Introduction: Social interaction is associated with many effects on the psychological level of children such as mental health, self-esteem, and executive functions. Education Outside the Classroom (EOtC) describes regular curricular classes/lessons outside the school building, often in natural green and blue environments. Applied as a long-term school concept, EOtC has the potential to enable and promote social interaction. However, empirical studies on this topic have been somewhat scant.
Methods: One class in EOtC (N = 24) and one comparison class (N = 26) were examined in this study to explore those effects. Statistical Actor-Oriented Models and Exponential Random Graph Models were used to investigate whether there are differences between EOtC and comparison class regarding changes over time in social interaction parameters; whether a co-evolution between social interaction during lessons and breaks and attendant social relatedness and friendships exists; whether students of the same gender or place of residence interact particularly often (homophily).
Results: Besides inconsistent changes in social interaction parameters, no co-evolutional associations between social interaction and social relatedness and friendships could be determined, but grouping was evident in EOtC. Both classes showed pronounced gender homophily, which in the case of EOtC class contributes to a fragmentation of the network over time.
Discussion: The observed effects in EOtC could be due to previously observed tendencies of social exclusion as a result of a high degree of freedom of choices. It therefore seems essential that in future studies not only the quality of the study design and instruments should be included in the interpretation – rather, the underlying methodological-didactic concept should also be evaluated in detail. At least in Germany, it seems that there is still potential for developing holistic concepts with regards to EOtC in order to maximize the return on the primarily organizational investment of implementing EOtC in natural environments.
This review examines the didactic use of nature experiences in science education, in primary and secondary school (7–16 years) globally. From the perspective of embodied cognition the review explores the types of nature experiences used in science teaching. Focus is on returns when we invest in nature-based science learning, such as specific academic achievements in the form of long-term effects on learning and memory and how we maximize those returns. The review also addresses challenges and barriers, such as costs and labour involved when using nature experiences in science teaching. Initially, 3,659 articles were selected, with the initial screening leading to the inclusion of 159 studies. Of these articles, 34 studies forming the corpus in this review investigated the effect of using nature experiences as an intervention. These studies are divided into four themes: content understanding, environmental education, teaching scientific methods, and costs and challenges to teaching science outdoors. Informed by the perspective of embodied cognition, the review addresses the returns in terms of learning and academic achievements, the mode of action of the intervention, the investment, costs in the form of labour, challenges, and gaps in the theoretical underpinning of the field. Based on the review, using nature experiences in science education seems promising regarding increasing content knowledge, insight into science methodologies and pro-environmental behaviours. Interventions exploiting the schoolyard, school gardens, or nearby park areas are particularly promising due to the simultaneous strengthening of local engagement at low costs. However, using nature experiences as an alternative to traditional in-class teaching depends on profound didactic deliberations and preparations, which are difficult for the individual teacher to address single-handedly. The review also reveals an urgent need for research that thoroughly explores the connections between teaching practices and theoretical foundations to consolidate the field. To that end, it is noteworthy that a few studies also reported on prior pilot studies demonstrating the need for testing the entire design before conducting the actual research. Teachers seldom experience the opportunity to preview their teaching strategies before performing in front of their students.