Participants who had agency over their outdoor science projects (compared to “assigned outdoor tasks that are typically used to teach them) outperformed participants in the “teacher assignment” groups. Furthermore, findings indicated that students who used videography to tell the story of their findings from a cultural/historical perspective outperformed participants who used PowerPoint to formalize and present their science projects. Prior to the work, evidence of student disconnection from their physical (local) environment was also found to be widespread across all cohorts and a general lack of spatial knowledge and sense of place was demonstrated.
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