The Effectiveness of Schoolyards as Sites for Elementary Science Instruction

Abstract

This study compared the impacts of traditional classroom and outdoor schoolyard instruction on the environmental science content knowledge and attitudes of 285 third- and fourth-grade students. A modified Solomon Four Group design, including control, classroom treatment, and schoolyard treatment groups, was used. Both the indoor classroom and outdoor schoolyard treatments consisted of corresponding 10-day units focusing on plant and animal ecology. Valid and reliable content knowledge and attitude assessments were administered before and after instruction. Analyses of variance and post hoc analyses of posttest scores and gain scores indicated that elementary students learned significantly more about selected environmental science topics through outdoor schoolyard experiences than through traditional indoor classroom experiences. Both classroom and schoolyard treatment groups developed more positive environmental attitudes as a result of instruction, but the attitude posttest and gain scores of these two groups were not significantly different from each other.