A study on Science Teaching

Being More Engaging When

Activities Take Place Outside
the Classroom

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 ACKNOWLEDGEMENT
Foremost a genuine gratitude to the Vivekanand Sankul Secondary and Junior College,
Sanpada, for letting me work as an intern.

I would like to express my deep sense of pride and obligation to my guide for her passionate
encouragement, Assistant Professor Asmita Wewhare. I am really fortunate that I had the
kind association as well as supervisor like her. Her exemplary guidance, constant
encouragement and careful monitoring and ever-friendly nature throughout the internship and
introducing me to the world of research are so grateful that, even my most profound gratitude
is not enough.

I would like to express my earnest gratitude to our principal, Dr. Sangeeta Nath (Oriental
College of Education, Sanpada) her moral support and positive cooperation, for encouraging
each and every student every day to give their best and absorb as much knowledge as
possible during the course of internship.

Throughout my project work there have been a lot of personalities who were involved
directly or indirectly in shaping up my project, knowledge and personality. Any
accomplishment requires work and efforts of many people, the project work was no different.
I feel I have learnt a lot from the action research about the truth of science and life. This is the
great treasure I will cherish not only in my future academic career but in my whole life.

Last but not the least, I would like to thank my family, my parents Mr. Omprakash Jakhwal
and Mrs. Kanti Jakhwal, for giving birth to me at the first place and supporting me
spiritually throughout my life.

JAKHWAL RADHIKA OMPRAKASH KANTI

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 DECLARATION
I do hereby declare that the Action research entitled “A study on Science Teaching Being
More Engaging When Activities Take Place Outside the Classroom” submitted to the
Department of Education, Oriental College of Education, Sanpada, Navi Mumbai, is an
authentic record of the independent and original research work carried out by Ms. Radhika
Jakhwal, under the guidance of Assistant Professor Asmita Wewhare during December
2023-April 2024, for the fulfilment of the requirements for the degree of Bachelor of
Education, as prescribed by the University of Mumbai for the academic year 2022-2024.
I further declare that this Action research has not been submitted to any other university,
institute or examination body for the award of any other degree.

Place: Mumbai Ms. Radhika Jakhwal

Date: S. Y. B.Ed.

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 INDEX
Sr. No. Content Page No.

1 Abstract

2 Introduction

3 Review of Literature

4 Objective

5 Statement of Problem

6 Research Methodology

7 Design of Study

8 Evaluation Procedure

9 Questionnaire

10 Data analysis and interpretation

11 Interpretation of results

12 Implication of intervention

13 Conclusion

14 Bibliography

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 ABSTRACT
The relationship between child health, wellbeing and education demonstrates that healthier
and happier children achieve higher educational attainment. An engaging curriculum that
facilitates children in achieving their academic potential has strong implications for
educational outcomes, future employment prospects, and health and wellbeing during
adulthood. Outdoor learning is a pedagogical approach used to enrich learning, enhance
school engagement and improve pupil health and wellbeing.

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 INTRODUCTION

Introduction
1.1
In recent years, growing attention has been paid to out-of-school science teaching settings
and its impact on students’ learning. Outdoor science activities positively influence
attitudinal, physical/behavioural and inter-social constructs among students (Rickinson et al.,
2004). In particular, researchers, teachers and policy-makers have highlighted the crucial role
of the learning of science outside the classroom regarding the promotion of more connections
with complex and real-life (Behrendt & Franklin, 2014; King & Glackin, 2010). In this
context, where science education lacks authenticity – because many concepts are taught in an
abstract way – it has been claimed that more connection with real life contexts should be
established to counterbalance this situation (Bencze & Hodson, 1999). From this perspective,
teachers need to enact the teaching of science drawing on a wide range of ideas and
experiences (Glackin & King, 2018). In particular, activities based on environments outside
the classroom offer real-world opportunities to observe scientific concepts which are located
within special contexts that address and traverse traditional boundaries between biology,
chemistry, geology and physics (Glackin & King, 2018; Glackin, King, Cook, & Greer,
2018). Nevertheless, some studies highlight a significant challenge related to outdoor science
learning, namely that most science teachers have limited pedagogical expertise in terms of
planning and preparing activities outside the classroom (Ayotte-Beaudet, Potvin, Lapierre, &
Glackin, 2017). Relatedly, K-12 science teachers infrequently incorporate outdoor learning
into their practices (Power, Taylor, Rees, & Jones, 2009).
For that reason, teachers need to be supported in their initial and continuing professional
development, to cultivate dispositions and skills so that they feel confident to work with
activities outside the classroom (Glackin et al., 2018).
Effective Science Classroom: An effective science learning environment is creating
an atmosphere for the most effective science learning to take place. In order to do this we
have to put everything together. As teachers we need to integrate NGSS (including DCI,
CCC, and SEP), unit planning, bundled standards, big ideas, and big questions to create
a student-centered effective learning environment. These practices allow for students to do
what scientists do to get engaged in science by using practices, exploring and learning
science information like scientists do. To create an effective science environment, you need

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to understand the key concepts, take time to reflect and implement, and critically think and
be intentional in developing an effective environment in your future classroom. You want the
focus on an environment that offers student-centered learning where students engage as
scientists. An effective science learning environment includes but is not limited to the
characteristics listed below.

1.2. Characteristics to Consider for an Effective Science Learning

Environment

1.2.1. Arguments of ideas not of people

As a teacher be aware of student’s arguments. You want students to argue and debate ideas; it
is part of what scientists do. However, make sure the students know to argue the scientific
ideas. This can be challenging in an elementary classroom as many students may look to the
person not the ideas of the person.

1.2.2. Communication of Unsettled Ideas

In your classroom students should feel comfortable and confident in sharing ideas that they
have not completely developed understanding of yet.

1.2.3. Communication of Settled Understanding

Here is where you see what the students now understand about the content. As the teacher
here is where you can see the students learning and any misconceptions of the students’
knowledge. The communication of the students’ understanding should be allowed to be
presented in many forms.

1.2.4. Answering Questions NOT Meeting Standards

The whole idea of this type of science education is student-centered learning. The students
should be engaged in answering questions that they are truly interested in learning. The
students do not need to recite the standard in order to show they have learned the relevant
science!

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 Figure 1: The effective science learning environment in an elementary classroom .
(Source: The Science Classroom – Science for Developing Scientifically Literate Citizens
(uiowa.edu))

1.2.5. Use of Technology

Do not just integrate technology into the lesson because you can. Use technology as a tool for
the students to develop a better understanding and explore science. There are a ton of
resources, information, and online engaging activities with technology but check to see if it is
reliable and ties into your unit plan goals.

1.2.6. Engineering Opportunities

True science learning involves allowing for science and technology integration to allow
students hands-on opportunities critically analyze, to build, and to construct understanding.
Students should also be allowed to engage in specific opportunities for engineering in which
they create products or processes aligned to their science understanding.

1.2.7. 3-D Activity

Implementing all three-dimensional learning aspects of NGSS in all science instruction and
assessment. 3-D teaching and learning finds instructional sequences in which elementary
students are actively engaged in hands-on learning experiences reflective of: 1) the Scientific
and Engineering Practices, 2) the Cross Cutting Concepts, 3) the Disciplinary Core Ideas and
component core ideas. It is important to note that 3-D teaching and learning includes one or

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more elements of each dimension. Not all elements from each dimension will necessarily be
utilized in every investigation.

1.2.8. Relevant Local Engagement

Have the content and unit plan be specific to the current group of students. Every student has
a different background, knowledge, and experience, therefore the lessons from year to year
should NOT be the same. Every group of students is different, embrace it and allow it to
guide your unit planning.

1.3. Flipped Classrooms

For some the flipped classroom has become synonymous with active learning. There are
many ways to incorporate active learning into your courses, and the flipped classroom is but
one of those methods. A flipped classroom is structured around the idea that lecture or direct
instruction is not the best use of class time. Instead, students encounter information before
class, freeing class time for activities that involve higher order thinking.

Although flipping classrooms has long been the practice within certain disciplines (even if it
was not given that name), the concept took off as technological changes made it easier to
access and create educational materials. This approach assumes that there is no difference
between a student listening to a lecture individually and with other students in class. There
are plenty of ways these activities differ, and there are benefits that lecture can provide, such
as create a social experience, students pick up from other students’ social cues. There are also
strategies you can use to make lectures interactive (see our tipsheet on interactive lecture
techniques).

1.3.1. Benefits of a flipped classroom are:

 It's flexible
 Students can learn at their own pace
 Students take responsibility for their learning
 Students learn rather than encounter material in class
 There are more opportunities for higher level learning
 It does not waste time transferring information to students when that information is
available to them in books or online (Mazur 2009)

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 Instructors and TFs work more closely with students, getting to know students better
and providing better assistance
 Increased collaboration between students

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 IDENTIFICATION OF PROBLEM
I was an intern at Vivekanand Sankul Secondary and Jr. College, Sanpada. I taught to High
school and junior college students. Certain incidences during Class IX and XI, triggered me
to think why are students inattentive mentally in the classroom? What could be the reason
behind their inattentive behaviour? Investigating further, I found that many students were
uninterested in boring classroom practices and they were failing to express themselves. So, I
thought of finding the solution to the problem

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 REVIEW OF LITERATURE

he Nature of Learning
Science Outside the
Classroom
Martin Braund and Michael
Reiss
1. Science outside the classroom: Exploring opportunities from interdisciplinarity and
research-practice partnerships Gonzalo R. Guerrero1,2, Michael J. Reiss
The main findings revealed that teachers were able to connect interdisciplinary
topics – using theoretical and methodological interdisciplinarity – to solve real
problems that arise from the environment within a field trip. In addition, findings
reveal benefits of RPP and ITLS, as a tool for the management of outdoors activities,
supporting the importance and relevance of learning of science outside the classroom.
However, the boundaries between researchers and science teachers should consider
the cultural worlds of participants in the partnerships

2. Learning Science beyond the Classroom Linda Ramey-Gassert Wright State

University
Resnick (1987) elaborated on the differences between learning that occurs
inside and outside school, stating that in-school learning tends to be solitary, based in
symbols and the abstract, and divorced from real-world experiences, with little or no
connection with the actual objects or events represented. In contrast, out-of-school
learning more commonly involves the accomplishment of an intellectual or physical
task by a group that is interacting using real elements, which allows learning to take
on greater meaning (Resnick, 1987). Beer (1987) noted that a museum does not need
to look like a school to have a strong educational purpose

3. Use of the Outdoor Classroom and Nature-Study to Support Science and Literacy
Learning: A Narrative Case Study of a Third-Grade Classroom, Charles J. Eick

12
 A case study of an exemplary third grade teacher's use of the outdoor
classroom for meeting both state science and language arts standards is described.
Data from the researcher's field journal, teacher lesson plans, and teacher interviews
document how this teacher used nature-study to bridge outdoor classroom experiences
with the state science and language arts curriculum. This teacher's early life
experiences supported her strong interest in science and nature in the outdoors and
experiencing it with her children. Children interacted with the outdoor classroom
throughout the day as a context for science and literacy learning. All but one child
successfully met Annual Yearly Progress (AYP) goals in reading at the end of the
school year.

4. Social Studies Teachers’ Views on Learning Outside the Classroom Tuba

ÇENGELCİa Anadolu University
According to findings of the study, the social studies teachers believed that
content of the social studies course was suitable for learning outside the classroom.
History and geography topics, local administrations, environmental issues,
cooperation, and professions were mentioned as the main subjects for learning outside
the classroom. Outside learning activities were exemplified as organizing trips in and
out of province, and going to the cinema, interviewing with experts and resource
people, or inviting them to the school. Teachers experienced problems about time and
students’ behaviours as well as economic problems, and bureaucratic obstacles
regarding outdoor learning.

5. The benefits of outdoor learning on science teaching Practitioner–Researcher Article

JES16 Winter 2019-page 40 l Michele Grimshaw l Linda Curwen l Jeannette Morgan
l Naomi K.R. Shallcross. l Sophie d. Franklin l Dudley E. Shallcross
Opportunities to play outside are often particularly beneficial, as most children
tend to be less inhibited in their language use in an outdoor environment. Practitioner
observations have shown that children commonly make at least five times as many
utterances outdoors as they do inside. This has clear implications for ensuring thatthe
potential for outdoor spaces as learning environments is maximised

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 OBJECTIVES
 A study on outdoor class room practice for Secondary school students.
 Analysis of outdoor class room practice for Secondary school students.
 Provide recommendations to introduce outdoor class room practice for
Secondary school students

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 STATEMENT OF THE PROBLEM
“A study on Science Teaching Being More Engaging When Activities Take Place Outside
the Classroom”

15
 RESEARCH METHODOLOGY

A. What is Research Methodology?

A research methodology describes the techniques and procedures used to identify and analyse
information regarding a specific research topic. It is a process by which researchers design
their study so that they can achieve their objectives using the selected research instruments. It
includes all the important aspects of research, including research design, data collection
methods, data analysis methods, and the overall framework within which the research is
conducted. While these points can help you understand what is research methodology, you
also need to know why it is important to pick the right methodology.

B. Types of Research Methodology

There are three types of research methodology based on the type of research and the data
required.1

Quantitative research methodology focuses on measuring and testing numerical data. This
approach is good for reaching a large number of people in a short amount of time. This type
of research helps in testing the causal relationships between variables, making predictions,
and generalizing results to wider populations.

Qualitative research methodology examines the opinions, behaviors, and experiences of

people. It collects and nalyses words and textual data. This research methodology requires
fewer participants but is still more time consuming because the time spent per participant is

16
quite large. This method is used in exploratory research where the research problem being
investigated is not clearly defined.

Mixed-method research methodology uses the characteristics of both quantitative and

qualitative research methodologies in the same study. This method allows researchers to
validate their findings, verify if the results observed using both methods are complementary,
and explain any unexpected results obtained from one method by using the other method.

C. Methodology of Study
For the purpose of carrying on the current study survey method is used as it helps us to
collect data from the concerned crowd or opinion from the large number of targeted
populations.

D. SAMPLE

School Name No. of Girls No. of Boys

Vivekanand Sankul Secondary and

Junior College

 Systematic Sampling.
 Multistage Sampling (in which some of the methods above are combined in stages)

In the current study simple random sampling method is used to collect the data. The size for
the sample study was 60 students of secondary level of Swami Vivekanand Sankul School
and Jr. College.

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 DESIGN OF STUDY
a. Data Collection
Questionnaire method was used to collect the data of the targeted population as it helps to get
the particular information which is needed for carrying on the study. In the present study
questionnaire method of data collection was used to get information from the targeted
students.

b. Preparation of Tool
The Questionnaire was prepared keep in view the targeted population, their age, maturity and
knowledge level.

The Questionnaire carried 15 questions with four options in it, naming, Strongly Agree,
Agree, Disagree, and Strongly Disagree. There are a number of channels or modes that can be
used to administer a questionnaire. Each has strengths and weaknesses, and therefore a
researcher will generally need to tailor their questionnaire to the modes they will be using.
For example, a questionnaire designed to be filled out on paper may not operate in the same
way when administered over the phone. These mode effects may be substantial enough that
they threaten the validity of the research.

It was designed in a simple and lucid format which was very much understandable by the
targeted population and easy for the researcher to analyse.

Sr. No. Activity/Action Technique Tools / Sources Time

1 Assessment of Observation Observation 7 days

Problem Method

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2 Collection of Reviewing Internet and 4 days
Possible Solution Related journal
literature
3 Developing Steps/Teaching Self 2 days
Intervention Aids/Teaching
activity Techniques
4 Interventions Classroom Steps/ 3 days
Activity Teaching- Aids/
Any other
interventions
5 Evaluation Survey Questionnaire 15 days

EVALUATION PROCEDURE
A. Tools for data collection: Questionnaire
B. Sample Questionnaire:

I am conducting one survey on “Is Learning About Science More Engaging When Activities
Take Place Outside the Classroom” You have been chosen as a respondent because the
information you will provide is very important for this survey. The information provided by
you will be treated as confidential, and will be used exclusively for the study.

Thank you, for your time and co-operation.

Name of the School: _________________________________

Name of the Student: _________________________________

Class: __________

Division: __________________

Directions: Please tick in the box that best describes your agreement with each
statement.

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 QUESTIONNARE
No. Questions Strongly Agree Disagre Strongly
Agree e Disagree
1 Do you like the teaching that takes place
outside the walls of the classroom?

2 Do you like the classes that have outdoor

activities with respect to the topic?

3 Do you retain the knowledge more when

taught with experiments?
4 Does learning in natural setting helps you to
apply science theories better?
5 I experienced more pleasure in the flipped
science classroom.
6 Do you remember better when classes take
place outside of the classroom?
7 Do you think younger students will find
flipped classroom beneficial?
8 Is creativity one of the skills achieved by
learning science outside of the classroom?
9 Has your application of science increased
after learning theories outside of the
classroom?
10 Working scientifically outside of the
classroom helped you focus more in the
subject matter?
11 I think the flipped classroom learning
guided me toward better understanding of

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 the course topics of science.
12 Your love for nature has increased after
learning Science in natural setting?
13 I devoted myself more to the
instructional/class activities in the flipped
classroom.
14 I became a more active learner in the
flipped classroom as a science student.
15 In this increasingly competitive world will
learning science in natural setting help
India grow globally?

DATA ANALYSIS AND INTERPRETATION

1. Do you like the teaching that takes place outside the walls of the classroom?

Scale Strongly Agree Disagree Strongly

Agree Disagree
Number

Percentage %

Graphical Representation:
Interpretation:
2. Do you like the classes that have outdoor activities with respect to the topic?

Scale Strongly Agree Disagree Strongly

Agree Disagree
Number

Percentage %

Graphical Representation:
Interpretation:
3. Do you retain the knowledge more when taught with experiments?

Scale Strongly Agree Disagree Strongly

Agree Disagree

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 Number

Percentage %

Graphical Representation:
Interpretation:

4. Does learning in natural setting helps you to apply science theories better?

Scale Strongly Agree Disagree Strongly

Agree Disagree
Number

Percentage %

Graphical Representation:
Interpretation:

5. I experienced more pleasure in the flipped science classroom.

Scale Strongly Agree Disagree Strongly

Agree Disagree
Number

Percentage %

Graphical Representation:
Interpretation:

6. Do you remember better when classes take place outside of the classroom?

Scale Strongly Agree Disagree Strongly

Agree Disagree
Number

22
 Percentage %

Graphical Representation:
Interpretation:

7. Do you think younger students will find flipped classroom beneficial?

Scale Strongly Agree Disagree Strongly

Agree Disagree
Number

Percentage %

Graphical Representation:
Interpretation:

8. Is creativity one of the skills achieved by learning science outside of the classroom?

Scale Strongly Agree Disagree Strongly

Agree Disagree
Number

Percentage %

Graphical Representation:
Interpretation:

9. Has your application of science increased after learning theories outside of the classroom?

Scale Strongly Agree Disagree Strongly

Agree Disagree
Number

Percentage %

23
Graphical Representation:
Interpretation:

10. Working scientifically outside of the classroom helped you focus more in the subject
matter?

Scale Strongly Agree Disagree Strongly

Agree Disagree
Number

Percentage %

Graphical Representation:
Interpretation:

11. I think the flipped classroom learning guided me toward better understanding of the
course topics of science.

Scale Strongly Agree Disagree Strongly

Agree Disagree
Number

Percentage %

Graphical Representation:
Interpretation:

12. Your love for nature has increased after learning Science in natural setting?

Scale Strongly Agree Disagree Strongly

Agree Disagree
Number

Percentage %

Graphical Representation:

24
Interpretation:

13. I devoted myself more to the instructional/class activities in the flipped classroom.

Scale Strongly Agree Disagree Strongly

Agree Disagree
Number

Percentage %

Graphical Representation:
Interpretation:

14. I became a more active learner in the flipped classroom as a science student

Scale Strongly Agree Disagree Strongly

Agree Disagree
Number

Percentage %

Graphical Representation:
Interpretation:

15. In this increasingly competitive world will learning science in natural setting help India
grow globally?

Scale Strongly Agree Disagree Strongly

Agree Disagree
Number

Percentage %

Graphical Representation:
Interpretation:

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INTERPRETATION OF RESULTS

26
IMPLICATIONS OF INTERVENTION

27
CONCLUSION

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 BIBLIOGRAPHY

1. Research methodologies. Pfeiffer Library website. Accessed August 15,

2023. https://library.tiffin.edu/researchmethodologies/whatareresearchmethodologies
2. Types of research methodology. Eduvoice website. Accessed August 16,
2023. https://eduvoice.in/types-research-methodology/
3. The basics of research methodology: A key to quality research. Voxco. Accessed
August 16, 2023. https://www.voxco.com/blog/what-is-research-methodology/
4. Rickinson, M., Dillon, J., Teamey, K., Morris, M., Choi, M. Y., Sanders, D., &
Benefield, P. (2004). A Review of Research on Outdoor Learning. Shrewsbury: Field
Studies Council
5. Behrendt, M., & Franklin, T. (2014). A Review of Research on School Field Trips
and Their Value in Education. International Journal of Environmental & Science
Education, 3(3), 235-245. doi:10.12973/ijese.2014.213a
6. Bencze, L., & Hodson, D. (1999). Changing practice by changing practice: Toward
more authentic science and science curriculum development. Journal of Research in
Science Teaching, 36(5), 521-539. doi:10.1002/(sici)1098-2736(199905)36:5<521:
Aid-tea2>3.0. Co;2-6
7. Glackin, M. A., & King, H. (2018). Understanding Environmental Education in
Secondary Schools in England: Prespectives from Policy (Report 1). London: King's
College London
8. Ayotte-Beaudet, J. P., Potvin, P., Lapierre, H. G., & Glackin, M. (2017). Teaching and
Learning Science Outdoors in Schools’ Immediate Surroundings at K-12 Levels: A
Meta-Synthesis. EURASIA Journal of Mathematics, Science and Technology
Education, 13(8), 5343-5363. doi:10.12973/eurasia.2017.00833a
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9. Power, S., Taylor, C., Rees, G., & Jones, K. (2009). Out-of-school learning: Variations
in provision and participation in secondary schools. Research Papers in Education, 24,
439-460. doi:10.1080/02671520802584095
10. Science outside the classroom: Exploring opportunities from interdisciplinarity and
research-practice partnershipsGonzalo R. Guerrero1,2, Michael J. Reiss
11. Learning Science beyond the Classroom Linda Ramey-Gassert Wright State
University
12. Use of the Outdoor Classroom and Nature-Study to Support Science and Literacy
Learning: A Narrative Case Study of a Third-Grade Classroom, Charles J. Eick
13. Social Studies Teachers’ Views on Learning Outside the Classroom Tuba
ÇENGELCİa Anadolu University

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