Abstract:

In Croatia, the Curricular reform “School for Life”, from the school year 2019/2020 has become compulsory in all elementary schools. New subject curricula have been presented and, with them, a new approach(es) to learning and teaching. The emphasis has been placed on the student as an active learner and the inquiry-based learning approach as a new form of active learning. This new approach is a vital part of the subject “Nature and Society.” In Slovenia, the last elementary school curriculum reform was introduced in 2011 with the inquiry-based learning approach being implemented in the following subjects: “Environmental Studies,” “Science and Technology," and “Social Studies.” Various forms of learning and teaching using STEM (Science Technology Engineering and Mathematics) content and ICT (Information and Communication Technology) might encourage children to spend time outdoors. Children’s outdoor environmental activities are closely linked to the curricular content of the STEM field. Through ICT and inquiry-based forms of learning and teaching, educational content can be made more engaging and enhance children’s connectedness with nature. A lot of research has already suggested a deficiency in the time children spend in nature. There are many developmental problems connected with cognitive development, mental health, psychomotor (in)ability, lack of physical activity, empathy, and emotional connections with nature found in today's children, especially those living in urban settings [1].
The primary purpose of this paper is to point out how the inquiry-based learning (IBL) and other approaches could be a good foundation for encouraging learning and teaching outdoors, that is, in nature/environment, on school playgrounds, or natural spaces. Available research indicates that STEM content, that is, learning and teaching about nature and society through group activities and socialization forms of work involving peer groups can influence and encourage school-age children to connect with nature to a greater extent [2]. Also, numerous studies suggest that learning and teaching should be learner-centred, experimental, and action-oriented; in other words, it should be based on practical activities. Also, the developmental stage of students younger than 11 years old is an optimal period for the development of positive attitudes towards the environment, environmental behaviors, and activism as future responsible citizens of society.
In this paper, we present insights into the relationship between children’s inquiry-based outdoor learning, subject curricula, environmental content, STEM content, ICT, and learning. We emphasize the importance of structuring children’s activities through a variety of content, forms, and methods of learning and teaching, and especially their contribution to children’s optimal growth and development in fostering a greater connection with nature. In addition, one of the tasks of this paper is to analyze and compare Croatian and Slovenian curricula with regards to the positioning and improving of children’s inquiry-based learning and outdoor activities. We also attempt to provide an answer to the question how to encourage children’s connectedness with nature through their outdoor learning in (Croatian and Slovenian) school.

Keywords:

Connectedness with nature, ICT, Inquiry-based learning approach, outdoors, STEM.