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Williams, Andrew. "An ethnographic study of outdoor education teaching and learning in an Australian university." Thesis, Henley Business School, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.400954.
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Garcia, Heriberto. "The value of outdoor education." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2314.
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Lovell, Rebecca. "Evaluation of physical activity at Forest School." Thesis, University of Edinburgh, 2009. http://hdl.handle.net/1842/4146.
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While the health benefits of physical activity are commonly recognised, increasing evidence indicates that significant percentages of children, particularly girls, are not sufficiently physically active. Children spend a large proportion of their waking day at school; however their opportunities to be physically active during the school day, beyond the traditional PE lesson and break times, are limited. Increasing children’s levels of physical activity during their time at school may be a key approach to increasing children’s overall levels of physical activity. The aim of this study was to evaluate the outdoor education programme ‘Forest School’ as a source of school based physical activity. A review of existing research showed that there had been no rigorous evaluation of physical activity during Forest School sessions. A two phase mixed method design was used. The first phase used a repeated measures controlled design to objectively measure the amount, intensity, duration and frequency of the participants’ (n26 age 9-10) physical activity during Forest School. The second phase used semi-structured paired interviews (n24 age 10-11) to understand the subjective experience of the Forest School physical activity. The study was conducted in the central belt of Scotland. The results showed that during Forest School sessions the participants engaged in a significantly greater total amount of physical activity, at a higher intensity, and with a greater frequency of longer bouts, in comparison to the typical school days. The children were also shown to reach the recommended hour of MVPA during the Forest School sessions. The children reported enjoying and appreciating the opportunity to be physically active in an environment they had little previous experience of using. Existing barriers to physical activity in other contexts, in particular bad weather and low motivation, did not appear to be relevant at Forest School. The inequality in levels of physical activity and motivation to be physically active, between males and females, was shown to typically be lower on the Forest School days. The findings suggest participation in Forest School resulted in greater quantities of inclusive and enjoyable physical activity at higher intensities than otherwise experienced at school.
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McDonough, Sharon. "Adolescents and the extended residential learning program : a case study." University of Ballarat, 2002. http://archimedes.ballarat.edu.au:8080/vital/access/HandleResolver/1959.17/14626.
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The purpose of this study was to explore, through the use of a case study, the impact of an eight-week residential learning program upon self-concept, learning and understanding of community amongst adolescent participants. The study utilized multiple methods of data collection including interviews, focus groups, observation, the Learning Process Questionnaire and the Self-Description Questionnaire II in order to address the research question.Master of Education (Research)
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Robinson, Diana Lynn. "Outdoor nature program for Azalea Trails Girl Scout Resident Camp." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2553.
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This project offers a nature program that can be implemented into youth camp programs. Outdoor Residential Camp programs offered by youth organizations provide an outdoor camp experience for many children in the communty. Many offer participants resident summer camp programs which is a perfect venue for the outdoor experience. Children exposed to outdoor experiences develop a greater sense of responsibility to the natural environment around them. The schools are not doing enough to educate youth about the natural environment. This project was written specifically for the Azalea Trails Girl Scout Camp located in the San Jacinto Mountains of Southern California however, it could be adapted to be used at any residental camp setting.
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Schweighardt, Sherry L. "Natural Play, Healthy Play: Environmental Determinants of Young Children's Outdoor Physical Activity." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/325946.
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KinesiologyPh.D.
The prevalence of obesity among young children has markedly increased over the past two decades, with more than one-third of American preschoolers now overweight or obese and at risk for lifelong health problems. Physical activity is a recommended obesity prevention strategy, yet preschoolers typically fail to meet recommended daily physical activity guidelines, spending just 15 minutes engaged in moderate to vigorous physical activity, compared to six sedentary hours daily. Unstructured play in settings with varied features, such as childcare center playgrounds, potentially plays a significant role in increasing the amount of time preschoolers spend in moderate-to-vigorous physical activity (MVPA). The purposes of this study were first, to compare the intensity and type of preschoolers' physical activity across four distinctly different outdoor play settings; second, to identify particular features in each play setting associated with MVPA and sedentary behavior; and, third, to identify, test, and evaluate environmental modifications to increase preschoolers' MVPA in outdoor play settings. Seventeen 3-5 year-old children participated in repeated unstructured play sessions featuring 16 min of play in each of 4 novel settings: a traditional climber, a wooded natural area, a garden, and an adventure, or "loose parts" playground. Interventions to increase physical activity were introduced to the adventure playground during the first two phases, and to all four settings during the third phase. Physical activity intensity was measured using ActiGraph GT3x+ activity monitors and contextual information concerning motor skills was obtained by trained observers using the System for Observing Play and Recreation in Communities (SOPARC), adapted to the age and environment of the study. Results show that both play setting design theme and the composition of specific play features within the setting impact the type of motor skills children perform and the amount of MVPA young children accumulate during unstructured play. Findings additionally demonstrate that simple, low-cost modifications to play settings can increase MVPA for targeted subgroups and individual children; outcomes were setting-specific. Study results may be useful to public health and medical workers, parents, educators, playground designers, community planners, and policy makers who focus on increasing preschool children's daily MVPA and decreasing childhood obesity.
Temple University--Theses
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Rowe, Karina Janece. "A framework for environmental education in South Australian secondary schools : the missing ingredient." Title page, contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09ENV/09envr878.pdf.
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Bibliography: leaves 84-86. Shows how environmental education could be incorporated within the current South Australian secondary school structures and critically evaluates current programs. Investigates a different frame work (International Baccalaureate Middle Years Program), as a means for overcoming some of the limitations for environmental education presented by the current DETE framework; and, student perceptions of what makes a successful environmental education program.
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Sundberg, Jessica. "Utomhuspedagogik : En undersökning om pedagogers inställning till utomhuspedagogik i förskolan." Thesis, Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-31009.
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This is a study where the purpose was to investigate whether preschool teachers have a positive or negative attitude to outdoor education. Their view of outdoors education is also treated. The methods used were questionnaires and semi-structured interviews. The survey was sent to all preschool teachers in three municipalities and on a social network. The interviews were conducted at a preschool, which had a form of outdoor profile. The survey shows that preschool teachers mostly have a positive attitude towards outdoor education but that there are also negative connections to it. They use both the material found in nature and takes the finished materials outside. My conclusion is that many see outdoor education as something positive, but it is still not many who consider themselves to use it in the preschool.Detta är en undersökning där syftet varit att undersöka huruvida pedagoger har en positiv eller negativ syn på utomhuspedagogik. Deras syn på utomhuspedagogik behandlas även. Metoderna som använts är enkät och semistrukturerade intervjuer. Enkäten skickades ut till samtliga pedagoger i tre kommuner samt på ett socialt nätverk. Intervjuerna genomfördes på en förskola som hade en form av utomhusprofil. Undersökningen visar att pedagoger mestadels har en positiv inställning till utomhuspedagogik men att det även finns negativ koppling till det. De använder både material som finns i naturen och tar med sig färdigt material inifrån. Min slutsats som jag kan dra av denna undersökning är att många ser utomhuspedagogik som någonting positivt, men att det ändå inte är många som anser sig använda det i verksamheten.
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Crosbie, John Patrick G. "Value of outdoor education for people with disabilities : an in-depth case study of the Calvert Trust." Thesis, University of Edinburgh, 2014. http://hdl.handle.net/1842/9443.
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The United Kingdom has a long history of using outdoor activities as a vehicle for recreation, rehabilitation and education for people with disabilities. However, there has been little empirical research into the value placed on the experiences by those who organise the activities or by the participants. The Calvert Trust was one of the first organisations to specialise in outdoor activities for this population and through their three Centres is currently the largest provider of outdoor education for people with disabilities within the UK. Through four separate but linked research phases covering data collected between 2002 and 2013, the present study investigates the value of Calvert Trust programmes for both organisers and participants. The first phase involved the analysis of an existing data-set of post-course evaluation questionnaires (n=502) completed by visiting leaders of groups of participants (n=2,843) with a variety of disabilities who had attended one of the three Calvert Trust Centres. The activities and factors contributing to the perceived benefits of participation were identified, and visiting leader evaluations were compared with the internal reports on the same courses and participant groups completed by Centre instructors (n=702). There were differences in aims for the visits dependent on the sector of the respondent (education, recreation or rehabilitation) but an increase in confidence and independence were those most frequently reported outcomes across sectors. There was general agreement between visiting leaders and instructors as to the role of challenge, achievement and teamwork in delivering these benefits. The limitations of having respondents from only one Centre were addressed in the second phase of the research. This investigated post-course evaluation questionnaires from all three Centres returned both by visiting leaders (n=397) and participants (n=2,507). Comparisons were made across the Centres and differences were found to exist in the aims and domestic aspects of the provision reported on by the visiting leaders but not in aspects of the activity delivery. The participants, however, showed small but significant differences across the Centres in their reporting of development of communication skills, social skills, self-esteem and independence. A third research phase employed iterative email interviews with representatives from visiting organisations (n=17) and the Calvert Trust (n=17) to relate participant experiences to the aims of both the purchasers and providers. Both sets of informants saw participant recognition of personal ability as a key aim of the visit. Other frequently reported aims were to provide new social opportunities, develop interpersonal skills and increase confidence, but these had different relative weightings across informants. In the fourth phase of the research the direct voices of the participants on the value of their outdoor experiences was accessed through interviews with participants (n=23) and with a ‘significant other’ (n=18). Differences in the reporting of personal experiences were noted between those with physical and intellectual disabilities. A number of those with physical disabilities, and/or their ‘significant others’, considered that the outdoor education experience had made an important difference to the participant’s life that might have a long-lasting impact. Those with intellectual disabilities reported a positive experience that may have given them the confidence to take part in similar events, undertake more exercise or widen their social circle. A post-visit increase in independence was reported by a number of the ‘significant others’ for this latter group. The findings overall suggest that participation in the outdoor education courses at the Calvert Trust was generally a very positive experience, with outcomes valued by purchasers, by participants and by those with close knowledge of them. The principal reported benefits relate to themes of confidence, independence and realisation of personal ability. These are discussed in relation to the specific outdoor education programmes experienced and the impact that these may have on the everyday lives of participants with disabilities.
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Moon, Hyesoo. "Local Community Based Outdoor Activities through Integrating Subjects in Social Studies for Sustainability." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-65862.
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This study is designed to know contribution of local community based outdoor activities for education for sustainability. 7 teachers from Sweden and 7 teachers from Korea got involved in this study and they chose and conducted one activity from the 17 activities that I offered. After they had done the activity with their upper 13 years old students, they completed questionnaire about the conditions of class, the reason of their choice, advantages/disadvantages of the activities and the actual obstacle they had in schools to have outdoor class through open-ended questions. They also were asked to answer level of integrating subjects in social studies by Likert scale, offered opinions about relevancy to sustainability with principles and analyzed the activity with 4 ways of knowing. These three questions are asked to know the contribution of the activities for education for sustainability. This research offers comparison of teachers‘ opinion and educational condition from two countires when having the activities and how the activities are conducive to education for sustainability. In addition, it provides 17 activities which can be useful to social studies teachers who are interested in local community based outdoor activity.
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Waitman, Carol Ann. "Creative experiences for environmental awareness, including a simulated camp: Thematic units for grades three and four." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1448.
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The project is an activity based, interdisciplinary curriculum for a simulated outdoor camp that occurs primarily within the elementary classroom. The purpose of the camp is to increase the students' level of awareness of and appreciation for the outdoors.
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Nord, Andreas, and Peter Röjel. "Lärare och elevers uppfattningar om utomhuslärande : Som lärandeverktyg i undervisningen." Thesis, Mittuniversitetet, Avdelningen för utbildningsvetenskap, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-28352.
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Studiens syfte var att undersöka lärares uppfattningar om utomhuslärandet som lärandeverktyg i undervisningen och elevers uppfattning om lärandet utomhus. Studien genomfördes i två städer med fem lärare och 113 elever i årskurs ett till sex. Metoderna som användes var kvalitativa semistrukturerade intervjuer och kvantitativa enkäter. Resultatet analyserades med hjälp av dialektiken och den hermeneutiska cirkeln. Det mest framträdande i analysresultatet var att lärarna har en positiv uppfattning om utomhuslärandet som lärandeverktyg i undervisningen. Analysresultatet visade också att undervisning utomhus kan vara svårt att bedriva på grund av olika hinder. I analysen av enkätmaterialet framkom att eleverna ser undervisningen utomhus som något som de vill ha mer utav och att de tyckte att det var roligare att bedriva undervisning utomhus.The study's purpose was to examine teacher’s perceptions of outdoor learning as learning tools in teaching and students conception of learning outdoors. The study was conducted in two cities with five teachers and 113 students in grades one to six. The methods used were qualitative semi-structured interviews and quantitative surveys. The results were analyzed using the dialectic and the hermeneutic circle. The most prominent of the analysis result was that the teachers have a positive perception of the outdoor learning as learning tools in teaching. Analysis results showed that outdoor education can be difficult to conduct because of various obstacles. The analysis of questionnaire data revealed that students see learning outdoors as something that they want more of and that they thought it was fun to teach outdoors.
Godkännandedatum: 2015-06-04
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Safie, Omar Taha. "Review of the cross-sectional field of outdoor camps, resiliency, and juvenile delinquncy." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2821.
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Successful outdoor camp programs are being threatened by decreased funding and increased focus on the control of juvenile delinquents. To determine the success of outdoor camp programs for the juvenile delinquent, it is important to examine the recidivism rates of those who go through the programs compared to those who do not. By properly infusing outdoor camp programs with resiliency education, new programs can be created with even more success. This paper is a literature review of the present state of research in both fields. With the background information presented here, the goal is to become a 'springboard' for further research.
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Brooker, Ian. "Social competence a study of adolescents in an outdoor setting /." Master's thesis, Australia : Macquarie University, 2008. http://hdl.handle.net/1959.14/84422.
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Thesis (MEd) -- Macquarie University, Australian Centre for Educational Studies, School of Education, 2008.Bibliography: leaves 86-89.
Introduction -- Literature review -- The challenge program -- Methodology -- Analysis of questionnaire data -- Analysis of interviews -- Discussion of results.
This study investigates the effects of a week long challenge program on adolescents' social skills and in particular social competence. Current research has shown that there can be positive outcomes for participants attending outdoor education programs, however little is known about the nature and causes of such effects for short term programs. -- Thirty six students attending schools in the Sutherland Shire, south of Sydney were nominated by teachers to attend the week long program and subsequent follow-up sessions. The Life Effectiveness Questionnaire H-1 (Neill, Marsh & Richards, 2003) was completed pre and post program and again six months later. This was used to quantify any change that occurred in the eight constructs measured by the questionnaire deemed to constitute "life effectiveness' in the post program period. -- A cohort of students (n=100) was interviewed immediately after the program and six months later. The questioning sought to determine if participants observed changes in their own social skills and those of others. Interviwees were also asked to identify specific activities that they felt were of general benefit and assisted in the development of personal social skills. The instructor and supervising teacher who attended the same program were asked to identify changes in participants and significant events that may have contributed to participants' reported changes. -- Results from the questionnaire showed significant gains in the constructs of Social Competence and Time Management. These however declined over the sixth month period after the program. It appears that the effect of short term outdoor education programs on Life Effectiveness is short lived. In contrast, the qualitative data collected from interviews showed that participants had observed changes in their social skills and attributed these to the challenge and group activities within the program. Participants reported that these benefits were long lasting. -- The findings of this study demonstrate the positive benefits of short term outdoor education programs and the need to further investigate the post program experience.
Mode of access: World Wide Web.
viii, 94 leaves ill
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Florentsson, Ebba, and Jenny Tellander. "Den komplexa utomhuspedagogiken : En studie om fritidslärares uppfattningar av utomhuspedagogik som styrd eller ostyrd verksamhet." Thesis, Linnéuniversitetet, Institutionen för didaktik och lärares praktik (DLP), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-78506.
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Den här studien belyser hur fritidslärare definierar, uppfattar och arbetar med utomhuspedagogik. Vi upplever en viss otydlighet vad gäller utomhuspedagogiken - handlar det om styrda eller ostyrda aktiviteter eller kanske både ock? Syftet med studien är att nå en förståelse för hur fritidslärare arbetar med utomhuspedagogik och därigenom synliggöra deras uppfattningar om lärandet både vad gäller styrd och ostyrd verksamhet ute. Vi har intervjuat sex fritidslärare. Studiens resultat visar att fritidslärarna har liknande arbetsmetoder och definitioner av utomhuspedagogik. Detta tror vi beror på att de alla gått samma utbildning på universitet, vid olika år, och ett kollegialt samarbete där samma metoder används. Fritidslärarnas uppfattningar är att både i de styrda och ostyrda aktiviteterna utomhus finns ett lärande. I de styrda aktiviteterna finns planerade mål med verksamheten som eleverna ska uppnå medans de ostyrda aktiviteterna ger måluppfyllelse och utveckling utan att det är planerat. Genom den oplanerade utomhusvistelsen gäller det att fritidslärare fångar upp de tillfällen som ges till lärande utan att detta planerats i förväg.This study illustrates how teachers define, perceive and work with outdoor education. We are experiencing some uncertainty regarding outdoor education - is it about planned or unplanned activities or a combination of both? The purpose of the study is to clarify the understanding of how teachers work with outdoor education and thereby visualize there opinion about learning by planned or unplanned activities. We have interviewed six teachers. The study's results show that teachers have similar working methods and definitions of outdoor education. This we believe is due to the fact that they all have had the same education at universities, at different years, and collegial cooperation using the same methods. Teachers' perceptions are that both planned and unplanned outdoor activities are positive for learning. In the planned activities there are certained goals wich the students will achieve while the unplanned activities also provide goal fulfillment and development although not being planned. Through the unplanned outdoor activity, it is important that the teachers capture the upcoming opportunities and guide the student without this being planned in advance.
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Jones, Sandra Joyce. "How an after school environmental science club can increase environmental knowledge: Awareness and sensitivity towards the environment for third and fourth grade students." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3377.
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Children today are disconnected from the natural environment around them, sometimes finding it annoying, lacking in excitement, and little use to them. Their attention and focus are spent inside watching TV, playing games on computers or a variety of other electronic devices. The purpose of this project was to see if after-school exposure to an Enirovnmental Science Club on the school grounds can impact student attitudes toward our local environment and to increase these third and fourth grade students' knowledge and awareness of their environment.
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Mitchell, Gregg Walter. "Environmental education at its best: helping at-risk Latino youth help themselves and our environment." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2799.
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The purpose of this project is to help at-risk Latino youth through environmental education programs. An integral aspect of this project included hands-on and interactive experiences at several education sites throughout the State of California. These site visits included the following institutions: Yosemite Institute, Chapman Ranch, Orange County Outdoor Science School, University of Southern California, Wrigley Institute for Environmental Studies, Catalina Island Camps, Camp Oaks, Wildlands Conservancy (Oak Glen), St. James Reserve, and Alvarado-Jensen Ranch.
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Ward-Smith, Chesney Fenella. "Sociocultural and sociomaterial mediation of children’s connectedness-with-nature: a case study of Hobbiton." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/61918.
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An increasingly large body of literature sees disconnection from nature as central to the convergent social-ecological crisis, rooted in anthropocentric ontologies. This study explored the potential for embodied, sociomaterial nature-based activities to engender shifts in children’s perceptions of, and sense of connectedness with, nature. Equally it explored how children’s socio-cultural-historical value positionings (SCHVP) mediated their perceptions of, and connectedness with, nature. The nature-based activities, spread over five-day camps, were located at Hobbiton-on-Hogsback, a centre that has existed for decades to provide experiential learning and graded exposure to natural spaces, aiming to increase environmental knowledge and nature-connection. The experiences of two groups of children from wide-ranging socioeconomic and socio-cultural backgrounds in the Eastern Cape Province of South Africa were explored using interpretive case study methodology. Through semi-structured interviews and focus groups with selected children (aged 10-14) and the Hobbiton staff members who worked with them, as well as participant observation, data were collected and analysed thematically. This study was guided by a layered theoretical framework that included Deep Ecology as an under-labourer, and Cultural Historical Activity Theory (CHAT) as a substantive, analytical framework. Interactions between participants’ SCHVP and the sociomateriality of the nature- based activities were analysed in relation to the children’s nature-perceptions and sense of Connectedness-With-Nature. The findings highlight both the importance of the children’s SCHVP and the sociomateriality of the nature-based activities in mediating their prior perceptions of, and connectedness with nature. The nature-based activities acted as a primary stimulus for developing environmental empathy, awareness and pro-environmental intentions. In essence, Hobbiton acted as a primary ‘seed planter’ towards greater feelings of Connectedness-With-Nature. However, recommendations are put forward for more decolonised, ethics-oriented and sociomaterial design of Hobbiton’s nature-based activities, with an emphasis on integrating children’s SCHVP into the pedagogical-design process in relation to the sociomaterial elements of the nature-based activities. Emically integrating the children’s multiplicities of knowing, doing, valuing and being into the pedagogical-design process could contribute to the decolonisation of nature-based experiences in such contexts cultural, socio and political diversity.
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Snow, Brian Craig. "No place like home: Using local surroundings and history to implement environmental education." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2713.
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This project is designed to use the strategies of environmental education to teach fourth grade curriculum. By learning about the San Bernardino Mountain's ecology, the hope is that students will discover the importance of these natural systems and stimulate their interest and awareness of the natural world.
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Agostini, Daniele. "Promoting Outdoor Cultural Heritage Education with Mobile Mixed-Reality Learning Tools : Two Case Studies in Italy and Great Britain." Thesis, Lille 3, 2019. http://www.theses.fr/2019LIL3H054.
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Le doctorat étudie l'impact des nouvelles technologies sur la transmission et la promotion du patrimoine culturel sur les élèves des écoles primaires afin de démontrer l’importance d’une pensée éducative qui allie ‘histoire’, culture visuelle et 'technologie'. Deux études de cas à partir de deux « corpus » distincts ont permis de conduire deux expérimentations in situ : l’architecture antique en Italie à Vérone et le jardin paysager du XVIIIe siècle en Angleterre à Hestercombe. La cotutelleété encadrée par un spécialiste italien du story-telling éducatif en réalité augmentée (Prof. Corrado Petrucco, Padoue) et un spécialiste français des jardins et du paysage dans la culture britannique des Lumières (Prof.Laurent Châtel, Lille). Il ressort de l’étude que l’apprentissage par réalité mixte mobile (Augmented and mixed Reality Mobile Learning) est particulièrement pertinent.L'apprentissage mobile est né dans les années 80 lorsque l'ordinateur portable (sommet de la technologie de l'époque) a été introduit dans la classe sur une base expérimentale. Puis sa popularité est venue à la fin des années 90 grâce à des programmes éducatifs expérimentaux pour explorer le potentiel éducatif du PDA (Personal Digital Assistant). Depuis le milieu des années 90, on a pu identifier trois principales phases de l'apprentissage mobile, qui ont trois approches paradigmatiques différentes : les outils, l'apprentissage en dehors de la salle de classe, la mobilité des étudiants. Le rôle de l'enseignant devient plus fondamental encore : l’utilisation d’une application sur tablette ne vise pas à remplacer la guide ou l’éducateur culturel, mais à compléter et à enrichir la visite. Du point de vue pédagogique,l'accent sera mis sur une approche constructiviste de l'enseignement et l'apprentissage qui va stimuler les étudiants à devenir des citoyens actifs, bien conscients de leur identité historique : en tant que personnes informées et responsables, elles sont en meilleure mesure de préserver leur patrimoine. Danssa publication " Cultural Heritage Counts for Europe (CHCfE) Vers un indice européen pour le patrimoine culturel", le Conseil de l'UE des ministres européens considère le patrimoine comme une "ressource stratégique pour une Europe durable" et une source importante de créativité et d'innovation, qui génère de nouvelles solutions aux problèmes, tout en créant des services innovants - allant de la numérisation des biens culturels à l'utilisation de la technologie de la réalité virtuelle de pointe - dans le but d'interpréter les espaces et les bâtiments historiques et les rendre accessibles aux citoyens et aux visiteursThe thesis studies the impact of new technology on the transmission and promotionof heritage on primary school pupils in order to demonstrate the importance of an alliance between history, visual culture and technology. Two case studies with two distinct types of corpus generated two experiments in situ: ancient architecture in Verona (Italy) and eighteenth-century landscape garden at Hestercombe (Britain). Verona and Hestercombe are two sides of the same patrimonial coin. The cosupervisionwas done under a specialist in digital storytelling of history, Corrado Petrucco (Un. of Padua) and one in eighteenth-century garden and landscape history, Laurent Châtel (Un. of Lille).Mobile Learning began in the 80’s when portable computers (the “in-thing” in those days) where first introduced into the classroom on an experimental basis being a genuine take-off in the late 1990’s thanks to experimental educational programs aimed to explore the didactic potential of PDAs (Personal Digital Assistant). From the mid-’90s to today, three different phases can be pinned down: a tool-focused phase, extra-mural learning, and an emphasis on student mobility. What this study shows is that the teacher’s role is of fundamental importance. The learning process is on-site, situated and enhanced by AR tools and devices (which are equipped with an ‘app’ developed specifically for this project): the ‘app’ is however not intended to replace the guide or the cultural educator, but to be complimentary and to enrich his/her route. In its documents such as “Cultural Heritage Counts for Europe (CHCfE). Towards a European Index for Cultural Heritage" the EU Council of European Ministers recognized heritage as a "strategic resource for a 'sustainable Europe" and a source of benefits – a source of creativity and innovation, generating new solutions to problems. This thesis shows why and how heritage education when augmented via technology improves the interpretation of historic environments and buildings and also makes them accessible to citizens and visitors
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Arce, Sylvia Eugenia. "Free Spirit Children's Nature Center." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2540.
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The purpose of this thesis is to provide a blueprint for the creation of the Free Spirit Children's Nature Center. The center has in mind the preservation of a habitat and will offer naturalist programs that enhance children's understanding and love of nature. The interactive nature of the experiences provided through the programs and activities will offer children a hands-on approach to learning that is developmentally appropriate. The primary role of the nature center is proposed to re-create a sense of connectedness to nature and generate healthy communities.
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Wilcox, Ronald J. "An application of ecological design principles in multi-use facility planning and design in the context of outdoor recreation and environmental education : Camp Tecumseh, Y.M.C.A., Devault Property Eco-village." Virtual Press, 2000. http://liblink.bsu.edu/uhtbin/catkey/1178357.
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The care of planet Earth is the responsibility of all that inhabit it. Our environment sustains us, and choices we make can compromise the Earth's capacity to sustain life.This project explores how landscape architecture can be a tool that can aid in the process of sustaining certain systems of the Earth, while providing form and function for humans at the same time. Coupled with environmental education programming, the site design becomes the framework in which the programming is based.To sustain life, the Earth must give of its resources. It is well understood that the resources on the planet are limited. Altering systems of life support on the planet must embrace a holistic view in that all systems must be maintained, yet at the same time allow us to derive our means from them.Environmental education is a magical arena that allows for nurturing of human developmental needs by providing outlets for their social, emotional, physical, and cognitive growth. At the same time environmental education provides answers to questions that children and adults have about the environment. Landscape Design in the arena of environmental education can provide a direct link to issues of sustaining life support systems and how people learn about maintaining those systems wisely.Department of Landscape Architecture
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Mitchell, Kathleen Marie. "Significant life experiences of naturalists." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2808.
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This research study addressed a current topic of interest in the environmental education community: How can people of non-European origin be recruited into the field of outdoor and environmental education?
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Holman, Lauren Anne Trish. "Discovering the path to Indian uses of native California plants: A family activity guide for the native plant garden at the San Bernardino County Museum." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2859.
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The objective of this project is to develop an activity guide for the California native plant trail located adjacent to the San Bernardino County Museum that allows families to discover native California plants while increasing environmental and cultural sensitivity.
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Williams, Jeni Kimberly. "Inquiry learning in the earth science classroom." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2641.
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ZHU, QING-SHENG, and 朱慶昇. "「Unit activity design」in outdoor environmental education." Thesis, 1991. http://ndltd.ncl.edu.tw/handle/81140467004243853917.
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Liu, Hsin-Ying, and 劉欣瑩. "Activity Types Selection in Kindergarten Outdoor Education." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/71010027525362842950.
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碩士育達科技大學
休閒事業管理系碩士班
103
In order to make progress and maintain competitiveness, the countries are devoted to education in order to respond to change and demand of globalization. Preschool education develops from focus on physical cultivation in traditional agricultural society to professional education in professional institutions such as kindergartens. In recent years, it emphasizes multiple development and interactive instruction. By field perception, it constructs multi-dimensional and multi-level instruction. Outdoor education is gradually valued and operated. Through personal experience and interactive learning, it explores the meanings of natural environment and culture, learns responsibility and cognition, enhances application and thinking capacity, cultivates the correct concept of environmental protection, social justice and life recognition in order to accomplish the goals of environmental education and diverse development and be different from rigid and limited knowledge and learning of traditional books in schools. This study focused on selection of types of activity in kindergarten outdoor education. The targets were kindergartens in Miaoli County. Based on literature review, this study designed semi-open-ended questionnaire to collect expert opinions, and used expert questionnaire of Modified Delphi Method for individual interview. According to expert opinions, the important factors were identified. Finally, AHP questionnaire was designed. The data were used to compares weights by AHP and validates consistency. This study discussed the concerns and preferences of kindergartens in Miaoli County regarding outdoor education in research process. The results revealed the expectation of residents in Miaoli County, educational experts and scholars and governmental personnel toward talent cultivation. The findings can serve as reference and application for policy, instruction and research of preschool education in Miaoli County.
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Hsu, Yen-Hui, and 徐彥暉. "The Study of the Risk Perception of Outdoor Education Instructors---The Case of Backpacking Activity." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/99175484979067135130.
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碩士國立體育大學
休閒產業經營學系碩士班
99
The purposes of this study were to investigate the outdoor educational instructors’ risk perception in the backpacking activities. This study adopted case study of qualitative research method. The researcher had conducted the survey by semi-structured interview and the documents from the 9 outdoor instructors which included 3 females and 6 males and their age are between 26 to 47 years old. Major purposes are as followed, A. What are outdoor educational instructors’ risk perceptions in backpacking activities? B. Depending on risk perception. What are the plans and outcomes when designing the outdoor programs? C. When doing backpacking activities, what are the organizations’ risk perceptions which are based on outdoor programs? This study found that the most important factor which may affect the risk level is human behaviors. The instructors’ behaviors are particularly important. The safety level in the programs is depended on the instructors’ risk perceptions. The instructors who have high risk perception will avoid risk before the accident occurred. The instructors who have lower or no risk perception may delay the time to deal with the accident. The instructors’ risk perception can be raised by experience, training and following the risk management rules. The outdoor programs’ level can be adjusted by different clients. Otherwise, the instructors should consider both risk and clients’ learning when leading the programs. Therefore, an organization or person which has well risk management concept will establish risk management system. The rest of instructors make their risk management rule by personal judgment. According to this finding, the researcher presents suggestions for outdoor educational organizations to raise the safety level of programs in Taiwan. The suggestions are presented as following: A. To enhance the outdoor instructors’ training, self-expedition and social skill. Especially, the soft skill and transforming skill. B. To establish risk management system in outdoor educational organizations and to set up the risk management rules in the field. Key words: outdoor education, instructor, risk perception, risk management
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CHANG, SHIH-CHIA, and 張世佳. "Observation and Research on the Integration of Competence-oriented Outdoor Education into Comprehensive Activity Curriculum." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/xhdj9d.
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碩士國立屏東大學
生態休閒教育教學碩士學位學程
108
The purpose of this study is to explore the outdoor education curriculum, through the 12-year national basic education competence-oriented curriculum guidance, to implement the outdoor education curriculum incorporating the core literacy connotation, and to integrate into the comprehensive activity curriculum, and then to understand the students' learning through qualitative research. The curriculum design of this study is based on the core competence of "system thinking and problem solving". It is integrated into the comprehensive activity curriculum in the context of outdoor education and is linked to the social, natural, health and sports fields. It is expected to understand students through observation and research. Whether the learning effect achieves the specific connotation of its core competence. This study used observational research to record the learning experiences and achievements of students in the curriculum through the records of accidents, sampling of events, and checklists. It is hoped that through this study, it will be appreciated whether the curriculum of outdoor education is conducive to the implementation of competence-oriented teaching, whether the curriculum of outdoor education is conducive to children's cultivation of their core competence, and whether the situation of outdoor education is conducive to the achievement of learning content and learning performance of school children. In the future, we can propose curriculum design suggestions for competence-oriented teaching.
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Bishop, Catharine F. "Group development and activity sequencing in adventure programming a facilitator's experience as an outdoor adventure leader /." 2004. http://www.oregonpdf.org.
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Thesis (M. Ed.)--Bowling Green State University, 2004.Includes bibliographical references (leaves 74-78). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.
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TSAL, MLNG-JUL, and 蔡明瑞. "The Effects of Environmental Facilities, Activity Arrangements and Service Quality on Outdoor Education Activities Satisfaction of Elementary School Students." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/8n2bbp.
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碩士大葉大學
休閒事業管理學系碩士在職專班
105
Outdoor education activity has become one of the regular activities in the elementary school. Primary school students’ learning is not confined to the campus any more. It is becoming more important to have the ability to observe the people, the events and the substances of the surroundings. This research aims to investigate the influence of environmental facilities, activity arrangement and service quality of outdoor education activities on the satisfaction of primary school children’s outdoor education activity. Data was collected by the questionnaire from the fifth and sixth grade in one of the Taoyuan primary schools. The scale of questionnaires of environmental facilities, activity arrangement and service quality was conducted to analyze the influence of environmental facilities, activity arrangement and service quality on the satisfaction of outdoor education activities. The researcher sent out 306 questionnaires and 302 valid copies were retrieved. The statistics software, Statistics Package for the Social Sciences (SPSS) was used to analyze the data and test analyses were applied to fit in the research questions. The research findings show that there are partial significant difference in individual background variable of primary school children in environmental facilities, activity arrangement and service quality of outdoor education activities. Environmental facilities and the satisfaction of outdoor education activities are significantly positive correlated; Activity arrangement and satisfaction of outdoor education activity achieve significantly positive correlation; Service quality and satisfaction of outdoor education activity achieve significantly positive correlation. Among the environmental facilities, hardware equipment, environmental sanitation and environmental safety have positively significant influence on the satisfaction of outdoor edcation activities. Among activity arrangements, activity content and schedule arrangement have positively significant influence on the satisfaction of outdoor education activities. Among service quality, the quality of service staff and service offings reach positively significant influence on the satisfaction of outdoor education activities. Among the variables of environmental facilities, activity arrangement and service qualities, activity arrangement affects the satisfaction of outdoor educaiton activities the most.
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Zeng, Yu-Wen, and 曾鈺文. "The Influence of Place-based Outdoor Education on Activity Involvement And Place Attachment：A Cross-school Camping Program in Taiwan." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/ca22en.
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碩士國立臺灣師範大學
環境教育研究所
106
The purpose of the study was to discuss the influence of outdoor education on activity involvement and place attachment of students, who participated in the Changhua Geography and Humanities Camp. In this camp, students came from three different counties, including Tainan, Yilan and Changhua. Researcher explored the influence of outdoor education on students’ Changhua place attachment, and students’ hometown place attachment who came from Tainan or Yilan. Mixed methods were used in the research, including questionnaire survey, observation and semi-structured interview to collect the data. Based on 5-point Likert Scale, the quantitative survey concluded：（a）students’ Changhua place attachment was enhanced after the outdoor education,（b）students’ hometown place attachment didn’t show significant difference after the outdoor education ,（c）There was a high positive correlation between students’ degree of outdoor education activity involvement and their place attachment. Besides, the qualitative data showed that student who lived in Changhua found themselves didn’t understand their hometown and they should take a different perspective for their hometown. Even if the results of students from other counties didn’t show significant difference in student’s place attachment after outdoor education, qualitative data showed that the same issue happened in their hometown came to their mind while they were participating in the camp.
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Collie, Andrew Robert. "Concerns and attitudes of the southern neighbours of the Kruger National Park, towards the park : working towards an environmental education model." Thesis, 2012. http://hdl.handle.net/10210/5589.
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M.Ed.Wildlife areas are considered by many to be "wilderness" islands, which do not have anything to do with the local communities surrounding them. These areas are seen as elitist. The Kruger National Park is no exception to these thoughts. Due to its immense size, many neighbours of the park have over the years been ignored. A questionnaire was given to 127 of the neighbours along the southern boundary of the park to determine the environmental literacy of these neighbours. The neighbours sampled were from informal and formal settlements and tourist destinations such as lodges and hotels. From the results it was found that there was very little difference between these neighbours in terms of their environmental literacy. An environmental education model was proposed in order to address the lack of knowledge or misconceptions that the neighbours held about the environment.
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JANOUŠKOVÁ, Kateřina. "Napříč historií českými školami v přírodě." Master's thesis, 2007. http://www.nusl.cz/ntk/nusl-47560.
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The work deals with the development, goals and content of the open-air schools at the area of today{\crq}s Czech Republic. The theoretical part defines a term ``outdoor education{\crqq} and describes the development of the open-air schools in the Czechoslovak Republic from the 1920{\crq}s to the end of 20th century and following up until today. The practical part of this work follows up successful theoretical knowledge of open-air schools in the Czech Republic and abroad. Positive experience places the open-air schools firmly in the future.
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Machado, Rafael Alexandre. "Relatório de estágio em educação física realizado no Externato Marista de Lisboa no ano letivo 2019-2020." Master's thesis, 2020. http://hdl.handle.net/10437/11763.
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Orientação: João Jorge Comédias HenriquesEste relatório apresenta-se como uma demonstração e reflexão acerca dos processos de ensino-aprendizagem desenvolvidos e resultados obtidos nas áreas de Lecionação, Direção de Turma, Desporto Escolar e Seminário do estágio pedagógico em Educação Física realizado no Externato Marista de Lisboa. Na área da lecionação, destaca-se o trabalho desenvolvido no âmbito da diferenciação de objetivos e a consequente formação de grupos, que contribuiu positivamente para a melhoria das competências e resolução das dificuldades dos alunos. Relativamente à direção de turma, importa salientar a intervenção realizada para integrar os novos alunos na escola, assim como as estratégias implementadas para a melhoria do comportamento da turma em sala de aula. Quanto ao desporto escolar, demonstra-se o trabalho desenvolvido numa turma de ginástica de formação, com alunos entre os 6 e os 10 anos, e onde se realça, à semelhança da lecionação, a diferenciação do ensino mas também o desenvolvimento de um protocolo de avaliação. Por fim, quanto à área do seminário, foi desenvolvido um estudo de investigação relativamente às atividades de exploração da natureza, os seus benefícios e a relação com as saídas de campo.
This report presents it self as a demonstration and reflexion about the teaching-learning process developed and the obtained results in the Teaching, Directorate of Groupschooling, School Sport and Seminar areas of the pedagogical aprenticeship in Physical Education made at Externato Marista de Lisboa. In the Teaching area, is highlighted the work developed with the objective differentiation and the consequent group formation, that contributed positively to the students’ skill improvement. With regard to the Directorate of Groupschooling, it is important to highlight the intervention made to integrate the new students in the school, as well as the strategies implemented to improve the behavior of the class in the classroom. As for School Sport, the work developed in a training gymnastics class is demonstrated, with students between 6 and 10 years old, and where its highlighted, as its seen in the Teaching area, the teaching differentiation but also the development of an evaluation protocol. Finally, as regards the seminar area, a research study was developed on nature exploration activities, their benefits and the relationship with field trips.