From Field to Finish: How Outdoor Learning Powers CBA2 Success

The Junior Cycle CBA2 in Geography asks students to gather and interpret data, then present their findings in a written report and/or presentation. While it can be completed using secondary sources, research shows that getting outside for primary data collection makes the process smoother, more meaningful, and more memorable.

1. Data that makes sense: Collecting measurements, observing, and taking photographs helps understand the “story” behind the data. It’s easier to interpret trends and patterns when students experience the site themselves.

At the beginning of September, we ran our very first CBA2 field study at a small river dam used for generating electricity. Students compared the river channel just above the dam with a site further upstream, and the physical and environmental contrasts were striking. This gave them real evidence to discuss — not just numbers on a page, but living examples of how artificial river features can alter a landscape.

2. Easier write-up stage: Studies on experiential learning (Kolb, 1984) show that hands-on experiences make it easier to recall and explain concepts later. Students aren’t just copying figures — they’re explaining processes they’ve seen.

   
   

In our case, the students were able to go beyond the measurements. They debated whether the social and economic benefits of hydroelectric power outweighed the physical and environmental impacts. This kind of reflection made their write-ups richer and more personal.

3. Engaging presentations: Personal stories and photographs from fieldwork add authenticity. According to Dettweiler et al. (2022), students are more confident and engaged when presenting findings they gathered themselves.

Our group certainly found this. They loved collecting the data, and when asked afterwards, many said they had enjoyed the study so much they would be interested in choosing Geography for their Leaving Cert. The experience gave them ownership of their findings and made the presentations feel natural and compelling.

4. Skills for life (and for Leaving Cert): The process mirrors the Leaving Cert Geographical Investigation, giving students a low-pressure “practice run” before the senior cycle.

   
   

Conclusion: The CBA2 is more than a box-ticking exercise — it’s a chance to experience geography in action. When students get out of the classroom, they don’t just complete an assignment; they discover how the subject works in the real world. For us, a muddy morning by a small hydroelectric dam brought the curriculum to life and showed students that geography is about people, places, and the powerful connections between them.

References:

Kolb, D.A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Dettweiler, U., et al. (2022).

Learning While Experiencing Nature: The Impact of Outdoor Classes on Attention and Mood. Frontiers in Psychology, 13:843389.