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This article builds on and contributes to work in the area of science learning in the outdoors and addressing transition issues for pupils as they move from primary to secondary school.
Previous studies have examined issues in the transition phase between primary and secondary school, but evidence is limited for the use of learning science outdoors as a delivery model to address transition issues. This study provides additional insight into how outdoor learning can be used as a vehicle to address transition issues. It analyses the benefits of outdoor learning through the use of shared learning days with pupils in transition phases across all the cited outcome categories:
cognitive, affective, interpersonal/social and physical/behavioural. The article argues that a carefully designed programme of outdoor "shared learning days" with pupils in both phases working together is a sound model to help address the recommendations arising from specific transition issues through the delivery of aligned outcomes and impact from learning science outdoors.
