Outdoor learning may mean different things to different people but it can be outlined as providing opportunities for learners to improve their engagement in learning. A study conducted by the American Institutes for Research (AIR) in 2005 on the Effects of Outdoor Education Programs highlighted many of the benefits of outdoor education on students: self-esteem, conflict resolution, relationship with peers, problem-solving, motivation to learn, and behavior in class. Further, gains in science scores and environmental stewardship were increased. The highest gains were seen in students with English as their second language, which highlights the importance of outdoor education in international schools.
At Aoba Japan International School, we've seen firsthand how outdoor learning not only motivates students but also fosters meaningful interdisciplinary connections. By bringing outdoor education into our classrooms, we've observed how these experiences enhance student engagement and provide opportunities for growth across various subjects.
Grade 7 Classroom
In recent years, the concept of forest bathing has resurfaced as a path towards wellness (Li, 2022). As we do more of our learning facing our screens, the opportunities for learning outside of the classroom walls have declined. We were fascinated by the idea that just walking outside in nature can bring about so many health benefits, such as a boost in immunity, mood, and sleep quality. As our current school is situated about a 20-minute walk from a forested public park, we figured that we could take this opportunity to incorporate forest bathing into a science class. It seemed appropriate to include this activity at the end of each quarter and make a relevant connection to the big theme of focus for that unit.
For example, during the Grade 7 chemistry unit that focused on the chemical changes occurring around us, we informed the students about chemical compounds released by trees called phytoncides that deliver positive effects to our health when inhaled. After each forest bathing session, we had the students complete a reflection in the form of a survey to see how their moods may have changed. Many students were excited about the walk, while some weren’t so keen on the walking component but did indicate on the survey that they felt more relaxed afterward. As more research is coming out regarding the benefits of immersing in nature on our mental and physical wellbeing, forest bathing could be an essential component of a science curriculum to improve mood and deepen our appreciation towards nature.
Grade 8 Classroom
Outdoor education is very helpful when teaching students concepts that are hard to visualize using images and sometimes even videos, especially models such as the solar system. Since the planets in our solar system are vastly separated from each other, and the sizes of the planets are very large, it becomes very challenging to demonstrate a solar system model to the students using small-scale models. In order to understand how gigantic the sizes and distances are, students in our class made cardboard cutouts by calculating the diameter of each planet using one scale and measuring the distances in another scale, as we could not use a common scale to fit the size and distances in outer space. Students were engaged in the whole process of creating the cardboard models of the planets. It was a meaningful learning moment for them when they saw that the sizes of the inner planets (Mercury, Venus, Earth, Mars) were so small compared to the gas giants (Neptune, Uranus, Saturn, and Jupiter). We then used our soccer field at school to lay out a visual of how the planets are spaced relative to the sun. Students placed the cardboard model of the Sun at one corner of the field and put the other planet models at their respective distances from each other. Through this activity, students were able to understand the concept of relative distances and how to create scale models using visuals as a tool to enhance their learning.
Grade 9 Classroom
In addition to being helpful in spatial visualization, outdoor learning provides students with opportunities to connect concepts learned in class to their everyday lives. In our Grade 9 science class, we delved into the question: how do the universe's dynamic processes continually shape and influence the relationships of living and non-living things? Throughout this unit, we explored concepts such as hydrologic cycle, nutrient cycling, and properties of soils. As we explored these topics, we collected data using the soil around campus. For instance, we took samples from different locations around them and measured them for various nutrients, pH, and soil texture. One lab that we did that had our students giggling was measuring the bioactivity of the soil by burying cotton underwear around the campus. This is actually a very common practice in farming in which cotton underwear is buried and dug up after two months. The more degraded the underwear is, the more microbial activity is occurring thus indicating the overall health of the soil.
This unit culminated in student teams taking the data that they gathered and synthesizing it into a soil assessment of the campus. From this presentation and evaluation of data, they were able to make recommendations for creating a campus garden: where would be the best location, what kind of plants would grow best, and any recommendations for improving the overall soil health. This not only allowed students to make connections, but they were able to use science in a way to suggest improvements to their campus.
Overall Learning
Although outdoor learning is not a novel teaching strategy in our school, the recent pandemic has shed light on the importance of creating a balance between the time that we spend indoors versus outdoors. Student motivation towards going to school and engaging in learning can be significantly enhanced by helping the students connect with nature and inspire a sense of curiosity in how things work around them.
References:
American Institutes for Research. (2005, January 27). Effects of Outdoor Education Programs for Children in California. American Institute for Research. https://www.air.org/sites/default/files/2021-06/Outdoorschoolreport_0.pdf
Li, Q. (2022). Effects of forest environment (Shinrin-yoku/Forest bathing) on health promotion and disease prevention —the Establishment of “Forest Medicine”. Environmental Health and Preventive Medicine, 27, 43. https://www.jstage.jst.go.jp/article/ehpm/27/0/27_22-00160/_pdf/-char/en
Danielle Nichols is a middle school math and science teacher at Aoba Japan International School. Her educational journey began deep underground in a cave as a park ranger for the United States of America National Park Service. She now integrates her love of outdoor learning, sustainability, and hands-on investigations into fostering a classroom environment where curiosity and inquiry guide learners to become more environmentally minded and compassionate global citizens.
Emi Hisamatsu is a middle school teacher at Aoba Japan International School. She is a Grade 7 homeroom teacher and teaches math and science to middle school students. She has a passion for inspiring students to look at the world from the lens of science.
Gayatri Bhavaraju is a middle school Math and Science teacher at Aoba Japan International School. She is a Grade 9 homeroom teacher and has a passion for teaching science and math concepts using a variety of teaching methods.
