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Abstract

In their review of evidence-based research entitled A Review of Research on Outdoor
Learning, Rickinson et al. (2004) identify five key constraints that limit the amount of
outdoor learning. This paper explores whether green school grounds might be a location
where these constraints could be minimised. Specifically, it reports on a study that
sought to investigate the use of green school grounds as sites for outdoor learning, to
identify barriers that impede such use, and to examine how these barriers differ from
those cited in Rickinson et al.'s review. A mixed method approach was used: (1) 149
questionnaires were completed by administrators, teachers, and parents associated
with 45 school ground greening initiatives in a Canadian school board; (2) 21 follow-up
interviews were completed at five of the schools. Study participants reported that green
school grounds are used regularly for teaching some subjects, notably science and
physical education, but considerably less for teaching language arts, mathematics, and
geography. They also identified a series of barriers that limit the amount of outdoor
learning and these are compared to those identified by Rickinson et al. (2004). This
paper concludes with a discussion of how the opportunities for teaching and learning
on green school grounds can be more fully maximised.

Item Type:	Article
Authors/Creators:	Dyment, JE
Keywords:	school ground greening, teaching, outdoor classrooms, outdoor learning, environmental education, barriers
Journal or Publication Title:	International Research in Geographical and Environmental Education
ISSN:	1038-2046
Additional Information:	Published by Channel View Publications. Definitive version is available online at http://www.multilingual-matters.com/multi/journals/journals_irgee.asp
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