisini tespit etmektir. Ayrıca rüzgâr enerji santraline (RES) yapılan gezi ile öğrencilerin rüzgâr enerji santrallerine yönelik bilgi düzeylerini gözden geçirmelerini sağlamak, bu yapılara ilişkin öğrenme ihtiyaçlarını belirlemek ve etkinlik sonucunda bilgi düzeylerinin nasıl değiştiğini tespit etmektir. Araştırmada, nitel araştırma yöntemlerinden temel nitel araştırma yaklaşımlarında durum çalışması kullanılmıştır. Araştırmanın çalışma grubunu, 2022 yılında TÜBİTAK 4004 Doğa Eğitimi ve Bilim Okulları kapsamında desteklenen doğa eğitimi projesine katılan 30 ortaokul öğrencisi oluşturmaktadır. Araştırma verileri “Bilgi-İstek-Öğrenme Kartları” ve “Enerji Kaynağı Türü Anketi” ile toplanmıştır. Araştırmada elde edilen verilerin analizinde betimsel ve içerik analizi yöntemleri kullanılmıştır. Araştırma sonucunda, okul dışı öğrenme ortamlarına yapılan eğitim planlı gezilerin katılımcıların enerji kaynağı türleri konusunda ve rüzgâr enerji santrallerine yönelik bilimsel okuryazarlık ve farkındalık düzeylerine önemli katkısının olduğu söylenebilir. Yapılan birçok çalışmada ve bu çalışmada gözlendiği gibi okul dışı öğrenme ortamlarına yapılan planlı geziler sayesinde öğrencilerin bilişsel ve duyuşsal özelliklerinde gelişmeler olduğu tespit edilmiştir. Bu sebeple bu tür faaliyetlere eğitim ve öğretim süreçlerinin tüm aşamalarında yer verilmesi önerilmektedir.

STEAM Trails in Outdoor Learning Environments around the Egyptian Pyramids Complex

Abstract During the last years, the arrival of new technologies facilitated STEAM integration in real-world learning situations, e.g., GPS-based software and mixed realities allow us to combine the virtual and real world to increase our understanding of complex knowledge. Based on these technologies, the authors designed several teaching practices by creating STEAM trails in an outdoor learning environment, integrating architecture in place-based learning approaches that are likely to occur with architecture connected to arts, culture, history and mathematics. However, the complexity of STEAM-integrated teacher practices within real-world situations is challenging. In this conceptual article, the authors will present and discuss the designed teaching practices, stress possible hindrances and chances for their integration into teaching and discuss further research opportunities. This study may be of interest to educators, curriculum developers and policy makers to promote outdoor teaching practices in integrated STEAM trails.

Speech communication in outdoor learning environments

Newton Central School (NCS) celebrates its 100th birthday this year. Its noise environment has evolved significantly over that time and is now dominated by road-traffic noise from the adjacent State Highway 16. Master planning for the redevelopment of NCS, to enable the school roll to be more than doubled, necessitates consideration of how noise emissions to the site can best be minimised and managed, particularly for outdoor learning areas. The transmission of road traffic noise across the site (up to 2043) is predicted and the methodology is detailed. The use of the local topography, locations, and arrangement of buildings and open space, and zoning of different types of outdoor activity to both mitigate and manage transmission is explored. The resultant levels of ambient noise achieved through different mitigation options are discussed via comparison with different sources of published design criteria for outdoor learning and other activities within open spaces. The results are also considered in terms of a signal-to-noise relationship. The relative benefits of reductions in noise for the end user/stakeholder are clarified with reference to the likely subjective perception of comparative changes in noise level. The application of lessons learned and the potential for further study are investigated.

Discovering mathematics beyond the classroom: an investigation of secondary-school students' experiences of mathematics in outdoor learning environments

Discovering mathematics beyond the classroom: an investigation of secondary-school students' experiences of mathematics in outdoor learning environments

School Trips and Local Heritage as a Resource in Primary Education: Teachers’ Perceptions

This paper presents the opinions of primary education teachers in relation to school trips (outdoor learning environment). The following questions are answered: What importance do educational trips have in the context of the curriculum? Does the teacher take advantage of the resources that the environment offers? Are the contents of the curriculum taught during field trips? Are outings planned with the aim of showing students the heritage of the surrounding area? What do students’ families think? In order to answer these questions, a structured questionnaire (CUELX-M ©) was designed, which was then completed by 124 primary school teachers who work in the Region of Murcia (Spain). Through the analysis of the responses to this questionnaire, a detailed study of teachers’ perceptions according to age, gender and teaching experience has been carried out. The reliability of the questionnaire was subjected to expert validation by judges (content, technical and methodological aspects). The reliability of each of the dimensions was also studied, and finally, the construct validity of the scales was studied. The results of Cronbach’s alpha test (=0.867) show that the questionnaire is internally consistent. 98% of the teachers participating in the study agree that school field trips should not be merely recreational and that heritage resources located in the surroundings of schools and cities should be used. However, they also point out that parents of students are sometimes reluctant for their children to participate in such activities due to their economic cost.

Math in daily plans: is it possible to conduct in the outdoors by preschool teachers?

ABSTRACT Daily plans are the key tool for teachers to ensure their delivery meets the expectations of the programme, and math activities are one of the important activities required to be offered daily in the early years to form the foundations of future math knowledge. As outdoor environments provide various learning opportunities, assessing the math activities offered in daily plans is necessary, in part to review teachers’ practices. Therefore, analysing the preschool teachers’ daily plans was the aim of this research. Semi-structured interviews with preschool teachers and some shared daily plan examples were used to collect data. The findings show a discrepancy between teachers’ statements and the plans used. Although the participating teachers pointed to the use of the outdoors for math activities, the shared daily plans were limited in practice in their use of the out-of-classroom opportunities. The daily plans that teachers offered were mainly paper-based classroom activities instead of illustrating a broad use of various learning environments and opportunities. This finding indicates that preschool teachers might benefit from professional development courses that encourage them to address the early mathematics needs of children in their daily plans and through pedagogic practices that use a wide range of outdoor learning environments.

Pupils’ Learning Experiences in Early Childhood government Pre-Schools Using the Tanzania Institute of Education Curriculum: Focus on Kisarawe District

Early Childhood Education is becoming a greater factor in determining future learning behavior among students, yet there are various curricula in use and with varying effectiveness. The TIE curriculum is the most popular in Tanzania and it is unknown as to how effective it is in preparing learners for future learning and developing key soft skills. This study investigated pupils’ learning experience in early childhood education in schools using the Tanzania Institute of Education Curriculum [TIE] focus in the Kisarawe district. The objectives were; i) to assess the appropriateness of the teaching and learning environment of early childhood education; ii) to assess the actual learning practices of children in early childhood education in Kisarawe iii) to determine teacher’s competencies in the provision of early childhood education and iv) to examine the parents, community, and government support towards the delivery of early childhood education. The study was predominantly qualitative and employed a case study research design. Respondents were drawn from four public primary schools. It involved 4 head teachers, 8 teachers, 8 parents, 6 members of the school committee, and 4 classes with 340 pupils. The study employed purposive and snowball sampling techniques to select respondents. Interview guides, observation checklists, and documentary reviews were the instruments used to collect data. Findings indicated that the learning experience gained by pupils who use the Tanzania Institute of Education curriculum in early childhood education is low compared to what is expected and directed in the Tanzania Institute of Education curriculum. The schools in the sample had poor indoor and outdoor learning environments, and teachers were mostly uncertified and had little experience and competencies. There was low and poor support from parents and communities, and the local government who owned the schools contributed little to strengthen the learning experience and competence gained by pupils. The study recommends that education stakeholders effectively play their roles to enable the Tanzania Institute of Education curriculum to be implemented with greater success.

Learning through teaching: Teaching the nature of scientific inquiry in online outdoor learning environments

This study aims to examine the developments of 50 pre-service teachers' NOSI views during a 14-week implementation in the online outdoor learning environment. This is an experimental study that examines each participant's views and changes about NOSI using an open-ended questionnaire (VASI), and follow-up interviews. The data were analyzed by using content analysis. Almost all participants positively improved their views through the explicit/reflective approach and teachers' own experiences by practicing. In this study, the views of pre-service teachers developed more clearly after preparing lesson plans and their teaching practices. This is an indication that NOSI teaching, which does not provide the experience of conveying their learning outcomes to their practices to the participants is limited on its own and that the importance of “learning through teaching” in teachers' in-service and pre-service training on this subject should not be overlooked. Online teacher education in outdoor learning environments might be used in the development of NOSI views of pre-service teachers. We think that it is important to investigate the effect of this training on teacher education. These types of training might create a more economical and sustainable alternative for the development of NOSI views of wider groups of pre-service and in-service teachers.

A Decision Support Toolkit for the Design of Children-Oriented Urban Outdoor Learning Environments

Urban rapid development has created poor open spaces and fewer outdoor learning environments for children. This issue highlights the quality design of urban public and open spaces that can significantly help children’s healthy growth and development. The urban plaza is one of the potential urban open spaces that positively affect the development of talent and creativity in children and develop their physical, social, emotional, and cognitive skills. As public art is an encouraging landscape medium, integrating public art in urban plazas can aid substantially in achieving this goal. The lack of a decision support tool for designing inclusive learning environments at urban plazas has persuaded us to develop the children-oriented urban plaza design (COUP) Toolkit. The COUP Toolkit is a universal tool that can aid design professionals and children’s therapists in assessing and evaluating the impact of urban plaza design on children’s skills growth. By applying the analytical hierarchy process (AHP) method, it was found that the Urban Oasis type of urban plaza contributes the most to skills development in children (WAlt.3 = 0.336), compared to other types (i.e., street plaza, corporate foyer, transit foyer, street, and grand public place). The COUP toolkit has 14 features for designing the urban plazas embedding the public art. Applying AHP indicated that performance art (W2.2 = 0.106), interactive instrument art (W2.3 = 0.106), and spatial composition (W1.1 = 0.103) are most vital in the design of a children-oriented urban plaza. The COUP toolkit was validated through a case study, the Musical Swings (i.e., 21 Balancoires) urban plaza in Montreal, Canada. The COUP toolkit is a rating system and proposes four grading labels based on the scores earned during the assessment process: gold, silver, bronze, and not-certified. The COUP toolkit determined that Musical Swings is ranked as silver; hence, it needs minor improvements, particularly in providing fountains (WSMC2.5 = 0.57) and wading pools (WSMC2.6 = 0.60) to create a proper learning environment for children.

‘Almost pooped on — dislike!’: student and teacher reactions to nature-based learning and resulting practical advice for implementing in secondary schools

ABSTRACT Traditional indoor lessons, in an Australian high school, were moved outdoors. Studies exploring teacher/student perceptions of a move to nature-based classrooms are limited in mainstream schools in disadvantaged areas. The research question was: how do teachers and students perceive and experience outdoor learning environments compared to indoor environments? Forty-seven students aged 13–14 years, and 2 teachers, took part in 5-weeks of indoor and 5-weeks of outdoor lessons. Students were approached for focus groups; teachers for interviews. A phenomenological approach explored the lived experiences of participants in the outdoor classroom; thematic analysis was used to interpret the data. Teachers reported learning and engagement as comparable in the indoor and outdoor settings. Teachers required resources, school support and guidelines to capitalise on the potential of nature-based learning. A practical ‘how to’ for teachers and schools looking to move outside is included. This study suggests guidelines for weather, class size and lessons content/styles.

Cause and effect

As part of a series on 12 keys to unlocking learning outdoors, Professor Jan White considers what makes a good-quality outdoor learning environment

Educational Gardens and Climate Change Education: An Analysis of Spanish Preservice Teachers’ Perceptions

Educational gardens are powerful outdoor learning environments to address the subject of climate change and foster climate action. Using an online questionnaire, this study examines the influence of the main sociodemographic and academic factors, and the role of connectedness to nature, on the perception of educational gardens as contexts of climate change education (CCE) among Spanish preservice teachers (PSTs). The sample consisted of 889 PSTs enrolled in 9 university campuses of Spain. The statistical analyses performed evidenced that women are more likely to use educational gardens than men and that there is a progressive decrease in the positive perception of PSTs about the usefulness of gardens for CCE as the educational level at which they are being trained increases. Statistics also revealed that the variable connectedness to nature and the rating of the importance of educational gardens in CCE are not significantly related. Nevertheless, the Mann–Whitney U test indicated that PSTs who scored higher on connection to nature wished to broaden their knowledge of sustainable agriculture and, thus, connectedness to nature could be considered a predictor of environmental attitudes, each influencing the other. Based on these findings, recommendations for PSTs’ training in the CCE context are provided.

How does play in the outdoors afford opportunities for schema development in young children?

ABSTRACT This paper explores children's use of schemas to construct their knowledge and understanding within the outdoor learning environment. It considers how a knowledge of schemas can facilitate practitioners to inform early years pedagogy. Further, it examines how the affordance of resources in the outdoors can nurture children's schemas. It charts different children's learning journeys over two terms and how ‘coming to know’ about their schemas, facilitated practitioners' different perceptions, shaping classroom pedagogy both indoors and outdoors. The research explores how loose parts and their affordance can nurture schematic development. Findings suggest that the outdoors affords greater engagement of the senses, freedom of space, enabling children to use the ‘loose parts’ in ways that are unique to them. Movements are greater, creativity is deeper, and schemas are overtly witnessed during outdoor play, where the self-governance of the play itself enables schematic development.

Pre-school education close to natural environment: Studying Parameters on Parental Choice and Dedication

Preschool is a period of rapid development of skills and learning, the infant learns through family, school and especially through exploring the natural environment. The child, playing in an outdoor environment close to natural environment, naturally develops his talents, his creativity but also many motor skills, which otherwise, indoor learning environments would not give so many opportunities. Outdoor learning environments in natural environments contribute significantly to the learning of children, especially young children. This paper explains the importance of designing learning environments close to natural environment, something that parents have realized and now consciously choose such environments for their children's learning and development. This article examines the parameters involved, in detail which of the 7ps' elements of Educational Marketing most influence the choice of parents with children in East Thessaloniki to make decisions about their children attending Private Kindergartens with large yards, away from the urban environment and in areas close to natural environment and natural areas. The results of the research show that these parents are of a high educational level, graduates of a University or Technological Institute, with a Master's degree or Doctorate. Also, when parents are satisfied with the quality of the school space, the existence of pedagogical materials and toys for the employment of children, the existence of an outdoor large yard and outdoor activities with infrastructure and facilities away from the urban environment and close to natural environment then they choose this Pre-school education for their child's attendance, they recommend it voluntarily to acquaintances and friends and would choose their child to continue attending to a next level of education such as Primary School if there was one.

Ortaokul öğrencilerinin okul dışı öğrenmeye yönelik algı düzeylerinin incelenmesi

The many positive effects of outdoor learning on students form a good idea about the necessity of maintaining this model with students. However, at this point, perhaps the most important detail to be considered is the level of perception of the students who are directly involved in the subject of outdoor learning. This study is a quantitative study conducted to determine the perception levels of secondary school students towards outdoor learning. The study was designed in accordance with the survey model. 980 participants were included in the study on a voluntary basis. The study data were collected through the “Out of School Learning Environments Perception Scale (OSLEPS)”. The items in this scale were collected using an online form. In the analysis of the data, t-test for independent samples and one-way analysis of variance for independent samples were used. In this study, which was conducted to determine the perceptions of students about outdoor learning environments, the answers given by the students participating in the study to the OSLEPS were evaluated in terms of their gender, grade level, living place and where they spend their holidays. As a result of the analyzes, both female and male students have higher perceptions of willingness to learn and integration with other courses, that outdoor learning environments have a greater effect on female students than male students and female students' perceptions of outdoor learning environments are higher than male students. When the studies in the literature and this study are evaluated together, it is seen that the results obtained overlap with each other. When evaluated in terms of other factors, no significant difference was found between the variables. Since outdoor education activities are an educational process in which the five senses are used together, there are activities in which movement, excitement and curiosity are involved, it ensures that students are constantly active in the process, increases their desire for learning and presents information from different disciplines as a whole, it can be suggested that such activities should be included more in the curriculum prepared.