Outdoor Learning Boosts Engagement

Summary of Haraldsson, Göranson, & Lindgren (2024)

Background & Existing Knowledge
Engagement in science often drops by upper primary grades. This ethnographic study in Sweden followed Grade 6 classrooms to explore how outdoor science learning—using field observations, habitat walks, and embodied discussion—can re-energize student motivation through real-world contexts.

New Insights from This Study
✔ Students reported greater enthusiasm and attentiveness when lessons were delivered outdoors.
✔ Nature-based activities led to enhanced understanding of scientific phenomena and better retention.
✔ Collaborative reflection in outdoor settings enriched peer dialogue and curiosity.

Practical Applications: How Educators Can Use This Research
Behavior Management
📌 Use hands-on natural settings (e.g. gardens, pond edges) to reduce restlessness. Establish pre-lesson routines to orient students physically and cognitively.

Teacher Support
📌 Organize peer-planning sessions for outdoor lesson design.

Inclusive Teaching
📌 Offer multi-modal activities (e.g. sketching, measuring, storytelling) to engage diverse learners.

Conclusion
Integrating science teaching in outdoor environments increases student engagement, fosters collaborative thinking, and supports deeper concept retention.

Key Words
outdoor science, student engagement, experiential learning, ethnographic research, science literacy

Reference
Haraldsson, K., Göranson, M., & Lindgren, E.-C. (2024). “It is easier to learn when you are out”: An ethnographic study of teaching science subjects through outdoor learning at compulsory school. Journal of Outdoor and Environmental Education. https://doi.org/10.1007/s42322-024-00172-6

Suggested Citation
Ross, E. M., & Malar, D. B. J. (2025). Outdoor Learning Boosts Engagement. Excellent Educator, 2(14), 1.