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Education 3-13
International Journal of Primary, Elementary and Early Years Education
Volume 44, 2016 - Issue 6
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Articles

Getting more from getting out: increasing achievement in literacy and science through ecological fieldwork

Graham W. ScottSchool of Biological, Biomedical and Environmental Sciences, University of Hull, Cottingham Rd., HullHU6 7RX, UKCorrespondence[email protected]
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Margaret BoydSchool of Biological, Biomedical and Environmental Sciences, University of Hull, Cottingham Rd., HullHU6 7RX, UKView further author information
Pages 661-670 | Received 05 Sep 2014, Accepted 02 Dec 2014, Published online: 24 Dec 2014

Citations (15)

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Read on this site (7)

Mark Innes. (2023) When policy intermediaries produce knowledge: A Bourdieusian analysis of the Education Endowment Foundation’s influence in a multi-academy trust. Journal of Education Policy 0:0, pages 1-18.
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Margaret Boyd & Graham W. Scott. (2022) An expert-led outdoor activity can have a lasting impact on the environmental knowledge of participating pupils and adults. Education 3-13 50:5, pages 696-706.
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Marie-Pierre Julien & Raphaël Chalmeau. (2022) Field trips in French schools: teacher practices and motivations. International Journal of Science Education 44:6, pages 896-920.
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Nicole C. Miller, Saravana Kumar, Karma L. Pearce & Katherine L. Baldock. (2021) The outcomes of nature-based learning for primary school aged children: a systematic review of quantitative research. Environmental Education Research 27:8, pages 1115-1140.
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Deborah J. Harvey, Alan C. Gange & Hannah Harvey. (2020) The unrealised potential of school grounds in Britain to monitor and improve biodiversity. The Journal of Environmental Education 51:4, pages 306-316.
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Pia Sjöblom & Maria Svens. (2019) Learning in the Finnish outdoor classroom: Pupils’ views. Journal of Adventure Education and Outdoor Learning 19:4, pages 301-314.
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Michelle A. Smith, Ally Dunhill & Graham W. Scott. (2018) Fostering children’s relationship with nature: exploring the potential of Forest School. Education 3-13 46:5, pages 525-534.
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Articles from other publishers (8)

Luca Petrigna, Federico Roggio, Bruno Trovato, Marta Zanghì & Giuseppe Musumeci. (2022) Are Physically Active Breaks in School-Aged Children Performed Outdoors? A Systematic Review. Sustainability 14:7, pages 3713.
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Luca Petrigna, Ewan Thomas, Antonino Scardina, Federica Rizzo, Jessica Brusa, Giovanni Camarazza, Claudia Galassi, Antonio Palma & Marianna Bellafiore. (2022) Methodological Considerations for Movement Education Interventions in Natural Environments for Primary School Children: A Scoping Review. International Journal of Environmental Research and Public Health 19:3, pages 1505.
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Danièle Moore, Maureen Hoskyn & Jacqueline K. Mayo. 2022. Research Anthology on Bilingual and Multilingual Education. Research Anthology on Bilingual and Multilingual Education 905 929 .
Theresa Schilhab. (2021) Nature Experiences in Science Education in School: Review Featuring Learning Gains, Investments, and Costs in View of Embodied Cognition. Frontiers in Education 6.
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Mark Innes, Helen M. Gunter & Paul Armstrong. (2021) Researching literacy policy: Conceptualizing trends in the field. London Review of Education 19:1.
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Nastja Cotič, Janja Plazar, Andreja Istenič Starčič & Darjo Zuljan. (2020) THE EFFECT OF OUTDOOR LESSONS IN NATURAL SCIENCES ON STUDENTS’ KNOWLEDGE, THROUGH TABLETS AND EXPERIENTIAL LEARNING. Journal of Baltic Science Education 19:5, pages 747-763.
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Trina J. Kilty & Andrea C. Burrows. (2020) Systematic Review of Outdoor Science Learning Activities with the Integration of Mobile Devices. International Journal of Mobile and Blended Learning 12:2, pages 33-56.
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Danièle Moore, Maureen Hoskyn & Jacqueline K. Mayo. (2018) Thinking Language Awareness at a Science Centre. International Journal of Bias, Identity and Diversities in Education 3:1, pages 40-63.
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