Peer-reviewed research2017–2026 update
Primary school teachers’ perceptions of out of school learning within science education
Primary teachers value outdoor science for studying nature 'for real' and lifting interest, but describe little science content and face organisational and cost barriers.
What's new
Fifteen primary teachers took part in semi-structured interviews about how they use out-of-school learning in science. Teachers saw outdoor education as a chance to study nature 'for real', which they said increases children's interest. They named organisational and economic factors as the main barriers. When describing learning content, teachers mostly talked about student interest and the activity itself, and scientific subject knowledge featured little. The authors highlight the importance of clear learning aims for outdoor sequences.
Why it matters in Aotearoa
New Zealand teachers also have to justify EOTC time against curriculum goals. This study is a reminder that engagement alone is not enough, and that outdoor science sessions need clear learning intentions.
Putting it into practice
Write one or two specific science learning intentions for each outdoor session and check them with students at the end.
How strong is the evidence
A small interview study with 15 teachers. It reports their views and does not observe teaching or measure student learning. The country is not stated in the abstract.
What to read
The results on how teachers describe learning content and barriers.