USING THE OUTDOORS AS A CLASSROOM FOR SCIENCE EDUCATION
 

ABSTRACT

This study explored the use of an outdoor environment to teach inquiry-based science and the effects outdoor experiences have on long-term memory. This study primarily used quantitative methods to collect and analyze data from an indoor and outdoor group. Qualitative results, such as teacher’s notes and observations were also collected to supplement findings. Results did not show a statistical difference between indoor and outdoor group scores; however, analysis did indicate that the small sample size and large variation in grade-level and cognitive development could have prevented stronger correlations from emerging. Although findings did not show the outdoor setting was a superior learning environment, it was found that the relationship between outdoor experiences, science process skills, and long-term memory deserve more attention.