Integrating outdoor adventure activities within a science curriculum can promote both physical activity and engagement in science educationThis study addressed two issues of widespread concern: decreasing youth physical activity levels and youth under-performance in science. The specific aim of the study was to explore how an integrated outdoor adventure-based science course (OASC) might potentially differ from a traditional school program in terms of students’ engagement with science education and physical activity. A unique aspect of the OASC was the way in which it incorporated winter outdoor adventure activities within a science curriculum.
Twenty-two high school students participated in the OASC program over a five-day period during a break in their school calendar. The program was conducted at a science education center located near a state park and ski area. In addition to ski instruction and ski outings, program activities included snow science data collection and individual science inquiry projects. Students participating in the program had varying degrees of experience, skills, and interests in relation to science and outdoor winter activities.
Data for this study was collected at the students’ regular school setting four consecutive days one month prior to the course and again for four days one month following the course. Data was also collected at the OASC site three days during the program. The same measures were used for each assessment. Both behavioral and psychological measures were used. Pedometers worn by the students each assessment day constituted the behavioral measure. Psychological measures focused on self-reported levels of engagement (i.e., flow), intrinsic motivation, self-determination, physical activity attitudes, and physical activity identity. Results from the school-based pre- and post-assessments were then compared with those from the assessments conducted at the OASC site.
Results showed that physical activity, intrinsic motivation, and psychological engagement in science and physical activity were significantly higher during OASC than in the school settings. Specific areas where significant differences were found in favor of the OASC experience include flow, intrinsic motivation, autonomy, competence, relatedness, enjoyment, and learning climate. Overall, these findings suggest that the integrated outdoor adventure-based program enhanced students’ intrinsic motivation to engage in both physical activity and science education. These findings are also consistent with previous research attesting to the potential value of outdoor adventure activities in promoting youth engagement and autonomy.
This research supports the idea of further developing and evaluating adventure education programs with the dual purpose of promoting physical activity and fostering student engagement in science education. Suggestions for developing such programs and conducting related research are offered.
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