Workbook for Teaching Science Outdoors - written by teachers, for teachers, this workbook will help any teacher get to know their schoolyard as a teaching and learning space; this workbook provides advice, activities and talking points to build support with students, parents, colleagues and administrators
“Why teach outdoors?” - a one-pager with research-backed talking points about the impact of outdoor learning
Activity instructions for Observations, Journaling, Know-Wonder-Learn Charts and Driving Question Boards - simple instructions for how to do these activities with your students
WHY TEACH OUTSIDE?
Learning outside has many benefits for students
COGNITIVE
Increased interest in science and science careers (4)
Increased attention span (1)
Positive science learning outcomes (2)
Increased motivation and engagement (3)
SOCIAL-EMOTIONAL
Reduces stress and anxiety (5)
Improves feelings of connectedness (6)
Helps student develop a sense of place and care for environment (7)
PHYSICAL
Being outside decreases the transmission of diseases such as COVID-19 (8)
Opportunity for increased physical activity
Engage multiple senses
References
1. Blair, D. (2009). The child in the garden: An evaluative review of the benefits of school gardening. The journal of environmental education, 40(2), 15-38.
2. SEER (State Education and Environment Roundtable) (2000) The effects of environment-based education on student achievement. Available: http://www.seer.org/pages/csap.pdf (accessed 23 January, 2004).
3. Dyment, J. E. (2005). Green school grounds as sites for outdoor learning: Barriers and opportunities. International Research in Geographical & Environmental Education, 14(1), 28-45.
4. Lieberman, G. A., & Hoody, L. L. (1998). Closing the Achievement Gap: Using the Environment as an Integrating Context for Learning. Results of a Nationwide Study.
5. Wells, N. M., & Evans, G. W. (2003). Nearby nature: A buffer of life stress among rural children. Environment and behavior, 35(3), 311-330.
6. Jennings, V., & Bamkole, O. (2019). The relationship between social cohesion and urban green space: An avenue for health promotion. International journal of environmental research and public health, 16(3), 452.
7. Wilson, R. (1997). A sense of place. Early Childhood Education Journal, 24(3), 191-194.
8. Centers for Disease Control and Prevention (2019). Small and large gatherings. https://www.cdc.gov/coronavirus/2019-ncov/your-health/gatherings.html
Funding provided by NSF DRK12 grant #1907506