Abstract
Outdoor learning offers a wide range of benefits for children, from enhancing their physical and mental health, to enhancing creativity, to improving their social skills and sense of place (Whewell & Allan, 2023). However, many primary trainee teachers feel hesitant about teaching science outside the classroom due to concerns about safety, limited resources and the challenges of planning for outdoor learning.
This participatory action research (PAR) project was a partnership between the University of Northampton and Teach Outdoors Ltd., an industry partner supporting this research endeavour. Teach Outdoors Ltd. aims to provide schools and educators with the training and support that they need in order to ensure that all children can reap the benefits of the outdoor environment. Together we sought to address these concerns by helping primary Initial Teacher Education (ITE) students to build the confidence and skills needed to make outdoor learning a natural part of their science teaching.
The programme combined practical workshops and online training, followed by the students leading an outdoor learning session during school placements. The training provided participants with the tools that they needed to navigate challenges, such as risk assessments and managing behaviour in outdoor settings. By exploring creative ways in which to use outdoor spaces, the training empowered students to see the unique opportunities that these environments offer to engage and inspire learners.
After completing the training, participants reported feeling more prepared and enthusiastic about taking their science teaching outdoors. They also experienced how outdoor learning helps children to develop essential skills such as problem-solving, resilience and creativity. By incorporating outdoor learning into teacher training, this project demonstrated how we can prepare future educators to create meaningful, memorable learning experiences that go beyond the classroom walls and focus upon eco-centric educational experiences.
This participatory action research (PAR) project was a partnership between the University of Northampton and Teach Outdoors Ltd., an industry partner supporting this research endeavour. Teach Outdoors Ltd. aims to provide schools and educators with the training and support that they need in order to ensure that all children can reap the benefits of the outdoor environment. Together we sought to address these concerns by helping primary Initial Teacher Education (ITE) students to build the confidence and skills needed to make outdoor learning a natural part of their science teaching.
The programme combined practical workshops and online training, followed by the students leading an outdoor learning session during school placements. The training provided participants with the tools that they needed to navigate challenges, such as risk assessments and managing behaviour in outdoor settings. By exploring creative ways in which to use outdoor spaces, the training empowered students to see the unique opportunities that these environments offer to engage and inspire learners.
After completing the training, participants reported feeling more prepared and enthusiastic about taking their science teaching outdoors. They also experienced how outdoor learning helps children to develop essential skills such as problem-solving, resilience and creativity. By incorporating outdoor learning into teacher training, this project demonstrated how we can prepare future educators to create meaningful, memorable learning experiences that go beyond the classroom walls and focus upon eco-centric educational experiences.
| Original language | English |
|---|---|
| Article number | 3 |
| Pages (from-to) | 20-29 |
| Number of pages | 10 |
| Journal | Journal of Emergent Science |
| Issue number | 28 |
| Publication status | Published - 28 Apr 2025 |
Bibliographical note
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Keywords
- outdoor learning
- Confidence
- participatory action research
- initial teacher education
- Early Childhood Studies
- experiential learning
- Science Education
