The goal of this graduate work was to prove the positive role of schoolyard that has been methodically reframed in order to satisfy various material, functional and educational tasks of biology and nature teaching and also to accomplish students' achievements. The first part of the research was conducted in a schoolyard with two seventh grade classes in one of Zagreb elementary schools. While assaying the results some typical errors that teachers make in out-of-theclassroom teaching have been noticed and therefore the second part of the research was conducted in a schoolyard of elementary school fra Kaje Adžić Pleternica with two sixth grade classes. The starting point in the second part of the research were those teacher's errors that have been corrected which resulted in noticeable difference in the achievements of students. In the same week of a school year 2008./2009. in both grades double lessons were held. The same teaching units were elaborated in both class sections. In the class section that represented control group the teaching content was elaborated in the classroom using the frontal way of teaching. In the second class section (experimental class section) research-oriented teaching was held using original reality in the schoolyard. Research was conducted using the same initial test of objective type on both groups to determine previous knowledge of the students and afterwards, after processing the same teaching content, the test which examines knowledge and acquired skills of students was used and at the end a survey was conducted to verify opinions and wishes of the students on teaching methods. Processing the results of tests and comparison the same with the results of initial tests proved that students of experimental class section developed a higher level of achievement and that they better resolve the final test. Survey results showed the will of the students to use more research-oriented teaching in the schoolyard. This work has demonstrated the value of the schoolyard in teaching process which can be very easily reshaped into valuable teaching space for teaching of biology and chemistry. Research-oriented teaching was shown to be an easier and more quality way of adopting knowledge which has been perciptively experienced. Students also develop various skills that can be later used when resolving some problems.When working in research environments some typical teacher's errors occour which can cause a wrong picture of the value of such work with students. Those errors occour both in out-of-classroom teaching (teaching in schoolyard or school park) as well as in regular research-oriented teaching in the classroom.