Relevant bibliographies by topics / Outdoor education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Outdoor education'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Outdoor education"

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Hernandez, Howard H. "Let’s Take This Outside: Rethinking Outdoor Education." Journal of Education and Learning 13, no. 5 (June 24, 2024): 172. http://dx.doi.org/10.5539/jel.v13n5p172.

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Several health experts have strongly recommended spending time outdoors for physical and mental well-being. As students progress through the schooling system, they spend less time outdoors. There is an insufficient amount of research on how outdoor learning can benefit students at the university level. There is a consistent stream of research looking at methods of learning and how to create better environments for learning. However, studies on outdoor learning have been few. Outdoor learning, in general, and at the university level, in particular, has numerous advantages for learners when conditions are taken into consideration. In this review, 20 studies were selected. They discuss ways in which outdoor learning in universities can benefit both students and teachers alike. The review concludes that outdoor learning can have various advantages if properly taught.
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RICHARDSON, KEVIN J. "Outdoor education." Journal of the Institute of Mental Subnormality (APEX) 9, no. 1 (August 26, 2009): 19. http://dx.doi.org/10.1111/j.1468-3156.1981.tb00583.x.

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Gilbert, Jim, and Charles M. Chase. "Outdoor Education." Journal of Physical Education, Recreation & Dance 59, no. 5 (June 1988): 28–29. http://dx.doi.org/10.1080/07303084.1988.10609751.

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Ford, Phyllis. "Outdoor Education." Journal of Physical Education, Recreation & Dance 60, no. 2 (February 1989): 30. http://dx.doi.org/10.1080/07303084.1989.10603940.

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Brown, Mike. "Teacher perspectives on place-responsive outdoor education." Set: Research Information for Teachers, no. 2 (August 1, 2013): 3–10. http://dx.doi.org/10.18296/set.0356.

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Outdoor education is often perceived as a series of activities involving novel physical challenges in remote settings or at specialist residential camps. Unfortunately, such experiences can be somewhat distant from the everyday lives of students and expensive to conduct. This research investigates teachers’ perspectives on conducting local outdoor education programmes. The findings reveal that this approach is a viable means of outdoor education provision. It is hoped that other teachers will see opportunities to broaden how they conduct outdoor education programmes, and in so doing open up avenues for more students to be engaged in learning outdoors.
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Riyanto, Pulung, Jefri Sembiring, Beatus Tambaip, and Hariani Fitrianti. "Kampung Wasur Sebagai Pusat Outodor Education Bagi Anak Di Kabupeten Merauke." KREATIF: Jurnal Pengabdian Masyarakat Nusantara 2, no. 4 (November 2, 2022): 01–08. http://dx.doi.org/10.55606/kreatif.v2i4.590.

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Proses pembelajaran pada anak bisa dilakukan dimana saja dan kapan saja. Pendidikan bagi anak tidak hanya bersifat formal tetapi juga bersifat non formal. Tujuan pengabdian ini adalah menjadikan kampung Wasur sebagai pusat outdoor education bagi anak. Outdoor education ini didasari oleh alam Merauke yang sangat indah tetapi minim dalam pemanfaatan untuk kegiatan edukasi. Outdorr education ini memberikan kesempatan untuk mengeksplorasi, menyentuh, dan belajar tentang berbagai hal melalui pengalaman yang berbeda selain di ruang kelas. Metode yang digunakan dimulai dengan pembentukan tim di lapangan, perumusan tujuan, identifikasi, pengumpulan dan analisis kebutuhan, prioritas solusi masalah, persiapan, implementasi, pendampingan samapi dengan menentukan kebutuhan dan sasaran baru. education. Hasil pengabdian ini adalah dengan adanya fasilitas outdor education ini anak dapat mengeksplorasikan dirinya dalam belajar secara baik dalam mengembangkan motorik kasar anak di sekolah tersebut.
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RAIU, Sergiu-Lucian, and Oana MÎNDRUȚ. "OUTDOOR EDUCATION: OBSTACLES AND PERSPECTIVES FOR PRACTICING OUTDOOR LEARNING IN ROMANIA." ANTHROPOLOGICAL RESEARCHES AND STUDIES 12, no. 1 (2022): 109–27. http://dx.doi.org/10.26758/12.1.9.

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Objectives. Although in recent years more and more scientific studies demonstrate the benefits of outdoor educational activities on the harmonious development of children, in Romania outdoor education is not practiced enough and even is less promoted. The aim of this study was, on the one hand to see to what extent and in what form teachers currently practice outdoor educational activities, and, on the other hand to study the expectations of students, teachers and parents to carry out more outdoor educational activities. Methods and sample. The research was carried out as a foreplay to a national campaign to promote outdoor education, initiated by three Romanian non-governmental organizations that encourage outdoor education and carry out educational activities outside. It was carried out in the pandemic period of the Coronavirus, therefore three online questionnaires were addressed to students, teachers and parents of students. A sample of 3770 questionnaires were completed by students in mainstream schools (from the 3nd to 12th grade), 1907 questionnaires completed by teachers, and 3644 questionnaires completed by parents. Results. In an overwhelming proportion, 94% of students and 95.5% of parents would like some of their school activities to take place outdoor, while only 2.1% of students said that they currently carry out educational activities in the open air. Conclusions. Half of the students (56.6%) wish for more than 3 hours of outdoor educational activities per week. In average, teachers would like to spend outdoors with students between 10-30 hours of teaching activity per year, and 44.7% of parents would like more than 60 teaching hours per year to take place outdoors. In Romania, several more studies are needed to show the importance and the educational value of outdoor educational activities and outdoor play for the holistic development of children. It is also imperative to amend legislation and official documents to ensure that children are properly educated and they play outdoors during the school year. Outdoor education and physical activity should become part of children’s daily routine and special attention should be to its potential for development. Keywords: outdoor education, primary and high school students, teachers, parents perceptions, online sociological survey.
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Christie, Beth, Robbie Nicol, Simon Beames, Hamish Ross, and Peter Higgins. "Outdoor Education Provision in Scottish Schools." Scottish Educational Review 46, no. 1 (March 13, 2014): 48–64. http://dx.doi.org/10.1163/27730840-04601005.

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This paper examines the frequency and nature of outdoor learning provision in Scottish schools, with specific attention paid to teachers’ approaches to learning outdoors, and it considers what further support and professional development teachers need to progress their practice. This enquiry is timely as limited data has been gathered over the past ten years (see Higgins et al. 2006 and Mannion et al. 2007) and little is known about how the policy document Curriculum for Excellence through Outdoor Learning and associated Education Scotland support has influenced outdoor learning provision. Questionnaires were administered to primary and secondary schools (n=90 returns) across four local authority areas. The results indicate that secondary schools are keen to develop outdoor learning provision and they need support to do so. Also, there is an increased use of school grounds as a context for learning within the primary school sector. In light of these findings and recent developments within national education, recommendations are made for both in-service and pre-service teacher training.
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Martin, Peter. "Outdoor Recreation And Outdoor Education, Parts Of A Bigger Whole. Outdoor Recreation (ORCA) And Outdoor Education (AOEC)." Journal of Outdoor and Environmental Education 4, no. 2 (April 2000): 48. http://dx.doi.org/10.1007/bf03400722.

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Roberts, Nina S. "Outdoor Adventure Education: Trends and New Directions—Introduction to a Special Collection of Research." Education Sciences 11, no. 1 (December 30, 2020): 7. http://dx.doi.org/10.3390/educsci11010007.

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This special issue on “outdoor adventure education” contains seven articles focused on varied topics in outdoor adventure education (OAE) from the impact of COVID-19, creating a mobile App and girls outdoors to urban programming, systems of privilege and more [...]
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Dissertations / Theses on the topic "Outdoor education"

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Nilsson, Sara, and Malin Olsson. "Outdoor education in preschool." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34662.

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I vår studie kommer ni som läsare få läsa om utomhuspedagogik. Vårt syfte har varit att få en inblick i vad utomhuspedagogik är, även att få mer kunskaper om hur utomhuspedagogik uppfattas inom aktuell forskning men även av de som arbetar i förskolor med den specifika inriktningen. Vi avser därmed försöka få en mer nyanserad bild av utomhuspedagogik. De frågeställningar vi utgått från har varit vad utomhuspedagogik betyder för pedagogerna? Finns det några nackdelar enligt pedagogerna, och i så fall vilka är dessa? Och den sista frågan vi ställt är om det ställs några specifika krav på pedagoger som arbetar i förskolor med en utomhusinriktad pedagogik?
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Olsson, Johan. "Classroom instruction and outdoor education-A comparison between classroom instructions and outdoor education." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33663.

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Syftet med uppsatsen är att jämföra klassrumsundervisning och utomhuspedagogik och se vilket av dessa två arbetssätt som lärare föredrar och arbetar med. I den empiriska studien intervjuades lärare som arbetar inom förskola och grundskolans tidigare år om hur de ser på klassrumsundervisning och utomhuspedagogik. Uppsatsen handlar om utomhuspedagogik och klassrumsundervisning. Den utgår från följande frågeställningar:Vilka är för – och nackdelarna med utomhuspedagogik?Varför använder lärarna en viss undervisningsmetod mer?Har omgivningen någon påverkan för att bedriva utomhuspedagogik?I resultatet och analysen framkommer det att lärarna har ungefär samma syn på klassrumsundervisning. Lärarna känner också att de skulle kunna använda sig mer av utomhuspedagogik. Fastän att det finns mycket forskning kring utomhuspedagogik och dess påverkan på elevers prestationer i skolan används det förvånansvärt lite i skolan. Lärarna upplever att det är svårt att planera och förbereda sig för undervisning ute, det är material som ska med, det finns elever som har särskilda behov, elever med rörelsehinder, diabetes eller andra sjukdomar. Även tidsbrist kan vara en av anledningar till att man väljer klassrumsundervisning. I klassrumsundervisning har du som lärare lättare tillgång till läromaterial, översikt på elevgruppen och läraren känner att han eller hon har mer ordning i klassrummet, det är tidssparande och når fram till hela klassen.Nyckelord är inlärning, klassrumsundervisning och utomhuspedagogik.
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Landy, Cathy. "The State of Outdoor Education in Northeast Tennessee: Preschool Teacher Attitudes Toward Outdoor Education." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3453.

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The purpose of this study was to investigate the state of outdoor education in preschool classrooms in Northeast Tennessee, with a specific focus on preschool teachers’ attitudes toward outdoor education. This comparative, mixed-methods study focused in part on teachers’ current beliefs about outdoor education, how they use the outdoor environment, and whether their attitudes influence their lesson planning for outdoor education. Participants were preschool teachers in public, private, church-affiliated, and Head Start preschools in 4 counties in northeast Tennessee. The study sample consisted of 81 participants (80 female; 1 male). Ages ranged from 20-65 years (M = 40.76). The survey consisted of 42 questions, including demographics, outdoor education experiences, and attitudes toward outdoor education. Teachers were compared on several factors: attitudes toward outdoor education, their early experiences in the outdoors, and how they use the outdoor environment. Thirty-three outdoor environments in the aforementioned preschools were assessed using the Preschool Outdoor Environment Measurement Scale (POEMS) (DeBord, Hestenes, Moore, Cosco, & McGinnis, 2005). Eight preschool teachers from the pool of 81 participants were selected at random based on their school’s playground/outdoor environment assessment (high vs. low quality) and their own attitudes (positive vs. negative) toward outdoor education. Interviews were conducted to give a more complete picture of preschool outdoor education. Results showed that preschool teachers had relatively high attitudes on outdoor education (M = 75.86, SD = 7.99) on a scaled score where 100 was the highest possible. Teachers who reported planning lessons for outdoor learning had slightly higher attitudes (M = 76.9, SD = 7.6) toward outdoor education than those who do not plan (M = 74.1, SD = 9.0), although differences were not significant F(1, 76) = 1.134, p = 0.29. Most teachers referred to the outdoor area as a playground (84%) and used it used it most frequently for supervised play (99%). These findings, along with others reported, indicate that although preschool teachers see the benefits of outdoor learning, there are still barriers to outdoor education.
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Simpson, Philip Alan. "Residential outdoor education in Scotland." Thesis, University of Stirling, 2007. http://hdl.handle.net/1893/309.

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Throughout relevant literature and through the discourses attached to it outdoor education is often described in terms of its purposes. Among other things it is often said to be education out of doors, personal and social education, or education about self, others and the environment. While this reflects concerns among practitioners it has led to a relative scarcity of critical reviews of the field’s practice. The research reported in this thesis brings a new perspective to the study of outdoor education. A Practice Model is proposed from research that takes a social constructionist epistemology and an interpretive perspective in a study of outdoor education. Using ideas of a community of practice the research examined the literature and interviewed outdoor education practitioners in residential outdoor centres. The residential context served to provide access to discrete communities of practice in outdoor centres and to focus the research on general outdoor adventure education. Through this an understanding of the practice of outdoor education was developed. Three dimensions of outdoor education practice were identified as ‘adventure’, ‘learning from experience’ and ‘new space’. These three dimensions of the Practice Model are proposed as a tool for analysis and critique of current practice and for re-thinking and developing practice.
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Yancey, Charles L. "The implementation of outdoor education." [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/CYanceyPartI2007.pdf.

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Zhang, Jingyang. "Cooperative Learning in Outdoor Education." Thesis, Linköpings universitet, Nationellt centrum för utomhuspedagogik (NCU), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-104699.

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Interpersonal growth is one part of the definition of outdoor education. Collaboration and common purpose are key phrases in cooperation learning. Both those two teaching methods are including students’ social development. To find out the effects of teachers’ and students’ attitude toward cooperative learning in outdoor education, this study explores the benefits and limitations of group work in outdoor education theoretically. Also, this study explores the attitudes of teachers and students regarding group work in outdoor learning. Questionnaires were used to find the students’ opinion of group work in outdoor education, during the analysis of data, thematic analysis was conducted with interview data to find out teachers’ attitudes. The participates of this study mainly had a very positive attitude towards group work in outdoor education, although some limitations were identified, such as students sometimes lost focus, were absent or were less involved.
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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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Taniguchi, Stacy Tooru. "Outdoor Education and Meaningful Learning: Finding the attributes of meaningful learning experiences in an outdoor education program." BYU ScholarsArchive, 2004. https://scholarsarchive.byu.edu/etd/164.

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This phenomenological study sought to identify the common attributes of meaningful learning experiences as found in an outdoor education program. The pragmatic educational philosophy of John Dewey provides the rationale for the essence of meaningful learning in our schools and this research identifies the attributes of educative reflective experiences that are also meaningful learning experiences. Thirteen students enrolled in the Wilderness Writing Program, offered during the fall semester of 2003 at Brigham Young University in Provo, Utah, made up the focus group of this study. Their participation in four outdoor recreational activities and their reflections about their experiences became the basis of this research. Through written journal entries, focus group discussions, observations, and writing assignments, this study took a qualitative approach to identifying patterns of attributes that appeared to occur in meaningful learning experiences. This study found that meaningful learning experiences were identified by participants who experienced a period of awkwardness followed by a purifying process, or sublimation. A reflective period allowed for reconstruction of a person 19s view of himself or herself and this was closely tied with feedback from others in the group. The findings of this study can give educators specific components that appear to be crucial ingredients to meaningful learning experiences.
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Brandt, Kari W. "Outdoor Leadership Development Training." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/326.

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This project aimed at developing a training program for the California State University, San Bernardino Student Recreation and Fitness Center’s Outdoors Program. The design and development utilized the five-step ADDIE instructional design model along with concepts of experiential and outdoor education. After an analysis of the needs of the Outdoors Program at CSUSB, a thorough process of design, development, implementation, and analysis was used to provide an introductory training program for those interested in becoming outdoor leaders. With personal knowledge gained thorough a review of literature, combined with prior in-depth content knowledge, a training program was developed. Since different leadership needs exist within each outdoor education program, this project focused on the specific needs of CSUSB Outdoors. It is recommended that this outdoor leadership development program continue to be presented to more students, incorporating a self-assessment to gain a better understanding of the trainee’s growth through the program. It is also recommended that continuing education opportunities are developed and provided to the trainees as they become outdoor trip leaders and continue to develop their leadership skills. In conclusion, the training provided in this experiential educational program serves as a valuable training program for the needs of CSUSB Outdoors. This project outlines the design and development process used through the ADDIE model incorporating experiential and outdoor education knowledge gained in the literature review.
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Umstead, Helen G. "Determining the Value of Outdoor Adventure Education for Educational Leaders." Thesis, University of Louisiana at Lafayette, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10268317.

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This investigation attempts to determine the value of outdoor adventure education for educational leaders based upon leadership qualities identified in both the Educational Leadership and Outdoor Adventure Education (OAE) literature. Theoretical underpinnings of outdoor adventure education and claimed leadership outcomes resulting from OAE participation are identified and investigated. Three leadership skills identified as both OAE outcomes and constructs valuable to educational leaders (Self-efficacy, Collaboration, and Trust) are the focus of this mixed methodology study.

Research questions are proposed and addressed using mixed methodology. The anonymous online Outdoor Adventure Education Survey was developed based on previous research (Gareis & Tschannen-Moran, 2004; Rhodes & Martin, 2013; Tschannen-Moran & Barr, 2004; Tschannen-Moran & Gareis, 2004) and with input from educational leadership and OAE experts. Qualitative measures, including participant focus groups and key informant interviews, were developed with the advice of OAE and educational leadership experts before implementation.

Volunteers at a one-day OAE ropes challenge course participated in the anonymous online Outdoor Adventure Education Survey one week after course implementation of a one-day ropes challenge course and focus group discussions occurred within one month in order to allow for reflection, a major component of Experiential Learning Theory. Facilitators and group leaders participated in individual key informant interviews at irregular intervals after implementation.

Analysis revealed that OAE impacted self-efficacy in ways that are valuable to leadership, increased participants’ collaboration, and generally increased trust among members of each group. Results varied based on the obstacles encountered and by the group participating, but were positive overall. Additional outcomes included participants’ increased awareness of the importance of open communication, including active listening, and shared decision-making while solving problems collaboratively.

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Books on the topic "Outdoor education"

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Phi Delta Kappa. Center on Evaluation, Development, and Research, ed. Outdoor education. Bloomington, IN: Center on Evaluation, Development, and Research, Phi Delta Kappa, 1987.

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Northamptonshire. Education Committee., ed. Outdoor education. [Northampton]: Northamptonshire County Council, 1986.

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Hereford and Worcester (England). Education Department., ed. Outdoor education. [Worcester]: Hereford and Worcester County Council, Education Department, 1990.

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Susan, Thomas, and Preece Peter, eds. Outdoor education. Exeter: School of Education University of Exeter, 1993.

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Schroth, Stephen T. Outdoor Education. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-35422-9.

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W, Myhill J., ed. Outdoor education guidelines. Chester: Cheshire County Council, 1985.

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Council, Surrey (England) County, ed. Outdoor education policy. (Kingston-upon-Thames?): Surrey County Council, 1991.

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Thomas, Glyn, Janet Dyment, and Heather Prince, eds. Outdoor Environmental Education in Higher Education. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75980-3.

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Andrews, W. A. Accountability in outdoor education. Toronto, ON: Andrews Education Services, 2003.

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Cumbria (England). Education Department., ed. Safety in outdoor education. Cumbria: Cumbria Education Department, 1989.

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Book chapters on the topic "Outdoor education"

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Fang, Wei-Ta, Arba’at Hassan, and Ben A. LePage. "Outdoor Education." In Sustainable Development Goals Series, 229–60. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-4234-1_8.

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AbstractEnvironmental Education (EE) promotes the complex interrelationships between humanculture and ecosystems. Due to the political nature of environmental decision-making, the field of Environmental Education faces many disputes. For example: What is the correct definition and purpose of environmental education? Should the curriculum include environmental values and ethics, as well as ecological and economicconcepts and skills? What is the role of student environmental action in correcting environmental problems? What is the appropriate role for teachers in developing curricula on environmental education? At what age students should understand environmental issues? What types of Environmental Education should urban, suburban, and rural youth receive? What technology can be used to slow ecological damage? Among these problems, Outdoor Education and Environmental Education also face the problems mentioned above. Due to the political factors of human environmental decision-making, Outdoor Education and Environmental Education have been in an undefined state. Educators continually devise better ways to expand the definition of outdoor education to improve the philosophy and practical work of outdoor education. Outdoor education includes eartheducation, bio-regional education, expeditionlearning and expansion training, ecologicaleducation, natural awareness, naturalexperience, local-based teaching and education, and the use of environmental materials as learning to integrate the localenvironment.
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Borland, James. "Outdoor Education Centres." In Contemporary Studies in Environmental and Indigenous Pedagogies, 201–21. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-293-8_11.

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McComas, William F. "Outdoor Science Education." In The Language of Science Education, 70. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-497-0_60.

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Maier, Kevin. "Decolonizing Outdoor Education." In Ecopedagogies, 83–92. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003221807-7.

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Nicol, R., and S. Waite. "Outdoor Learning." In Encyclopedia of Teacher Education, 1–6. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-1179-6_354-1.

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Nicol, R., and S. Waite. "Outdoor Learning." In Encyclopedia of Teacher Education, 1180–85. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8679-5_354.

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Latham, Paul. "Outdoor learning." In Contemporary Issues in Primary Education, 277–358. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003316862-26.

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Quay, John, and Jayson Seaman. "Outdoor Education and Indoor Education." In John Dewey and Education Outdoors, 13–44. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-215-0_3.

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Thomas, Glyn, and Brendon Munge. "Outdoor Fieldwork Pedagogies." In Encyclopedia of Teacher Education, 1–6. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-1179-6_358-1.

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Thomas, Glyn, and Brendon Munge. "Outdoor Fieldwork Pedagogies." In Encyclopedia of Teacher Education, 1175–80. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8679-5_358.

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Conference papers on the topic "Outdoor education"

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Isopescu, Dorina Nicolina, Carmen Mariana Diaconu, and Ioana-Roxana Baciu. "IMPLEMENTATION OF OUTDOOR EDUCATION IN ROMANIAN EDUCATIONAL SYSTEM." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0933.

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Câmpan, Adela-Simina. "Teachers’ Views On Outdoor Education In Preschool Education." In Education, Reflection, Development, Seventh Edition. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.06.32.

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Câmpan, Adela-Simina. "The Outdoor Activities In Preschool Education." In ERD 2018 - Education, Reflection, Development, Sixth Edition. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.06.1.

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Riekki, Ruusu. "DEVELOPING ARGUMENTATION THROUGH PRIMARY OUTDOOR EDUCATION." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1930.

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Chiusaroli, Diletta. "OUTDOOR EDUCATION AS AN INCLUSIVE PRACTICE." In 18th International Technology, Education and Development Conference. IATED, 2024. http://dx.doi.org/10.21125/inted.2024.1198.

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Ābele, Agita, Agrita Tauriņa, Tija Zīriņa, and Dace Rutkovska. "Promotion of Children’s Cooperation and Physical Development in the Pre-School Outdoor Space." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.44.

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In order to follow advice of epidemiologists on measures for limiting the spread of COVID-19 in Latvia, employees of pre-school educational establishments are increasingly paying attention to ensuring the availability of a safe outdoor setting. Children’s transferrable skills and a healthy lifestyle are a topical matter within educational reform and the competency approach in pre-school. Observations by teachers indicate that children’s cooperation skills at the age of five and six years are insufficiently developed, and adults struggle to promote them, especially in the outdoor environment where it’s often associated with new challenges, and the work of organizing activities is more involved. Teachers have difficulties ensuring the availability of materials necessary for children’s cooperation and physical development and directing attention towards promoting dialogic speech and cognitive interests. To purposefully promote children’s cooperation in various outdoors activities, improve dialogic speech, and make examples of pedagogical work experiences more widely available to teachers, it would be important to promote the points recognized in the project “Teaching learning spaces competence from early childhood education” [TELESPA] (2018-1-RO01_KA201_049545, PVS_ID_3910), which was done in collaboration between Riga 275th pre-school “Austrina” and the EU education, learning, youth and sports program ERASMUS. We discovered during research that children of the oldest pre-school age group tend to be interested in determining characteristic traits of objects, looking for causality, and doing practical work. However, their abilities to come to an agreement, justify intentions, think critically, and ask questions are insufficiently developed. We have noticed that good pronunciation of sounds, learning of grammar, and broadening of vocabulary improve children’s relationships with peers and grown-ups, they also make it easier to enact cooperation and various physical education activities outdoors. Purposefully made sensory gardens in the pre-school outdoor setting, available thanks to the EU education, learning, youth and sports program ERASMUS+ project “TELESPA” achieving its goals, provide an opportunity to evaluate children’s cooperation and opportunities for physical development promotion, and determine teachers’ experience in evaluating children’s achievements. It is important to find out the given children’s needs, interests, and abilities during the planning stage of pedagogical work – points recognized during this project’s trial runs should help with this task.
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Suhendra, Dede Iman, Nurlan Kusmaedi, Amung Ma’mun, and Yusup Hidayat. "Outdoor Education on Students’ Objectives and Responsibilities." In 2nd International Conference on Sports Science, Health and Physical Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007058702350238.

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Ramdani, Arie Abdul Aziz, Nurlan Kusmaedi, and Surdiniaty Ugelta. "Outdoor Education toward Discipline and Self Efficacy." In 2nd International Conference on Sports Science, Health and Physical Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007065705710575.

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Villa, Federica Valeria, and Monica Guerra. "THE BOND BETWEEN CREATIVITY AND OUTDOOR EDUCATION." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.0280.

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Mus, Carlotta Belluzzi. "Design for Outdoor Education: Redefining Schooling Through Design-Oriented Experimentation in Outdoor Contexts." In The Barcelona Conference on Arts, Media & Culture 2022. The International Academic Forum(IAFOR), 2022. http://dx.doi.org/10.22492/issn.2435-9475.2022.12.

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Reports on the topic "Outdoor education"

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Smith, Amber. Feminist Outdoor Leadership: Challenging hegemonic masculinity through Outdoor Education. Portland State University Library, January 2016. http://dx.doi.org/10.15760/honors.245.

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Milne, Gemma, Lavinia Hirsu, and Bridgette Wessels. Exploring the role of digital technology for climate and environment education in an outdoor learning setting. Pilot Study. University of Glasgow, The Crichton Trust, February 2024. http://dx.doi.org/10.36399/gla.pubs.321126.

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Schlobohm, Trisha. Creating a Learning Continuum: A Critical Look at the Intersection of Prior Knowledge, Outdoor Education, and Next Generation Science Standards Disciplinary Core Ideas and Practices. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2750.

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Oden, Rikki. Effectiveness of Focused Water Conservation Messaging in the Clackamas River, OR. Portland State University, 2020. http://dx.doi.org/10.15760/mem.67.

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The Clackamas River in Oregon is a drinking water source for upwards of 300,000 people living in the Portland metro region. This river experiences seasonal low flow during the annual dry season throughout summer and early fall when endangered salmon species return to the river to spawn. This dry season also coincides with the highest period of urban water use. Since precipitation is minimal at this time, water users choose to water their lawns to make up for the lack of rain which contributes to water use tripling during the driest part of the year. To promote local water conservation, the Clackamas River Water Providers (CRWP)—who manage source water protection and public outreach and education around watershed issues, drinking water, and water conservation for the eight water providers on the river—have created a water conservation campaign that they intend to promote each dry season for the next several years. First promoted during the dry season of 2019, the messaging focuses on the flow needs of endangered salmon and asks water users to cease outdoor watering altogether. Through focus group discussion and a survey of water users, this research investigates public perception and opinion of the CRWP’s summer water conservation messaging campaign with the goal of improving the effectiveness of the messaging in future dry seasons.
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Vela, Mauricio A., and Sebastián J. Miller. The Effects of Air Pollution on Educational Outcomes: Evidence from Chile. Inter-American Development Bank, December 2013. http://dx.doi.org/10.18235/0011527.

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In addition to the morbidity and mortality concerns of outdoor air pollution, studies have shown that air pollution also generates problems for children`s cognitive performance and human capital formation. High concentrations of pollutants can affect children`s learning process by exacerbating respiratory illnesses, fatigue, absenteeism and attention problems. The purpose of this work is to analyze the possible contemporary effects of PM10 and other different air pollutants on standardized test scores in Chile. It examines results for 3,880 schools in the Metropolitan, Valparaiso and O'Higgins regions for children in fourth, eight and tenth grades between 1997 and 2012. Data for particulate matter (PM10 and PM2. 5), carbon monoxide (CO), nitrogen oxide (NOx) and ozone (O3) were interpolated at school level using a kriging methodology. The results suggest that higher annual P M10 and O3 levels are clearly associated with a reduction in test scores. Nonetheless, as of 2012 many municipalities in these Chilean regions are still exceeding the annual P M10 international standard quality norm (50 micrograms per cubic meter) by 15 micrograms per cubic meter on average. Efforts to reduce pollution below this norm in the most polluted municipalities would account for improvements in reading and math test scores of 3.5 percent and 3.1 percent of a standard deviation, respectively.
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