In a new study, researchers found a link between an outdoor science program and higher average science grades, as well as an increase in a measure of science knowledge for a group of fifth-grade girls in North Carolina.

The findings in the International Journal of Science Education indicate outdoor education could be a promising tool to help close gender gaps in science.

“The outdoors is a space where teachers can find tangible ways to make science come alive,” says lead author Kathryn Stevenson, assistant professor of parks, recreation, and tourism management at North Carolina State University.

“The natural environment is also a place that everybody has in common. In a way, it’s also a great context for employing reform-based teaching practices like hands-on, inquiry-based learning or group work. These practices can be good for all students, but they may be particularly good for reaching students who aren’t as well-served in classroom settings.”

The researchers studied the impact of an outdoor science education program called Muddy Sneakers on fifth graders’ science grades and knowledge of, and attitudes about, science.

Fifth graders from western North Carolina attended between six and 10 days of Muddy Sneakers during the 2016-2017 school year. They had science lessons in nearby natural areas, including state parks and school grounds. Outdoor lessons followed the standard course of study for science through hands-on activities, hikes, science journaling, nature exploration, and reflections.

Researchers compared the performance of 237 students who learned about science in the classroom to 403 students who participated in the outdoor program. They compared students’ grades—which their teachers provided—and also used surveys to evaluate students’ knowledge about how science works and their feelings about science.

When researchers evaluated students’ science grades by gender, they saw that girls who participated in the outdoor science program maintained their science grades on average, while girls’ average grades in the traditional science classes dropped. They also saw that participation in the outdoor program helped girls learn more about how science works on average, but traditional classrooms did not.

Read the full article about science education for girls by Laura Oleniacz at Futurity.