Science learning in the outdoors to support primary secondary transition
Issue 362 | Page 27 | Published Sep 2016
This study provides additional insight into how outdoor learning can be used as a vehicle to address transition issues. It analyses the benefits of outdoor learning through the use of shared learning days with pupils in transition phases across all the cited outcome categories: cognitive, affective, interpersonal/social and physical/behavioural. The article argues that a carefully designed programme of outdoor'shared learning days' with pupils in both phases working together is a sound model to help address the recommendations arising from specific transition issues through the delivery of aligned outcomes and impact from learning science outdoors.
More from this issue
Peter Borrows discusses how ink was manufactured centuries ago and challenges us to reproduce the method in modern times.
This article reviews the use of'bridging units' in science to improve curriculum continuity during transition from primary to secondary...
The issues and challenges for pupils and teachers raised and discussed in this special issue of School Science Review on science during primary...