Graham Scott|Margaret Boyd
Getting more from getting out: increasing achievement in literacy and science through ecological fieldwork
University of Hull|University of Hull
paper demonstrates positive impact learning ecological fieldwork upon childrens ability write write science specifically carried relatively largescale study involving 379 children aged 911 years 8 primary schools north east england comparing intervention classes involved fieldwork comparison classes fieldwork preintervention assessments revealed differences classes mean literacy scores postintervention assessments revealed significantly higher literacy scores achieved children carried fieldwork girls consistently outperformed boys classes intervention class children achieved higher scores science ecology assessments comparison class peers intervention suggest may effect children thinking scientists throughout project work confirms childcentred outdoor learning experience focused upon science result learning benefits across wider curriculum