Relevant bibliographies by topics / Outdoor education Australia

Academic literature on the topic 'Outdoor education Australia'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Outdoor education Australia"

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Neill, James. "Ways Ahead For Outdoor Education In Australia." Journal of Outdoor and Environmental Education 5, no. 2 (April 2001): 2–3. http://dx.doi.org/10.1007/bf03400727.

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Brookes, Andrew. "Research update: Outdoor education fatalities in Australia." Journal of Outdoor and Environmental Education 11, no. 1 (April 2006): 3–9. http://dx.doi.org/10.1007/bf03400842.

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Ma, Hongming. "Learning to Teach in Place: Transforming Pre-service Teacher Perceptions of Science Teaching Through Place Pedagogies." Australian Journal of Teacher Education 46, no. 7 (July 2021): 53–69. http://dx.doi.org/10.14221/ajte.2021v46n7.3.

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Although teaching science outdoors is well established in global circles, its pedagogical value in Australia is less understood. This paper addresses this gap through its investigation of outdoor science teaching in a science method course in a teacher education program at an Australian regional university. As part of their coursework, pre-service teachers designed and delivered science lessons to primary school-aged children in small teaching groups in a wetland setting and wrote reflective essays about the experience. Data collection methods included document analysis of the essays as well as follow-up semi-structured interviews with pre-service teachers. Findings suggest that the outdoor science teaching experience improved pre-service teachers’ general science teaching skills, and significantly contributed to their capacity to teach science outdoors. Considerations regarding how teacher education curriculum and pedagogy can be reconfigured to better equip graduating teachers with the relevant science skills,
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Martin, Peter. "Outdoor education and the national curriculum in Australia." Journal of Outdoor and Environmental Education 14, no. 2 (December 2010): 3–11. http://dx.doi.org/10.1007/bf03400900.

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Brookes, Andrew. "Research update 2010: Outdoor education fatalities in Australia." Journal of Outdoor and Environmental Education 15, no. 1 (June 2011): 35–55. http://dx.doi.org/10.1007/bf03400913.

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Little, Helen, Ellen Beate Hansen Sandseter, and Shirley Wyver. "Early Childhood Teachers' Beliefs about Children's Risky Play in Australia and Norway." Contemporary Issues in Early Childhood 13, no. 4 (January 1, 2012): 300–316. http://dx.doi.org/10.2304/ciec.2012.13.4.300.

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Positive risk-taking in the context of outdoor physical play is important for fostering children's optimal health and development. Despite this, there is mounting concern that many developmentally beneficial activities are now seen as dangerous and something to be avoided. However, perceptions of risk are very much subject to cultural interpretation, and the growing risk aversion evident in some developed Western societies, such as Australia, the United Kingdom and the United States of America, is less apparent in other developed countries, notably some of the European and Scandinavian countries. To explore some of these cultural differences, early childhood practitioners from Australia and Norway were interviewed regarding their provision of outdoor play experiences for children and their attitudes towards risk-taking in play. Practitioners from both countries recognised the importance of risky play for children's development and well-being. However, differences in the extent to which children's risky play was supported were evident. Factors associated with the quality of the outdoor environment, regulatory requirements, and a litigious environment were identified as constraining teaching practice for the Australian practitioners. The findings have implications for the development of policy that supports teachers' pedagogical decision-making in providing developmentally challenging play environments for children.
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Pickett, Bronte, and Scott Polley. "Investigating The History Of Outdoor Education In South Australia." Journal of Outdoor and Environmental Education 5, no. 2 (April 2001): 49–53. http://dx.doi.org/10.1007/bf03400734.

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Brookes, Andrew. "Outdoor education fatalities in Australia 1960–2002 Part 3: Environmental circumstances." Journal of Outdoor and Environmental Education 8, no. 1 (April 2004): 44–56. http://dx.doi.org/10.1007/bf03400795.

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Maniam, Vegneskumar, and Russel Brown. "Participation in outdoor recreational activities and cultural identity in Australia: An exploratory qualitative study." Physical Culture and Sport. Studies and Research 87, no. 1 (September 1, 2020): 34–45. http://dx.doi.org/10.2478/pcssr-2020-0017.

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AbstractThis paper focuses on personal statements written by 23 Year 11 students about what outdoor recreational activities they participated in and their sense of cultural identity in the culturally plural context of Australia.. A sociological approach of inductive analysis of their comments was employed to investigate the extent to which those of culturally diverse identities were actually participating in outdoor recreational activities. The respondents came from six Adelaide co-educational secondary schools which agreed to participate in the study. The responses given to the guideline questions provided evidence of participation in twelve different outdoor recreational activities, some involving individual pursuits and others group activities. Twelve students identified themselves as ‘mainstream Australian’, while eight claimed identities linked to other European and Asian cultural groups and three reported no sense of cultural identification. The evidence from this exploratory study was that those of culturally diverse identities were actually participating in outdoor recreational activities. However, they were more likely to be involved in individual rather than group activities. Furthermore they preferred land-based activities to those requiring water skills. The paper discusses the significance of the findings, implications for making future initiatives and policies in outdoor recreational activities more inclusive, as well as directions for further research.
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Campbell, Coral, and Christopher Speldewinde. "Bush kinder in Australia: A new learning ‘place’ and its effect on local policy." Policy Futures in Education 17, no. 4 (January 28, 2018): 541–59. http://dx.doi.org/10.1177/1478210317753028.

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Bush kindergartens are a new practice in the Australian early childhood learning context and one that is rapidly becoming part of the kindergarten experience. Children leaving the confines of the bounded space of a kindergarten has been practised through excursions to outdoor places like zoos but the notion of conducting regular, ongoing kindergarten sessions away from the traditional kindergarten setting is one which is gaining momentum in Australian early childhood education, with possible impacts on future policy. In late 2014, a pilot programme titled ‘Sandy Shores Kids Go Bush’ was established across bush kindergartens in a region on the coastal fringe of south-eastern Australia using five existing sites. Each of these sites has differing characteristics impacting upon the experience of children attending the bush kinder programme. This paper reviews the settings of three different interpretations of ‘bush kinder’ and considers how the learning experience associated with bush kinder varies according to ‘place’ and how bush kinder has impact on both local and broader education policy.
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Dissertations / Theses on the topic "Outdoor education Australia"

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Brookes, Andrew Roy, and a. brookes@latrobe edu au. "Situationist outdoor education in the country of lost children." Deakin University. School of Social and Cultural Studies in Education, 2006. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20061214.144321.

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This thesis is a study of outdoor education, in the deliberative tradition of curriculum inquiry. It examines the intentional generation and distribution of knowledge, beliefs, and attitudes through organised outdoor activities, both as a research interest, and as a critical perspective on outdoor education discourse. Eight separate but interrelated research projects, originally published in 11 refereed journal articles, develop and defend the thesis statement: The problem of determining what, if any, forms of outdoor experience should be educational priorities, and how those experiences should be distributed in communities and geographically – that is who goes where and does what – is inherently situational. The persistence of a universalist outdoor education discourse that fails to acknowledge or adequately account for social and geographic circumstances points to serious flaws in outdoor education research and theory, and impedes the development of more defensible outdoor education practices. The introduction explains how the eight projects cohere, and illustrates how they may be linked using the example of militaristic thinking in outdoor safety standards. Chapters 1 and 2 defend and elaborate a situationist approach to outdoor education, using the examples of outdoor education in Victoria (Australia), and universalist approaches to outdoor education in textbooks respectively. Chapters 3 and 4 expand on some epistemological implications of the thesis and examine, respectively, the cultural dimensions of outdoor experience, and the epistemology and ontology of local natural history. Chapters 5 and 6 apply a situationist epistemology to personal development based outdoor education. Traditions of outdoor education that draw on person-centred rather than situation-sensitive theories of behaviour are examined and critiqued. Alternatives to person-centred theories of outdoor education are discussed. Chapters 7 and 8 use situationist outdoor education to provide a critical reading of nature-based tourism. Chapters 9, 10, and 11 return to the theme of safety in the introduction and Chapter 1, and examine the safety implications of a situationist epistemology. Closing comments briefly draw together the conclusions of all of the chapters, and offer some directions for future outdoor education research.
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Mann, Kathleen A., and n/a. "Outdoor leadership preparation in Australia in 2002: a cross-sectional analysis and recommendations." University of Canberra. Education & Community Studies, 2004. http://erl.canberra.edu.au./public/adt-AUC20061114.111147.

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This research explores the notion of outdoor leadership preparation in the context of the emerging outdoor profession in Australia. It explores the nature of outdoor leadership from a number of viewpoints and its relationship to the broader context. The research examines relevant literature through issue-based themes relating to an emerging paradigm, leadership, preparation, recognition and professionalisation. These themes are problematised in the context of the emerging outdoor profession. Issues of appropriate preparation pathways and the models of learning characteristic of each pathway are discussed throughout this research. The results of a mapping exercise covering outdoor leadership preparation courses offered throughout Australia in 2002 are used in conjunction with the contextual aspects to generate grounded mini-theories relating to the topic. This study uses a cross-sectional analysis of this data and by using descriptive statistics highlights the dominance of the learning pathways that offer a competencybased framework for learning leadership skills. The results are discussed in relation to both the current context and the literature. The argument that develops throughout the research is for a reconceptualisation of the learning pathways for outdoor leadership preparation in Australia, in light of the emerging professionalisation of the outdoor industry. Recommendations for changes to the currently accepted entry pathways into the emerging profession are discussed, as are the areas for further research.
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Armsden, Sandra R. "The effect of a 5 day residential outdoor educational experience on the self-efficacy of selected Australian high school students." Thesis, Queensland University of Technology, 1995.

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This study seeks to investigate the effect of a 5 day outdoor educational experience on the generalised self-efficacy of four Australian high school students. Specifically, it explored how the students conceptualise self-efficacy and whether they perceive a change in their own self-efficacy as a result of their experience. A key focus of the study was an investigation of the factors in their experience to which they attribute this change and if such a change is maintained. To reconstruct the complex story of the outdoor educational experience for each student, a research design consisting of multi-method data collection in the form of a case study was used. Data collection techniques included participant observation,informal interviews, repertory grids and the use of a perceptual record (video, audio)of the students overt behaviours to conduct stimulated recall interviews. Through the process of triangulation of the data, the story emerged. The data collection methods tend to reveal personal data of an affective nature and as such did disclose the student's personal reflections on their outdoor educational experience and generalised self-efficacy. Although distinctions in how the students construed their experience and generalised self-efficacy are evident, there are some commonalties. The students tend to construe confident people and confidence as being predominantly determined by aspects of the affective domain. Students use personal attributes such as caring, smart, sensitive and humorous as well as aspects of interaction with others to describe efficacious people. Constructs relating to attaining goals and achievements are used sparingly. Immediately after the outdoor educational expe1ience the students perceive an increase in their generalised self-efficacy either through a closer association with their 'confident' people or through a disassociation with their people 'lacking confidence' or changes in both precepts. The changes in generalised self-efficacy were not necessarily maintained three months after the camp. The students, when considering the outdoor educational expe1ience globally, focused on their level of emotional arousal, pa1ticularly enjoyment, as well as the need to cooperate as a group. The group becomes a dominant factor in the student's outdoor educational expe1ience. The students recognise the power of the group through group decisions and group support at stressful times. The concern for others becomes evident throughout the week. Whilst the four students recognise the group factor their reactions vary from wanting to be an active dominant member of the group to challenging the group at every opportunity. The combined results indicate that a short term camp, that includes some adventure components, has the potential to be a powerful source of efficacy infonnation and thus increase a student's self-efficacy. The maintenance of increased generalised selfefficacy upon returning to the school environment remains a central issue. This study presents some evidence that increases can be maintained although it is acknowledged that further research is required.
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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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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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Graham, Victoria K. "An Indigenous Perspective in Wilderness Experiential Learning: Enhancing Relationships with Nature and Place." Thesis, 2005. https://vuir.vu.edu.au/33012/.

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Modem Western society has grown apart from a close relationship with nature and place. There exists a need to re-establish a connection with nature and place in an effort to enrich the health and well-being of individuals, community, and society. A different perspective on this human/nature/place relationship is held by other cultures within Australia. This study explores one of these Indigenous perspectives and investigates how Western society can learn to better relate to nature and place from this alternate perspective through wilderness experiential learning.
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Wallace, Heather D. "Authentic Learning in the Kitchen and Garden: Synthesising planning, practice and pedagogy." Thesis, 2014. https://vuir.vu.edu.au/25923/.

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This study identifies and articulates the interrelationships between six key components essential for authentic learning to maximise the student-centred learning opportunities in kitchen and garden-based learning projects. Interpretative case study methodology using multiple qualitative methods for data analysis were used to direct three layers of inquiry around kitchen and garden-based learning: the context, content and characteristics of kitchen and the garden-based learning, the student learning, and the teachers’ work. Review of the literature indicated significant gaps in understanding how teachers can foster children’s interest in nature, and plan for effective authentic learning experiences in the garden. Through analysis of the literature, together with the perspectives of the Grades 4, 5 and 6 children, and their teachers, key components for authentic, contextualised learning were identified. These included: a real-world context, the opportunity for working as professionals, within a collaborative learning community, work requiring higher-order thinking, ownership of learning and authentic integrated assessment. Teachers’ pedagogy and practices are often hidden but were nevertheless significant factors affecting student outcomes. Teachers made the learning experiences more meaningful by ensuring student reflection was embedded in learning tasks. Planning and providing arenas or “safe platforms” for discursive reflection was an essential step in transforming tacit understandings to explicit knowledge enabling children to connect their personal experiences with the experiences of others. From this discourse deeper understanding of ecoliteracy emerged with one cohort, and understandings about the intricacies of collaborative teamwork with another. The focus group discussions about common experiential learning experiences had wider implications for teaching; they were a key step in making the children’s tacit understandings explicit. Examination of the staff and students’ immersive experiences within a kitchen garden learning environment, led to the development of a model of learning that provides educators with a comprehensive approach to scaffold authentic learning opportunities.
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Books on the topic "Outdoor education Australia"

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Quay, John. Understanding life in school: From the academic classroom to outdoor education. London: Palgrave Macmillan in the UK is an imprint of Macmillan Publishers Limited, 2015.

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Book chapters on the topic "Outdoor education Australia"

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Ridgway, Avis, Gloria Quiñones, and Liang Li. "Toddlers’ Outdoor Play, Imagination and Cultural Formation." In International Perspectives on Early Childhood Education and Development, 23–42. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72595-2_2.

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AbstractDiscussion on toddlers’ outdoor play practices in various cultural spaces is rare in literature. In Australia, toddlers’ physical development and well-being is promoted but less attention is given to cultural nuances of outdoor play. We ask the question: How does outdoor play impact on toddlers’ imagination and cultural formation? Conducted in three Australian long day care (LDC) sites, an ethically approved project “Studying babies and toddlers: Cultural worlds and transitory relationships” examines the process of three Australian toddlers’ outdoor enculturation. The concepts of imagination and play from Vygotsky’s cultural-historical theory are drawn upon in relation to Hedegaard’s institutional practices model, to link contextual relations between society, community and family. Cultural formation processes in toddlers’ outdoor play, we argue, are more completely understood when daily life across home and local community is acknowledged. Data findings illustrate complexity of movement and experimentations in cultural conditions, where different spaces hold possibilities for imaginative transformations in toddler’s play. Implications suggest toddlers’ imaginative and culturally responsive outdoor play aligns with availability of interested adult/peers, shared family and community values, and varied local spaces. In this way, affective and dynamic outdoor interactions imbue cultural formation of toddler’s play and imagination with local personal meaning.
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Ho, Yi Chien Jade, and Pei Ting Tham. "Beyond tropes: a dialogue on Asian women's experiences in the outdoors." In Leisure activities in the outdoors: learning, developing and challenging, 67–77. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789248203.0006.

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Abstract In this chapter, researchers offer their own experiences through an extended dialogue between a long-term outdoor educator in Australia and a researcher of outdoor education in Canada. They engage and share their conversations in order to highlight the ways in which outdoor education as an industry and academic field perpetuates systems of racial and gender oppression. Although the chapter centres on racial and gender discrimination embedded in outdoor education policy and practices, the conversation also presents the ways in which class further entrenches systemic discrimination. Each axis of oppression works intersectionally to create unequal material conditions, further marginalizing people and communities who are not white, middle-class and/or male (Crenshaw, 1989; hooks, 2015; Taylor, 2017).
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Brookes, Andrew. "Single Fatalities on School or Youth Group Camps and Excursions: Lessons for Prevention from Australia and the UK." In International Explorations in Outdoor and Environmental Education, 127–98. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-89882-7_6.

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Birrell, Carol Lee. "Eyes Wide Shut: A History of Blindness Towards the Feminine in Outdoor Education in Australia." In The Palgrave International Handbook of Women and Outdoor Learning, 473–88. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-53550-0_31.

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Almeida, Sylvia Christine, and Marilyn Fleer. "E-STEM in Everyday Life: How Families Develop a Caring Motive Orientation Towards the Environment." In International Perspectives on Early Childhood Education and Development, 161–81. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72595-2_10.

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AbstractInternationally there is growing interest in how young children engage with and learn concepts of science and sustainability in their everyday lives. These concepts are often built through nature and outdoor play in young children. Through the dialectical concept of everyday and scientific concept formation (Vygotsky LS, The collected works of L.S. Vygotsky. Problems of general psychology, V.1, (Trans. N Minick). Editor of English Translation, RW Rieber, and AS Carton, New York: Kluwer Academic and Plenum Publishers, 1987), this chapter presents a study of how families transformatively draw attention to STEM and sustainability concepts in the everyday practices of the home. The research followed a focus child (4–5 year old) from four families as they navigated everyday life and talked about the environments in which they live. Australia as a culturally diverse community was reflected in the families, whose heritage originated in Europe, Iran, India, Nepal and Taiwan. The study identified the multiple ways in which families introduce practices and conceptualise imagined futures and revisioning (Payne PG, J HAIA 12:2–12, 2005a). About looking after their environment. It was found that young children appear to develop concepts of STEM, but also build agency in exploration, with many of these explorations taking place in outdoor settings. We conceptualise this as a motive orientation to caring for the environment, named as E-STEM. The study emphasises for education to begin with identifying family practices and children’s explorations, as a key informant for building relevant and locally driven pedagogical practices to support environmental learning.
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Stewart, Alistair. "A Rhizomatic Context for Australian Outdoor Environmental Education." In International Explorations in Outdoor and Environmental Education, 37–54. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-40320-1_4.

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Stewart, Alistair. "Australian Natural History Pedagogy with/in Outdoor Environmental Education." In International Explorations in Outdoor and Environmental Education, 141–56. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-40320-1_10.

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Stewart, Alistair. "Re/Creating Australian Outdoor Environmental Education Pedagogy: Becoming-Speckled Warbler." In International Explorations in Outdoor and Environmental Education, 171–84. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-40320-1_12.

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Stewart, Alistair. "Imagination, Australian Cultural History and Outdoor Environmental Education: Bushwalking as Time Travel." In International Explorations in Outdoor and Environmental Education, 125–39. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-40320-1_9.

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Stewart, Alistair. "Developing Outdoor Environmental Education Pedagogy Responsive to Australian Natural History with Gregg Müller." In International Explorations in Outdoor and Environmental Education, 157–69. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-40320-1_11.

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