Peer-reviewed research2017–2026 update
Field trips to natural environments: how outdoor educators use the physical environment
Outdoor educators on field trips often pointed out scientific concepts but rarely worked on values and attitudes; structured active learning stood out as contributing to a variety of outcomes.
What's new
This mixed-methods study examined 20 field trips to natural environments. Researchers looked at what outdoor educators communicated, the skills they taught and the methods they used. Data included observations of the trips, interviews with educators and students, and questionnaires from 569 students. Educators often referred to scientific phenomena and concepts visible outdoors but rarely tried to develop values and attitudes. Eight types of learning outcome were identified. Structured active learning contributed to a variety of outcomes, and environmental action helped shape students' attitudes and their intentions to act for the environment.
Why it matters in Aotearoa
For New Zealand providers and teachers running field trips, the study suggests that how educators use the natural setting shapes what students take away. Including environmental action is a practical lever for sustainability goals.
Putting it into practice
Build at least one structured, hands-on task and one environmental action, such as a restoration or clean-up job, into each field trip.
How strong is the evidence
A reasonably large mixed-methods study combining observation, interviews and 569 questionnaires across 20 trips. The abstract does not state the country or how outcomes were measured over time.
What to read
The findings on the eight learning outcomes and on structured active learning.