Outdoor Natural Science and Biology Education in Lower Secondary Schools
Teachers’ Practices and Perceived Obstacles
Bibliographic Data
| ID | 22043812 |
|---|---|
| Authors | Andreja Špernjak (0000-0002-0249-7351, University of Maribor), Brina Lukež (Vipap (Slovenia)), Katja Stanič (0009-0006-3515-9195, University of Maribor) |
| Year | 2026 |
| Volume | 16 |
| Issue | 2 |
| Pages | 232 |
| Publication date | 2026-02-03 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci16020232 |
| OpenAlex | W7127268660 |
| Language | EN |
| Citations received | 1 |
| References cited | 26 |
Outdoor education (OE) represents an established approach to connecting learning with real-world contexts and supporting sustainability-related competencies. The aim of this study was to examine how Slovenian lower secondary natural science and biology teachers perceive and implement OE, as well as which factors influence its use in school practice. In Slovenia, natural science is taught as an integrated subject in grades 6–7, while biology is taught as a separate subject from grade 8 onwards; this study therefore included teachers from both instructional contexts. Data were collected using an online questionnaire completed by 108 teachers and analysed using descriptive statistics, correlations analyses, and Principal Component Analysis (PCA). The results indicate that teachers generally perceive OE as highly beneficial for students, particularly regarding engagement, experiential learning, and environmental awareness, but report obstacles such as limited time, curriculum overload, and large class sizes. These findings provide empirical insight into the gap between curricular intension and classroom practice and may inform policy measures and teacher education programmes aimed at strengthening the systematic integration of OE in Slovenian science teaching
Curriculum · Environmental education · Experiential learning · Intension · Science education · Secondary education · Teaching method · Diverse Educational Innovations Studies · Environmental Education and Sustainability · Outdoor and Experiential Education
Do Experiences With Nature Promote Learning? Converging Evidence of a Cause-and-Effect Relationship
Effects of Regular Classes in Outdoor Education Settings
Getting Out of the Classroom and Into Nature
Where Are We Going? International Views on Purposes, Practices and Barriers in School-Based Outdoor Learning
Learning in Nature
Teacher empathy and students with problem behaviors
The outcomes of nature-based learning for primary school aged children
Barriers to children’s outdoor time
Trainee teachers’ perceptions of outdoor education
Comparing apples and pears
Control must be maintained’
| Citations per year | 1 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |