Learning biology and mathematics outdoors: Effects and attitudes in a Swedish high school context
Outdoor learning improves long-term memory of course content and increases positive student attitudes
The purpose of this study was to explore the long-term effects of learning biology outdoors on student cognitive and affective outcomes in high school, as well as student attitudes towards learning outdoors in general. Fägerstam and Blom aimed to address a gap in research investigating school-based outdoor learning as part of ordinary school curriculum, as the majority of studies available address the impact of outdoor learning off of school grounds such as field trips.
Researchers conducted a seven month study at an urban high school in Sweden involving 84 students between the ages of 13 to 15 years old. Students were divided into four classes including two seventh grade classes and two eighth grade classes. All classes were taught by the same teacher and guided by the same curriculum goals. One seventh and eighth grade class received outdoor instruction comprised of six outdoor biology lessons of 60-minutes each, whereas one seventh and eighth grade class received indoor instruction complemented by two outdoor biology lessons of 60-minutes each. To assess academic content knowledge gained by the students, researchers delivered an essay question two weeks after the start of the biology course along with six months after course completion. Student responses were evaluated using the Structure of Observed Learning Outcome (SOLO) taxonomy measurement tool. Further, to explore student attitudes towards outdoor learning, the authors performed semi-structured interviews five months after course completion.
Results of this study revealed no significant differences in content knowledge gained between the indoor and outdoor learning groups. However, compared to the students who received indoor classes, the students who received outdoor biology instruction exhibited increased levels of long-term knowledge retention and used higher frequencies of course content-related words to describe course activities and content vividly. In contrast, students who received indoor instruction provided relatively content-free, vague and elusive descriptions of course content and activities when interviewed. Further, students revealed more positive and enthusiastic attitudes towards outdoor learning. When interviewed students expressed that they feel more focused, alert and engaged when learning outdoors because of the fresh air, increased motor activity, novelty and variation of the outdoor and real-world environment, as well as from the increased social aspects of participating in group work.
The study highlights that outdoor learning is a multi-sensory approach that solidifies student learning through providing relevant, real-world experiences impacting student interest and motivation to learn.
Citation
Fägerstam, E., Blom, J., (2013). Learning biology and mathematics outdoors: Effects and attitudes in a Swedish high school context. Journal of Adventure Education and Outdoor Learning, 13(1),
