ABSTRACT
The qualitative study aimed to determine the experiences of learners in learning Science Through Outdoor Activities as basis for instructional intervention Plan. The research method utilized in the study was qualitative using in depth interview and the design was phenomenology. It was found out that learners experienced the following: enjoyable, learning environment, adequate outdoor learning, lack of engagement and focus, curiosity to learn outdoor, distractive outside learning environment, exploration towards learning environment, easy learning experience and enough space to learn. Learners may also utilize their imagination and creativity to learn how to engage with and interact with the world around them. The learners must learn from various learning environments that build their physical and emotional strength. It is advised that educators carefully plan outdoor learning spaces to accommodate the whole spectrum of students' play and activities. Through first-hand experiences and observations in a natural setting, learners should be able to discover and explore their own capacity to study science. This will help them build their knowledge and create a deeper grasp of the various branches of science.
Keywords: Learning Science, Outdoor Activities, Intervention Plan
INTRODUCTION
Real-world science-related activities and events don't necessarily take place indoors. To investigate habitats, the impact of the seasons on plants, or the health implications of urban heat islands, for example, scientists must go outside. On the other hand, scientific teaching is typically taught inside of a school and only very seldom outside (Glackin, 2016).
This may help to explain why many authors believe that to balance out the commonly mentioned and criticized lack of authenticity at school, greater connections with real-life contexts need to be made (Fägerstam, 2014).
It has been suggested that teachers think about the potential of teaching science outside when this situation signals potential to make educational activities more real. According to Braund and Reiss (2006), in such a rich environment, teachers regularly could contextualize ideas.
According to studies on outdoor education, these locations can positively affect students' knowledge, attitudes, interests, or motivation (Hovardas, 2016).
School-based outdoor learning increased student motivation and enjoyment" after performing a longitudinal case study with teachers who frequently utilized the possibilities of school grounds. Outdoor settings can also support contextualization in science instruction at K–12 levels, according to numerous additional research that did not compromise student progress (Fägerstam, 2014).
Learning outside is often fun and it adds something to the learning process. Although increasing student satisfaction may be a sufficient justification for teaching science, there are other crucial factors to consider. For instance, picture yourself teaching a class when you could somehow flip a switch to make the room's walls and ceiling disappear, thereby putting you outside. Before proceeding, it is important to understand that studying outside of the classroom might entail several things. School field trips are still common, though it's possible that the number is decreasing due to financial constraints. These trips, which are often to aquariums, zoos, museums, or science centers, are significant events.
They also provide pupils with worthwhile and interesting learning experiences. Careful planning in compliance with the curriculum and tight coordination with the receiving institutions could make a big difference in the quality of these visits. Teaching teams pre-made materials, and coordinated activities that can be both general and specific are common features of these institutions. Even if it's important and valuable, outdoor learning is just that. It can need the same amount of resource creation and planning, but the learning possibilities it provides are very different.
see PDF attachment for more information