Teachers and students identify multiple benefits of regular opportunities for self-directed outdoor learning

Teacher concerns about student management and behavior are sometimes cited as barriers to outdoor learning. This study investigated students’ and teachers’ experiences during school-based outdoor education experiences.

Three third-grade classes in Canada participated in this study. The participating teachers took their 63 total students to a nearby greenway for unstructured outdoor learning each month for a total of eight visits within the school year. Each outdoor session, lasting 1.5 hours, began with students visiting a tree they had chosen as “their tree.” After spending some time observing and being with the tree, the students were free to explore the area on their own. During the following-year, two of the teachers and 21 of the students participated in semi-structured group interviews focusing on the outdoor learning experiences. Student interviews consisted of groups no larger than four and no smaller than two students. The two teachers were interviewed together. Questions posed during the interviews invited participants to share information about how they felt about the experience, what they liked and didn’t like, what they learned, and how the experience was different from learning in the classroom.

Four key themes emerged from the interviews: expanding perspectives, connection to nature, sense of choice, and enjoyment. From their first-hand explorations outdoors, the students gained expanded perspectives of curriculum-related concepts. For example, learning about erosion from direct observation while it was happening outdoors was more powerful and dynamic than what a regular classroom setting could provide. Expanded perspectives were also evident in learning concepts and skills not prescribed or directly linked to the curriculum. Examples provided by the students included learning about “the life cycle of nature, how interesting nature was, the differences of trees, and the importance of treating nature with respect.” An unexpected learning outcome related to ways in which students made connections between what they observed in nature and their own personal lives. Many students felt that choosing and visiting “their tree” was an important part of the experience. Comments from both students and teachers indicated that this experience helped them “form a relationship with their tree, which led to caring for it.” Students’ comments also indicated that the freedom to select their own tree and to choose their own learning activities was highly valued. While teachers felt initially challenged by the idea of allowing students to create their own learning experiences, they soon discovered that students thrived in the freedom. They observed how students “took a leadership role, and took pride in sharing their discoveries.” Both students and teachers noted ways in which the outdoor learning experiences were enjoyable.

These findings highlight the importance of providing an outdoor natural space and the opportunity for students to spend time outside on a consistent basis to give them “the chance to learn in an organic way from nature, form deep connections to nature, develop within themselves a sense of choice, and find enjoyment in the natural environment.”