Research has demonstrated that socio-scientific issues based inquiry learning has significant advantages for learning outcomes and students' motivation. Further, a successful understanding of landscapes in environmental and geographical education can be achieved by combining informal learning environments with school education. Therefore this case study focuses on how socio-scientific issues based inquiry learning carried out in school and in a Nature Park, influences primary school pupils' (n = 36) representations of landscapes. The pupils were asked to draw and write about landscape both before and after intervention. The data was analyzed qualitatively and quantitatively to investigate the impact of the intervention on the representations that pupils used in their descriptions of landscape. It was found that socio-scientific issues based inquiry learning in varied learning environments, noticeably enriched the pupil's representations and lead to a multifaceted holistic understanding of landscape. Many of the representations produced were considered to be fairly sophisticated.