Classroom-based science teaching
tends to be dominated by teaching
that stifles the students’ natural curiosity
and eagerness to discover their surroundings.
Knowledge makes sense to students
particularly when it is learned within the
context of an authentic experience. Thus
classroom-based science needs to be complimented
by out-of-classroom activities
which offer direct and relevant information
that influences students’ learning.
Students build new knowledge on already
existing schema, thus it is important for
both teacher and students to question
and evaluate their knowledge to be able
to build on solid grounds. This paper illustrates
examples of meta-cognitive tools
(i.e. Vee diagrams and concept maps) used
before and after site-visits to explore the
contribution of out-of-classroom activities
to the students’ biological cognitive
development. This research shows that
site-visits are a necessary part of science
learning because they help students develop
observational and reasoning skills, link
biology to personal life experiences and
contextualise inert classroom knowledge,
making it more meaningful and easier to
remember.peer-reviewe
