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Abstract: Schools are designed generally focusing the classroom, guided by the idea “learning occurs only in classroom”. Usually the outdoor environment is ignored during the design process of school in the context of Bangladesh. However, research shows that students learn better while the lesson incorporates the outdoor environment (Lieberman and Hoody 1998). Learning in natural environment helps in improving children's cognitive competency, their social, moral and physical development (Huq, M N and Janan, M. 1999). In many cases, especially in Dhaka city, residences are converted into schools without any concern of the necessity of outdoor spaces. Schools in the rural areas of Bangladesh usually have outdoor areas for children to roam around and play. But in most cases large open spaces dedicated to physical activities does not have a proportional number of users and intensity of use in relation to the distribution of children (Malone, K and Tranter, P. 2003). L iterature shows that children are fond of –places with sufficient variety in the environment, and with natural elements such as grass, trees, gardens and parks (Andel V J, 1990.& Broda H.W., 2007) . Children benefit from interaction with ature in all aspects of their development: physical, mental, moral, and emotional ( Tai, L et al, 2006). Quality-Based Curriculum Implementation Programme by the NCTB aims at making the students' learning processes easy, delightful and attractive through the practice of multiple activities in the classrooms, but the classrooms in the primary schools are not designed for holding these multiple activities. A study of eleven Florida high schools speciﬁ cally focused on the effects of environment-based education on students' achievement reveals that students in the classrooms that used the environment as an integrating context (EIC) groups had signiﬁcantly higher achievement motivation (Place-Based Education Evaluation Collaborative, 2006).There are theoretical standards, theories and emerging concepts concerning the learning of children in classrooms but very few researches are carried on the outdoor learning spaces in the context of developing nations. With this background this thesis aims to explore the role of outdoor environment of school in students' learning. The outdoor environment of one school will be intervened to investigate how the intervention impacts students' learning process.
Keywords: Children, Outdoor environment, Learning process, cognitive competency, intervention