ASE is committed to promoting fieldwork as an effective and inspirational way to teach science.
The 'outdoor classroom' provides a meaningful way to engage learners in practical science, giving them experience of collecting and analysing data, and making predictions in the real world, beyond the limitations of the classroom or laboratory. The wider educational benefits of teaching and learning science through fieldwork in the natural and built environments include teamwork, motivation and its potential to influence positively the choice of science as a future subject of study. As an oragnisation we are committed to changing the perception about the value of outdoor learning.
Key Facts
- Outdoor learning is not a priority in school due to local issues such as teacher confidence[1]
- 95 percent of children surveyed said outdoor learning makes lessons more enjoyable
- 93 percent of schools said outdoor learning improves pupils’ social skills
- 92 percent said it improves pupils’ health and wellbeing and engages them with learning
- 82 percent saw a positive impact on behaviour
- 79 percent of teachers surveyed said outdoor learning had a positive impact on their teaching practice [2][3]
- Only 8 percent of children (aged 6-15) in England visited the natural environment with their schools in an average month during 2013-2015[4]
Key Reports
- Natural Connections Demonstration Project Transforming Outdoor Learning in Schools-Lessons (Teacher Guidance 2016)
- IOE The Place of Fieldwork in Geography and Science Qualifications. (2014)
- ASE and FSC Outdoor Science - A co-ordinated approach to high-quality teaching and learning in fieldwork (2011)
- Natural England Learning Outside the Classroom in Natural Environments (2012)
- Ofsted Successful science: An evaluation of science education in England (2011)
- ASE Initial Teacher Education and the Outdoor Classroom (2007)
Below are articles from ASE journals covering key aspects of outdoor learning and fieldwork. Please note that some articles may only be accessible by members of the Association.
[1] These findings are from Outdoor learning: Kings College London reports (2011)
[2] These findings are from England’s largest outdoor learning project - Natural Connections Demonstration project
[3] This evidence is outline in The Call of the Wild, CPRT Blog, Cutler M, 2016
[4] These finding are from the Monitoring of Engagement with Natural Environment (MENE) survey
