Survey of the Use of Outdoor Learning Environments in Science Teaching in Primary Schools in Nasarawa State

This study surveyed the use of outdoor learning environments in Science teaching in primary schools in Nasarawa State, Nigeria. Outdoor learning offers pupils direct engagement with natural phenomena, complementing indoor instruction and enhancing conceptual understanding in science; however, its systematic application in Nigerian primary education has not been adequately studied within the North Central zone. A descriptive survey design was used. The study population comprised Basic Science and Technology teachers in public primary schools across Lafia, Keffi, and Nasarawa Local Government Areas. A sample of 180 teachers was selected using simple random sampling. A validated questionnaire assessing frequency of outdoor learning use, types of outdoor activities conducted, and perceived benefits and barriers was administered. Cronbach's Alpha reliability was 0.76. Data were analysed using mean scores, standard deviations, and frequency tables. Findings revealed that outdoor learning activities were used infrequently by most teachers, with garden-based observation and nature walks being the most commonly reported practices. Major barriers included large class sizes, security concerns, lack of structured outdoor learning plans, and absence of policy guidance. Teachers acknowledged the potential of outdoor environments for stimulating student curiosity. Recommendations included development of a school outdoor science guide, fencing and designation of outdoor science areas, and inclusion of outdoor pedagogy in teacher education curricula. Keywords: outdoor learning, primary science, Nasarawa State, environmental education, teaching methods.