Outdoor activities can harness children’s personal and social abilities differently than could indoor activities. Children experience a variety of words associated with science learning through smelling, feeling, and tasting. The direct contact with nature and vegetation is the point where children’s communication ability is harnessed as they begin to use proper vocabulary. Yet, they are less educated on the importance of appropriate vocabulary learning, particularly using scientific vocabulary when confronted with the outdoor environment. Therefore, this study aims to identify children’s vocabulary knowledge on science learning towards supporting their personality development through hands-on engagement with farming activities. Ten children of aged 6-12 years old were recruited for a programme in a rural area at Laman Tamara, Kg. Sikai, Negeri Sembilan, Malaysia. They were observed for changes in their vocabulary using hands-on techniques. Data on their hands-on approaches and p.....

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