Škola za dveřmi: Jak (a proč) učit přírodopis venku – zkušenosti učitelů na českých základních školách

Dagmar Vašutová; Irena  Vrbová

doi:10.14712/18047106.4698

Vol. 16 No. 1 (2025): Scientia in educatione Research Reports

School outside the door: How (and why) to teach science outdoors - experiences of Czech primary school teachers

Dagmar Vašutová, ¹ Irena Vrbová , ¹

Katedra biologie, PdF UPOL

DOI: https://doi.org/10.14712/18047106.4698

How to Cite

Vašutová, D., & Vrbová , I. (2025). School outside the door: How (and why) to teach science outdoors - experiences of Czech primary school teachers. Scientia in Educatione, 16(1), 51-74. https://doi.org/10.14712/18047106.4698

Download Citation

Abstract

Outdoor education (OE) has often been included as a powerful teaching strategy in recent years during science education. Moreover, it is mentioned in current educational documents as a prerequisite for their implementation - in the form of linking formal education with non-formal education. However, few research surveys are mapping the actual form of OE in schools in the Czech Republic, which is why a questionnaire survey was conducted in 2023. 261 questionnaires were obtained from primary school teachers in several regions in the Czech Republic. The questions focused on the frequency and forms of OE, its limits and positives, and others. Most of the respondents (94%) answered that they realize OE. The most frequent form of OE was a short field trip (36%) and more than half of the respondents (60%) said they cooperate with other organizations. Despite the identified problems of OE (weather, lack of time, etc.), most announced (65 %) that OE needs to be strengthened and given much more time. The survey also tested two hypotheses concerning the influence of school location and cooperation with other organizations on the frequency of OE implementation. The first one was statistically confirmed, but the second one not.

License

Authors who publish with this journal agree to the following terms:

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of the published work (See The Effect of Open Access).

[1] Bærenholdt, J., Hald, M., & Carter, C. (2022). Udeskole in theory and practice: A danish approach to learning outside the classroom. Dafolo. Search in Google Scholar

[2] Becker, C., Lauterbach, G., Spengler, S., Dettweiler, U., & Mess, F. (2017). Effects of regular classes in outdoor education settings: A systematic review on students’ learning, social and health dimensions. International Journal of Environmental Research and Public Health, 14(5), 485. https://doi.org/10.3390/ijerph14050485 Open DOI Search in Google Scholar

[3] Bentsen, P., & Jensen, F. S. (2012). The nature of udeskole: Outdoor learning theory and practice in Danish schools. Journal of Adventure Education & Outdoor Learning, 12(3), 199–219. https://doi.org/10.1080/14729679.2012.699806 Open DOI Search in Google Scholar

[4] Bílek, M., Rusek, M., & Milanović, V. (2021). Out-of-School learning in the Czechia. In Şen, A. İ. (Ed.), Out-of-school learning in European countries, An intellectual output of the 2019-1-TR01-KA203-074692 Developing an out-of-school learning curriculum for teacher education programs (DOSLECTEP) project (pp. 48–72). Hacettepe University Out-of-School. Search in Google Scholar

[5] Corbin, L., & Strauss, A. (1990). Grounded theory research: Procedures, canons and evaluative criteria, Zeitschrift für Soziologie. 19(6), 418–427. Search in Google Scholar

[6] Činčera, J., & Holec, J. (2016). Terénní výuka ve formálním vzdělávání. Envigogika, 11(2). https://doi.org/10.14712/18023061.533 Open DOI Search in Google Scholar

[7] Činčera, J., Králíček, I., Bílek, M., Loudová, I., Machková, V., Musílek, M., Štindl, P., Švarcová, E., & Vízek, L. (2019a). Výuka ve venkovním prostředí. Metodický text pro studenty učitelství. Gaudeamus. https://www.lipka.cz/soubory/vyuka-ve-venkovnim-prostredi_metodicka-prirucka_final_1--f12034.pdf Search in Google Scholar

[8] Činčera, J., Štindl, P., & Bílek, M. (2019b). Interdisciplinární přístup. Gaudeamus. https://www.lipka.cz/soubory/interdisciplinarni_pristup_metodicka-prirucka_final--f11958.pdf Search in Google Scholar

[9] ČSÚ (29. 8. 2024). Školy a školská zařízení 2023/2024. Search in Google Scholar

[10] https://csu.gov.cz/produkty/skoly-a-skolska-zarizeni-skolni-rok-20232024

[11] Daniš, P. (2018). Tajemství školy za školou: Proč učení venku v přírodě zlepšuje vzdělávací výsledky, motivaci a chování žáků. Ministerstvo životního prostředí. Search in Google Scholar

[12] Donaldson, G. W., & Donaldson, L. E. (1958). Outdoor education a definition. Journal of Health, Physical Education, Recreation, 29(5), 17–63. Search in Google Scholar

[13] Dyment, J. E. (2005). Green school grounds as sites for outdoor learning: Barriers and opportunities. International Research in Geographical & Environmental Education, 14(1), 28–45. https://doi.org/10.1080/09500790508668328 Open DOI Search in Google Scholar

[14] Eugenio-Gozalbo, M., Ramos-Truchero, G., & Suárez-López, R. (2021). University gardens for sustainable citizenship: Assessing the impacts of garden-based learning on environmental and food education at Spanish higher education. International Journal of Sustainability in Higher Education, 22(3), 516–534. https://doi.org/10.1108/IJSHE-06-2020-0208 Open DOI Search in Google Scholar

[15] Fiskum, T. A., & Jacobsen, K. (2012). Individual differences and possible effects from outdoor education: long time and short time benefits. World Journal of Education, 2(4), 20–33. https://doi.org/10.5430/wje.v2n4p20 Open DOI Search in Google Scholar

[16] Frýzová, I. (2023). Prostředí jako klíčová proměnná ve vzdělávání mimo třídu. Geografické informácie, 27(1), 57–69. https://dx.doi.org/10.17846/GI.2023.27.1.57-69 Open DOI Search in Google Scholar

[17] Gilbertson, K., Ewert, A., Siklander, P., & Bates, T. (2022). Outdoor education: Methods and strategies. Human Kinetics. https://books.google.cz/books?id=hbFYEAAAQBAJ&printsec=frontcover&hl=cs#v=onepage&q&f=false Search in Google Scholar

[18] Hofmann, E., Trávníček, M., & Soják, P. (2011). Integrovaná terénní výuka jako systém. In T. Janík, P. Knecht, & S. Šebestová (Eds.), Smíšený design v pedagogickém výzkumu: Sborník příspěvků z 19. výroční konference České asociace pedagogického výzkumu (s. 310–315). Masarykova univerzita. http://www.ped.muni.cz/capv2011/sbornikprispevku/hofmanntravniceksojak.pdf Search in Google Scholar

[19] Hofmann, E., Svobodová, H., & Mísařová, D. (2016). Realizace terénní výuky očima učitelů. Geografické informácie, 20(2), 111–120. Search in Google Scholar

[20] Chmelová, Š. (2021). Jak učitelé využívají venkovní prostředí pro výuku vzdělávací oblasti Člověk a jeho svět. Pedagogická orientace, 31(2), 178–200. https://doi.org/10.5817/PedOr2021-2-178 Open DOI Search in Google Scholar

[21] Chráska, M. (2016). Metody pedagogického výzkumu (2. vyd.). Grada. Search in Google Scholar

[22] Chytrý, V., & Kroufek, R. (2017). Možnosti využití Likertovy škály – základní principy aplikace v pedagogickém výzkumu a demonstrace na příkladu zjišťování vztahu člověka k přírodě. Scientia in educatione, 8(1), 2-17. https://doi.org/10.14712/18047106.591 Open DOI Search in Google Scholar

[23] Kendall, S., Murfield, J., Dillon, J., & Wilkin, A. (2006). Education outside the classroom: Research to identify what training is offered by initial teacher training institutions. NFER Trading Ltd. Search in Google Scholar

[24] Kříž, M., Mikulicová, H., Nešpor, J., Pitelková, P., & Vorlíček, J. (2019). Venkovní výuka. Metodika pro učení přírodou. Lipka – školské zařízení pro environmentální vzdělávání Brno, příspěvková organizace. Search in Google Scholar

[25] Mayring, P. (2014). Qualitative content analysis: theoretical foundation, basic procedures and software solution. Klagenfurt. http://nbn-resolving.de/urn:nbn:de:0168-ssoar-395173 Search in Google Scholar

[26] Morkes, F. (2010). Z historie školních zahrad. Envigogika, 5(2). https://envigogika.cuni.cz/index.php/Envigogika/article/download/333/338 Search in Google Scholar

[27] MPSV. (2024). Nařízení vlády č. 464/2022 Sb. o platových poměrech zaměstnanců ve veřejných službách a správě. https://ppropo.mpsv.cz/narizeni_vlady_464_2022 Search in Google Scholar

[28] MŠMT. (2024). Rámcový vzdělávací program pro základní vzdělávání. https://msmt.gov.cz/vzdelavani/zakladni-vzdelavani/ucebni-dokumenty Search in Google Scholar

[29] Nadelson, L. S., & Jordan, J. R. (2012). Student attitudes toward and recall of outside day: An environmental science field trip. The Journal of Educational Research, 105(3), 220–231. https://doi.org/10.1080/00220671.2011.576715 Open DOI Search in Google Scholar

[30] Nepraš, K., & Šikulová, R. (2021). Odkud a kam směřuje venkovní výuka? Historie, současnost a trendy ve venkovní výuce v kontextu vzdělávacích teorií. Pedagogická orientace, 31(2), 158–177. https://doi.org/10.5817/PedOr2021-2-158 Open DOI Search in Google Scholar

[31] Neville, I. A., Petrass, L. A., & Ben, F. (2023). Cross disciplinary teaching: A pedagogical model to support teachers in the development and implementation of outdoor learning opportunities. Journal of Outdoor and Environmental Education, 26(1), 1–21. https://doi.org/10.1007/s42322-022-00109-x Open DOI Search in Google Scholar

[32] NPI. (2025). NPI – revize rámcových vzdělávacích programů. https://prohlednout.rvp.cz/zakladni-vzdelavani/obecne-casti Search in Google Scholar

[33] Oberle, E., Zeni, M., Munday, F., & Brussoni, M. (2021). Support factors and barriers for outdoor learning in elementary schools: A systemic perspective. American Journal of Health Education, 52(5), 251–265. https://doi.org/10.1080/19325037.2021.1955232 Open DOI Search in Google Scholar

[34] Ozer, E. J. (2007). The effects of school gardens on students and schools: Conceptualization and considerations for maximizing healthy development. Health education & behavior, 34(6), 846–863. https://doi.org/10.1177/1090198106289002 Open DOI Search in Google Scholar

[35] Prince, H. E., & Diggory, O. (2024). Recognition and reporting of outdoor learning in primary schools in England. Journal of Adventure Education and Outdoor Learning, 24(4), 553–565. https://doi.org/10.1080/14729679.2023.2166544 Open DOI Search in Google Scholar

[36] Rickinson, M., Dillon, J. Teamey, K., Morris, M., Choi, M. Y., Sanders, D., & Benefield, P. (2004). A review of research on outdoor learning. National Foundation for Educational Research and King’s College London. Search in Google Scholar

[37] Rubáš, D., Matějček, T., & Mrázová, L. (2023). Mezioborová terénní výuka v rámci letní školy geocamp. Biologie-Chemie-Zeměpis, 32(3), 2-16. https://dx.doi.org/10.14712/25337556.2023.3.1 Open DOI Search in Google Scholar

[38] Svobodová, H., Mísařová, D., Durna, R., Češková, T., & Hofmann, E. (2019a). Koncepce terénní výuky pro základní školy. Podpora využití technologií a realizace výzkumných aktivit v pregraduálním vzdělávání učitelů. Masarykova Univerzita. https://munispace.muni.cz/library/catalog/book/1238. Search in Google Scholar

[39] Svobodová, H., Durna, R., Mísařová, D., & Hofmann, E. (2019b). Komparace formálního ukotvení terénní výuky ve školních vzdělávacích programech a její pojetí v modelových základních školách. Orbis scholae, 13(2), 95–116. https://doi.org/10.14712/23363177.2019.25 Open DOI Search in Google Scholar

[40] Ševčíková, J. (2021). Výuka v přírodě: módní hit či smysluplná výuka? Pedagogická orientace, 31(2), 144–157. https://doi.org/10.5817/PedOr2021-2-144 Open DOI Search in Google Scholar

[41] Učíme se venku. (2024). Učíme se venku. https://ucimesevenku.cz/ Search in Google Scholar

[42] Vácha, Z. (2015). Didaktické využití školních zahrad v České republice na primárním stupni základních škol. Scientia in educatione, 6(1), 80–90. https://doi.org/10.14712/18047106.143 Open DOI Search in Google Scholar

[43] Vácha, Z., & Ditrich, T. (2021). Vliv terénní výuky na dosahování kognitivních a afektivních cílů u žáků na primárním stupni základních škol. E-Pedagogium, 21(1), 54–66. https://doi.org/10.5507/epd.2020.021 Open DOI Search in Google Scholar

[44] Vašutová, D., & Vrbová, I. (2024). Let's go out! Popular outdoor education-limiting factors versus positives. In B. Kummert et al. (Eds), Conference Proceedings. New Perspectives in Science Education 2024 (pp. 228–235). Filodiritto Editore. https://www.academia.edu/117017610/New_Perspectives_in_Science_Education_Conference_Proceedings_2024 Search in Google Scholar

[45] Venkovní výuka. (2024). Venkovní výuka. https://www.venkovnivyuka.cz/ Search in Google Scholar

[46] Waite, S. (2020). Where are we going? International views on purposes, practices and barriers in school-based outdoor learning. Education Sciences, 10(11), 311. https://doi.org/10.3390/educsci10110311 Open DOI Search in Google Scholar

[47] Zink, R., & Boyes, M. (2006). The nature and scope of outdoor education in New Zealand schools. Journal of Outdoor and Environmental Education, 10, 11–21. https://doi.org/10.1007/BF03400826 Open DOI Search in Google Scholar

Scientia in educatione

School outside the door: How (and why) to teach science outdoors - experiences of Czech primary school teachers

How to Cite

Abstract

References

Downloads

License