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

Scott, Graham; Boyd, Margaret


Margaret Boyd


This paper demonstrates the positive impact of learning through ecological fieldwork upon children's ability to write, and to write about science. Specifically we have carried out a relatively large-scale study (involving 379 children aged 9–11 years from 8 primary schools in North East England) comparing intervention classes (involved in fieldwork) and comparison classes (no fieldwork). Pre-intervention assessments revealed no differences between classes in mean literacy scores; post-intervention assessments revealed that significantly higher literacy scores were achieved by children who had carried out fieldwork (girls consistently outperformed boys in all classes). Intervention class children achieved higher scores in science (ecology) assessments than their comparison class peers before and after the intervention. We suggest that this may be an effect of these children thinking as scientists throughout the project. Our work confirms that a child-centred outdoor learning experience focused upon science can result in learning benefits across the wider curriculum.

Journal Article Type Article
Publication Date Dec 24, 2014
Journal Education 3-13
Print ISSN 0300-4279
Electronic ISSN 1475-7575
Publisher Taylor & Francis (Routledge)
Peer Reviewed Peer Reviewed
Volume 44
Issue 6
Pages 661-670
Institution Citation Scott, G., & Boyd, M. (2014). Getting more from getting out : increasing achievement in literacy and science through ecological fieldwork. Education 3-13, 44(6), 661-670.
Keywords Fieldwork; Learning outside of the classroom; Literacy; Ecology
Publisher URL
Additional Information This is the accepted manuscript of an article published in Education 3-13, 2016, v.44 issue 6. The version of record is available at the DOI link in this record.


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