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Asia-Pacific Forum
on Science Learning and Teaching, Volume 14, Issue 2, Article 2 (Dec., 2013) |
A comparative study of the impacts and students’ perceptions of indoor and outdoor learning in the science classroom
Saroja DHANAPAL
Taylors University, 47500 Subang Jaya, Selangor, MALAYSIA
Cally Cheng Yee LIM
Fairview International School, MALAYSIA
E-mail: saroja.dhanapal@taylors.edu.my
Received 12 Aug., 2013
Revised 24 Dec., 2013
The increasing awareness among educators around the world on the specialities of indoor and outdoor learning in enhancing students’ academic performance and development of skills and attitudes influenced the purposes and background of this research study (Fägerstam, 2012; Jordet, 2010; Martin, 2010; Rickinson et al., 2004). Two key purposes of this study are to compare and contrast between the impacts of indoor and outdoor learning in improving students’ academic performance and also, to discover students’ point of views about the integration of both indoor and outdoor learning in science. Predominantly, this is a comparative study of the impacts and students’ perceptions of indoor and outdoor learning in understanding science that focuses on raising the standards of academic achievements of primary school students. This study takes on the methodology of mixed methods in which research findings are obtained qualitatively and quantitatively. The findings of this study have proven that indoor and outdoor learning complement each other in improving students’ academic performance and have also showed positive responses among the students in choosing outdoors than indoors for learning science. This study can be used as a reference point for further research by investigating the impact of indoor and outdoor learning science with reference to different multiple intelligences and also, how they could also augment students’ communication skills.
Keywords: Indoor and outdoor learning, Kolb’s experiential learning cycle, science
