Outdoor education represents an effective approach to teaching science, as it provides authentic experiences and enhances students’ motivation. A key element of this approach is the school ground, which offers various natural and built surfaces suitable for exploration and observation of natural phenomena. The purpose of this master’s thesis was to examine the spatial potential of school district for conducting outdoor science activities and to investigate how involving students in planning influences their motivation and participation.
The study included 50 Slovenian primary schools, where satellite images were analysed to determine the proportion of different types of surfaces in the immediate vicinity of schools. The results show that most space is occupied by school buildings and sports areas, while grassy areas, tree-covered areas, and gardening plots—crucial for science learning—are often underrepresented. Through an interview with a teacher and the analysis of students’ ideas and proposals, it was found that involving students in planning strengthens their motivation, sense of responsibility, and connection to the learning process.
The findings highlight the need for a more deliberate inclusion of natural elements in school districts as well as greater student participation in decisions regarding the design of outdoor spaces. In the long term, this could contribute to a richer learning environment and more effective achievement of the objectives set in science curricula.
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