Why Outdoor Learning Helps Students Think, Create and Problem-Solve
A group of students stands in the playground on a sunny morning, looking closely at the shadow of a tree.
At first, it seems like a simple observation. The shadow stretches across the ground, long and clear. Students mark the position with chalk, measure its length, record the time and make a prediction: Will it look the same after recess?
When they return later, the shadow has shifted. It may be shorter. It may point in a different direction. It may have moved away from the chalk line completely. Suddenly, the playground has become a place of investigation. Students are not just talking about the movement of the sun, the passing of time or the position of shadows. They are seeing it happen, measuring it, questioning it and trying to explain it.
From this simple shadow investigation, students are challenged to solve a real problem:
Can you design, build and test a sundial/ tool that uses the sun and shadows to measure time?
Rather than being given instructions, students explore, test and create their own sundial/ time tracking tool designs using natural materials. They observe what works, adjust what does not and use evidence from the changing shadows to improve their solution.
This is the strength of outdoor STEM learning. It begins with the world students can see and touch, then moves beyond observation into problem-solving, design and creation. Students are not simply learning about an idea; they are using what they notice to develop, test and improve their own solutions.
Making STEM Feel More Accessible
For many teachers, STEM can feel like one more thing to fit into an already full teaching week. It can sometimes be associated with specialist equipment, robotics kits, digital tools, complex design challenges or large blocks of planning time. While these experiences can be valuable, they are not the only way to bring meaningful STEM learning to students.
Outdoor STEM offers a more accessible starting point.
A garden bed, pathway, tree, drain, sandpit, playground, oval or patch of shade can all become part of the learning environment. These familiar spaces give students opportunities to observe real phenomena, notice problems, ask questions and test ideas using materials and situations that already exist around them.
This does not make the learning less rigorous. In fact, it can make STEM more purposeful. Instead of completing a task that feels disconnected from everyday life, students are investigating something that belongs to their own environment. They can see why the question matters, how the information is useful and what might change as a result of their thinking.
Real-World Problems, Real-World Thinking
Outdoor STEM works well because it naturally connects learning to authentic problems.
Students might notice that one area of the playground is too hot to use during summer. They might investigate why water pools near a pathway after rain. They might wonder which plants attract the most insects, why some areas of grass grow better than others, or how natural materials could be used to build a stronger structure.
Each of these questions can lead into meaningful STEM learning. Students may need to measure, compare, classify, design, build, test, record results, interpret data or explain their reasoning. They are using curriculum skills, but the purpose is clear. They are trying to understand or improve something real.
This is where outdoor STEM can be especially powerful. It helps students see science, technology, engineering and mathematics as connected ways of thinking, rather than separate subjects. A single investigation might involve scientific observation, mathematical measurement, design thinking, digital recording and creative communication.
When the arts are included, outdoor learning can become a rich STEAM experience. In a sundial challenge, for example, students are not only thinking about how sunlight and shadows can be used to measure time. They are also considering how their design looks, how natural materials are arranged and how pattern, shape, balance, texture and visual impact can make the sundial beautiful as well as functional.
The STEAM challenge for the sundial now becomes…
Design, build and test a nature-inspired tool that uses sunlight and shadows to measure time, that also looks beautiful as a garden feature.
The creative element is not an extra decoration added at the end. It becomes part of the design process, helping students imagine, communicate, test and refine a solution that works and has aesthetic purpose.
Building the Skills Behind the Learning
Outdoor STEM is not only about the final product students create. Much of the value is in the thinking that happens along the way.
A student who measures the temperature of different playground surfaces is learning to collect and compare data. A group designing a mini shelter is learning to test materials, respond to failure and make improvements. Students investigating insects in the garden are practising careful observation, classification and respectful interaction with living things.
These experiences also support broader learning behaviours. Students need to collaborate, listen, negotiate roles, manage materials and explain their decisions. They learn that ideas can change when new evidence appears. They discover that a design rarely works perfectly the first time. They begin to understand that problem-solving is not about guessing the answer quickly, but about testing, noticing, adjusting and trying again.
These are valuable habits of mind. They support STEM learning, but they also support students as thinkers, learners and contributors beyond the classroom.
Supporting Engagement and Wellbeing
There is a growing body of research highlighting the benefits of outdoor learning for students. Learning in natural outdoor settings has been associated with increased engagement, social and collaborative skills, wellbeing benefits and some evidence of academic improvement. For many students, being outdoors can create a different kind of energy and attention. The learning feels active, sensory and connected to the world around them.
This can be particularly helpful for students who may not always show their strengths through written tasks or traditional classroom activities. Outdoor STEM gives students different ways to participate. Some students may shine when building, observing, drawing, measuring, leading a group, spotting patterns or noticing practical problems others have missed.
Outdoor learning can also help students develop a stronger connection to place. The school grounds become more than a space for breaks and transitions. They become a living environment that students can study, care for and improve.
A Natural Link to Sustainability
Outdoor STEM and STEAM learning also connect strongly with sustainability education.
When students investigate shade, water, waste, habitats, biodiversity, weather, materials or plant growth, they begin to explore the relationship between people and the environment in practical ways. They can see how small design decisions affect comfort, safety, resource use and living things.
For example, a class might investigate how to reduce heat in a paved area, design a pollinator-friendly garden, create signs to encourage correct waste sorting, test ways to reduce water run-off or build a simple habitat for insects. These projects help students move beyond learning about sustainability as an idea. They begin to practise sustainable thinking through observation, evidence and action.
This does not need to be a large whole-school project. It can begin with one question about one part of the school grounds.
How Teachers Can Get Started
A helpful way to begin is to choose a familiar outdoor space and look for one question worth investigating.
What changes during the day?
What grows here?
What lives here?
Where is it hottest or coolest?
What happens when it rains?
How could this space be improved?
What patterns can we see in nature?
What problem could we solve with simple materials?
From there, students can observe, record, measure, sketch, photograph, discuss or collect data. They can then use what they have noticed to design, build, test or explain something.
The structure does not need to be complicated. A short outdoor STEM activity might include:
● a clear question
● a defined outdoor area
● simple tools such as clipboards, chalk, rulers, thermometers or tablets ● time for observation
● posing of questions or challenges to solve
● a chance to share or improve ideas
Small Steps, Strong Learning
Outdoor STEM can begin with a single lesson, a short investigation or a simple challenge connected to the school environment. The important shift is helping students recognise that STEM is not something that only happens with specialised equipment or in a set lesson block. It is a way of looking closely at the world, asking thoughtful questions and using evidence and creativity to solve problems.
When students step outside to investigate shadows, test materials, measure temperature, observe living things or design improvements to their school environment, they are doing more than completing an activity. They are learning how to think with curiosity, care and purpose.
The next meaningful STEM investigation may not need to be built from scratch. It may already be waiting just beyond the classroom door. We’ve curated the best inspiration for these experiences by appropriate year levels and curriculum descriptors, for when you step out.
For taking F-2 learners outdoors, Outdoor STEM in Action provides resources to get you started.
For taking year 3-4 learners outdoors, Outdoor STEM in Action (years 3-4) has resources to get your class engaged and curious.
For taking year 5-6 learners outdoors, Outdoor STEM in Action (years 5-6) has everything to deepen inquiry through Real-World Problem Solving.
Key References
● Australian Curriculum, Assessment and Reporting Authority. (n.d.). Curriculum connection: Outdoor learning.
● Australian Curriculum, Assessment and Reporting Authority. (n.d.). Cross-curriculum priority: Sustainability.
● Bassachs, M., Cañabate, D., Nogué, L., Serra, T., Bubnys, R., & Colomer, J. (2020). Fostering Critical Reflection in Primary Education through STEAM Approaches. Education Sciences, 10(12), 384. https://doi.org/10.3390/educsci10120384
● Bertrand, M. G., & Namukasa, I. K. (2020). STEAM education: Student learning and transferable skills. Journal of Research in Innovative Teaching & Learning, 13(1), 43–56.
https://doi.org/10.1108/JRIT-01-2020-0003
● Kuo, M., Barnes, M., & Jordan, C. (2019). Do experiences with nature promote learning? Converging evidence of a cause-and-effect relationship. Frontiers in Psychology, 10, 305.
https://doi.org/10.3389/fpsyg.2019.00305
● Mann, J., Gray, T., Truong, S., Brymer, E., Passy, R., Ho, S., Sahlberg, P., Ward, K., Bentsen, P., Curry, C., & Cowper, R. (2022). Getting out of the classroom and into nature: A systematic review of nature-specific outdoor learning on school children’s learning and development. Frontiers in Public Health, 10, 877058.
