The twenty-first century has taken us inside. Gone are the days of long play outside or discovery in the woods. Gone are the days
when just walking outside at night allowed you to marvel at the thousands of stars in the sky. After over ten years of camp work, I have
seen the decline in an initial interest in nature. I have worked with many children who would rather be inside playing video games or
watching TV than be outside playing baseball or exploring the woods.
Richard Louv has studied this decline in society’s interest in nature. According to Louv, nature has become “more abstraction
then reality. Increasingly, nature is something to watch, to consume….” (Louv, 2). He describes this alienation from nature as
“nature-deficit disorder.” (Id. at 34). To compound the issue, Louv has found that there are consequences of a generation turning its
back to nature. These costs, or symptoms, include diminished senses, attention difficulties, and higher rates of physical and
emotional illnesses. (Id). In addition, children are no longer in awe of nature, such as the woods; rather, they are afraid of it and who
or what might be out there.
While the disinterest, fear, and their effects are alarming, there is hope! In my work with children, I have experienced the change
in students as they learn about what is outside the walls of their home or school. I have been able to introduce many youngsters to
the Milky Way or a mighty Sycamore tree. I have had the pleasure of seeing the awe on their faces as they see a shooting star for the
first time. I have seen the gleam in their eyes as they are able to identify a tree for themselves. I have celebrated with the students
who accomplished the challenge course element they initially declared “impossible” or hiked up the hill that seemed unclimable.
While they may have been more interested in a comfy couch when they first arrived, when they left, they had a new appreciation and
understanding of a whole new world: the great outdoors. My experience in working with children in nature is not unique. Outdoor
education programs world-wide bring about the same results. During an outdoor education experience, students explore the natural
world that has become foreign to them, an opportunity that has many benefits for the students of today.
First, an outdoor learning experience simply gets the students outdoors. Many days go by when students are only outdoors
because they have to get from one place to another. The time they spend outside is minimal, and if they live in developed areas, the
chances of them spending time in nature are negligible. Outdoor education allows children to spend time outside. They will have the
time and space to explore, play, run, and just be kids.
Second, what better way to learn about something than in the place where it occurs? An outdoor education experience allows
students to have a hands-on experience with the material they are reading about in their textbooks. Outdoor education allows
students to see nature in action—the words on the textbook page come to life! Not only do students get to see nature in action, they
get to touch, feel, hear, and smell it. In other words, they experience it, become a part of it.
In addition, the hands-on learning appeals to all types of students. Studies show that students learn in many different ways.
Howard Gardner, a professor of education at Harvard University, has identified eight types of intelligence:
1. linguistic intelligence (word smart)
2. Logical-mathematical intelligence (number/reasoning smart)
3. spatial intelligence (picture smart)
4. bodily-kinesthetic intelligence (body smart)
5. musical intelligence (music smart)
6. interpersonal intelligence (people smart)
7. intrapersonal intelligence (self smart)
8. naturalist intelligence (nature smart)
(Louv, 71). These intelligence types are indicators of how a student learns. Because there are so many different types of learning
styles, having just one form of instruction, such as lecture, does not effectively reach all of the students in a classroom. Outdoor
education programs accommodate the learning styles of those students who do not respond to just auditory teaching.
Third, studies show that students who participate in outdoor education programs and programs that allow them to be in a
natural setting have improved academics. Working with the various teaching styles affects all students. Teachers find that those
students who struggle in the classroom are “awakened” when they are in the natural setting of an outdoor experience. (Institute for
Outdoor Learning). These students show more interest and ability than when they are at a desk learning from a textbook. This is
because they are able to experience nature and the processes, not just hear about it. Teachers also find that those who excel in the
classroom benefit from the different learning setting. (Id.). All of the students’ horizons are expanded as they are immersed in nature.
Studies also indicate improved academics for students of outdoor programs. In a study conducted by the American Institutes for
Research, students in California who attended an outdoor education program raised their science scores by 27 percent. (American
Institutes for Research: Effects of Outdoor Education, 31). This increase knowledge was maintained for at least six weeks after the
outdoor experience. (Id.)
A study conducted by the State Education and Environment Roundtable allowed students from across the United States to be
involved in nature projects. The study showed that these students had increased academic performances. (Shea). For example, at
Belleview Middle School in Marion County, Florida, 91% of eighth graders met or exceeded a rating of three on Florida Writes! in 1999
compared to 77% in 1998. In addition, at Alva Elementary in Lee County, Florida, 71 % of fourth graders met or exceeded District
standards on Florida Writes! in 1999 compared to 48% in 1998, and on narrative writing, 84% in 1999 compared to 47% in 1998.
Other studies from England and Australia support the findings of these studies: that education in nature or involvement in nature can
lead to improved academic performance.
Fourth, outdoor education programs integrate several subjects, such as science, math, language arts, social studies,
physical education, and health. Primarily, outdoor education teaches science. Students develop in their abilities to participate in
discovery approaches to learning scientific knowledge. They investigate and gain understanding about living and non-living things
and events by direct observation. The curriculum includes studies on general biology, earth science, ecology, botany, zoology, and
physical science.
In addition, outdoor curriculum incorporates other subjects. Students practice math skills in projects which include measuring
distance, height, density, weight, time, temperature, volume, and compass direction, as well as recording and graphing data. As the
students communicate ideas, observations, conclusions, and data, they reinforce concepts learned in language arts classes. Many
students must also make written reports of their experience through papers and journals. Some schools use the opportunities
created at the outdoor school to give the students a beginning point for a creative writing assignment. Students cover social studies
topics when they explore the natural world in relation to past, present, and future human history, needs, and experience, as well
developing insights about food, shelter, community, health, economics, politics, and pollution problems as relevant to responsible
citizenship and the stewardship of nature. Physical education is incorporated into the outdoor program through adventure games,
recreational games, hiking, swimming, and canoeing. Finally, health studies are involved in outdoor education. Students develop
heightened awareness of poisonous organisms in nature and also become acquainted with edible food resources. There is a
continuous focus on safety in the natural setting. So, while in nature, students are learning and re-enforcing a variety of subjects.
Fifth, outdoor education programs allow students to develop personally. This is accomplished through various avenues,
including an improvement in self-worth, and an increase in abilities. (Staley, 5-8). Because students’ self-concepts can become
more positive with successful experiences, it is important to provide students with opportunities for success. (Id. at 5). An outdoor
education experience provides such opportunities. Whether it is through discovery in the natural setting or individual or group work
on the challenge course, students have ample opportunities to succeed while at outdoor school. Because students who seem to fail
in the classroom come alive while at outdoor school, they are succeeding in a place where they have failed before. The challenge
course is designed to provide opportunities for success for all participants. Outdoor schools set students up for success, allowing
self-esteem to grow.
Outdoor school also allows students to develop new skills, such as insect identification and orienteering. These opportunities
not only give the students new skills, but also give them a chance to build their confidence in themselves as they attempt the new
skills. (Staley, 5). Whether the students are learning scientific research skills, such as observation and classification, or outdoor
living skills, such as canoeing and fire building, the opportunities are not only contributing to their growth and development, but they
are introducing the students to possible new careers and hobbies. (Id.)
Outdoor education programs also improve the students’ social skills. The California study conducted by the American Institutes
for Research showed an increase in the students’ cooperation abilities and conflict resolution skills. (American Institutes for
Research: Effects of Outdoor Education, 22). The teachers also saw improvement in the students’ classroom behavior. (Id.)
Outdoor school programs offer opportunities for students to learn and work together, thus allowing them to practice social skills in a
positive environment.
Another growth opportunity resulting from an outdoor education opportunity is stewardship. “Outdoor education experiences can
allow children to observe first-hand the interrelationships between plants, animals, and the physical environment and observe the
positive and negative effects man has on the delicate balances in nature.” (Staley, 5). Studies show a significant and lasting
increase in concern about conservation and the students’ impact on the environment. (American Institutes for Research: Effects of
Outdoor Education, 27-28). Because the students learn first-hand about nature, they develop a concern for the health and survival of
the environment.
Finally, educators are communicating vital messages about learning and nature to students by choosing to participate in an
outdoor education program. (Sterling Edwards). First, outdoor learning experiences are just as important as indoor ones. Second,
quality learning can take place anywhere, everywhere, and anytime. Third, effective learning can take place with or without textbooks
or formal learning materials. Fourth, self-discipline and group discipline are just essential outdoors as indoors. Fifth, and perhaps
most importantly, life is a constant learning experience; there is no division of life into learning and non-learning.
Students must get back outside, and an outdoor education experience allows them to return in a safe and educational
environment. Not only do the students of today get to see how important, fun, and enjoyable the great outdoors can be, they also
receive other benefits. The students are learning about nature in nature. In addition as educators, we need to meet the educational
needs of our students, including understanding how they learn and accommodating the different styles. Outdoor school meets the
various learning styles and allows students to succeed. After an experience in nature, students show improved academic
performance. Outdoor curriculum is well rounded, teaching not just about nature, but involving several other subjects as well.
Outdoor schools allow students to develop personally by giving them opportunities to succeed, teaching them new skills, and
engendering positive stewardship attitudes. Finally, by participating in an outdoor education program, educators are re-enforcing to
students the value and importance of the great outdoors.
The message?
No child left inside—allow them to complement their studies by learning where they will excel—outdoor school!
Works Cited
Abrams, Kathy Shea. Summary of Project Outcomes from EE & SSS Schools’ Final Data. Florida Office of Environmental
Educations. Tallahassee, FL. (1999).
Effects of Outdoor Education Programs for Children in California. Palo Alto, California: American Institutes for Research (2005).
Institute for Outdoor Learning. “What is Outdoor Learning?” www.outdoor-learning.org/what_is_outdoor_learning/why_ol_matters.
htm
Louv, Richard. Last Child in the Woods: Saving our Children from Nature-Deficit Disorder. Chapel Hill, NC: Algonquin Books of
Chapel Hill (2005).
Staley, Frederick A. Outdoor Education for the Whole Child. Dubuque, IA: Kendal/Hunt Publishing Co. (1979).
Sterling, Edward. Grow Your Own Outdoor Education Program. Canadensis, PA: Spruce Lake Outdoor School (2001).
No Child Left Inside: Why Outdoor School?
|