Evaluating Teachers’ Experiences in Implementing Outdoor Education Approach in Teaching Weather

This study aimed to assess the challenges faced by in-service science teachers in implementing the outdoor education approach in teaching weather and determine the interventions and strategies used to address these challenges. A qualitative descriptive research design was employed. A needs assessment was conducted involving five (5) purposively selected in-service science teachers from a public elementary school in Iligan City. The participants were selected based on their science teaching assignments and at least three years of teaching experience. Qualitative data were gathered through an open-ended questionnaire and analyzed using thematic analysis to identify teachers’ challenges, interventions, and insights regarding the outdoor education approach in teaching weather. Findings revealed that teachers experienced difficulties in explaining science concepts and terminologies, managing student activities, accessing technological resources, and connecting lessons to real-life contexts. To address these challenges, teachers utilized strategies such as educational videos, real-life applications, and outdoor weather observation activities. Despite limited formal training and seminars on outdoor education, teachers perceived the approach as effective in promoting experiential learning, engagement, critical thinking, and holistic development. The findings informed the design of structured outdoor activities emphasizing hands-on, experiential, and inquiry-based learning. Overall, the study highlights the potential of outdoor education in improving students’ conceptual understanding of weather concepts and recommends the integration of well-designed outdoor activities and teacher support systems to enhance science instruction.

outdoor education; weather concepts; experiential learning; challenges; intervention

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