The Effects of Outdoor Teaching on Academic Achievement and Its Associated Factors—A Scoping Review
Bibliographic record
Abstract
Regular classes in outdoor education are gaining popularity worldwide, driven by their potential to enhance a wide range of educational outcomes. The aim of this scoping review is to establish the current state of knowledge about the effects of this form of teaching on academic achievement and its associated factors. Of the 2362 articles included in the corpus, 41 studies involving 10,453 students from preschool to college were analyzed to identify provenance, type of interventions, research design and outcomes. The analyses suggest that outdoor teaching appears to improve learning in sciences, reading, writing, social studies and mathematics. Outdoor teaching seems to support the development of various factors associated with academic achievement, including self-awareness, school climate, motivation and well-being. This leads us to conclude that, in the current state of knowledge, outdoor teaching is a promising pedagogical approach. However, further research is needed to identify and understand its long-term effects across a broader range of disciplines and for a broader range of competences.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.010 | 0.048 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.004 | 0.004 |
| Bibliometrics | 0.012 | 0.011 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.004 | 0.002 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.002 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".