International studies have shown a declining interest in science (OECD, 2006). At the same time, research shows that science and technology learning often occur outside school through real world experiences, and that these experiences contribute significantly to children’s knowledge and attitudes about science (Rennie, 2003). Nevertheless, most teaching in primary schools still seems to occur in the classroom. Moving science teaching outside the classroom as a supplement to classroom teaching may be a way to enhance learning and interest among pupils (Jordet, 2008). In Denmark, the use of out-of-classroom settings seems to be growing (Bentsen, 2010). Despite the increased attention to informal learning environments, few studies look into the actual learning outcomes of such educational activities. For example, Gerber, Cavallo and Marek (2001) investigated one aspect of science learning and argue that students with enriched informal learning environments have significantly higher scientific reasoning abilities compared to those with impoverished informal learning environments. Eaton (2000) found that students who engage in educational field visits develop their cognitive skills more effectively compared to those engaged in classroom-based learning. In addition, Adelman, Falk and James (2000) studied the gain of a visit to an Aquarium which reveals a significant change in conservation knowledge, understanding and interest. Regardless of these studies, the actual exploration of the development of knowledge and especially the development of various forms of knowledge in informal learning environments remain largely unexplored (Falk and Storksdieck, 2005).

This study is designed to address some of the gaps mentioned above by exploring the development of pupils’ knowledge of Natural Science and Technology (NST) when taught in informal learning environments. The objective is to generate research on how teaching in informal learning environments develops pupils’ various forms of knowledge, consequently the study is based on the following research question:

1. What forms of knowledge do pupils develop when taught in informal learning environments?

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