Relevant bibliographies by topics / Outdoor education Evaluation

Academic literature on the topic 'Outdoor education Evaluation'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Outdoor education Evaluation"

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Crawford, Norman. "OUTDOOR MANAGEMENT DEVELOPMENT: A PRACTICAL EVALUATION." Journal of European Industrial Training 12, no. 8 (August 1988): 17–20. http://dx.doi.org/10.1108/eb002263.

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Rodríguez, Pedro Serrano, and Luis Felipe González Böhme. "Exploring Outdoor Education and Research in Architecture." Open House International 34, no. 1 (March 1, 2009): 94–103. http://dx.doi.org/10.1108/ohi-01-2009-b0011.

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As is well known, architectural design pedagogy persistently demands to look outside the classroom for real-world problems to deal with, and exemplary solutions to learn from. Studio-based learning alternately takes place between indoor and outdoor environments as well as built and natural environments. Especially the use of outdoor workspaces where students may generate and test their design proposals strengthens the case for a better understanding of human habitability and environmental sustainability. Nonetheless, outdoor activities are traditionally confined to on-site information gathering, whereas design and evaluation processes are carried out indoors simply as a desk-bound activity. In these cases, the empirical evidence to back up the problem modeling and the design decisions made inside the studio classroom is missing. In mainstream architecture education, indoor and outdoor learning experiences are operationally dissociated. The intent to create real outdoor studio classrooms not only opens a new research field in learning space design, but new challenges to the studio-based learning culture. We expose a few exemplary cases from an ongoing series of trials, started in 1999 by the Department of Architecture at the Universidad Técnica Federico Santa María, to assess the effective integration of outdoor learning environments with our local studio-based learning culture.
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Rotaru, Carmen. "Analiza percepției cadrelor didactice asupra educației dincolo de școală - Studiu comparativ." Studia Doctoralia 2, no. 1 (September 22, 2018): 78–87. http://dx.doi.org/10.47040/sd/sdpsych.v2i1.20.

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In the context of the educational system in Romania, analysis of teacher perceptions on outdoor education becomes a crucial factor, as the role of teachers in this process involves a change in methodology, approach, organizational fonns, student- teacher relationship, evaluation. The comparative study of outdoor education has continued the results of European research project "Outdoor Education: Authentic Learning in the context of landscapes" financed by European Union Comenius 2.1 action, developed by a partnership of educational institutions in five European countries: Austria, Czech Republic. Germany, Sweden and UK over three years. The overall objective of the analysis focused national and European perspectives on outdoor education to promote a uniform approach to Jhis form of education.
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Rotaru, Carmen. "Analiza percepției cadrelor didactice asupra educației dincolo de școală - Studiu comparativ." Studia Doctoralia 2, no. 1 (September 22, 2013): 78–87. http://dx.doi.org/10.47040/sd0000020.

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In the context of the educational system in Romania, analysis of teacher perceptions on outdoor education becomes a crucial factor, as the role of teachers in this process involves a change in methodology, approach, organizational fonns, student- teacher relationship, evaluation. The comparative study of outdoor education has continued the results of European research project "Outdoor Education: Authentic Learning in the context of landscapes" financed by European Union Comenius 2.1 action, developed by a partnership of educational institutions in five European countries: Austria, Czech Republic. Germany, Sweden and UK over three years. The overall objective of the analysis focused national and European perspectives on outdoor education to promote a uniform approach to Jhis form of education.
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Taranto, Eugenia, Simone Jablonski, Tomas Recio, Christian Mercat, Elisabete Cunha, Claudia Lázaro, Matthias Ludwig, and Maria Flavia Mammana. "Professional Development in Mathematics Education—Evaluation of a MOOC on Outdoor Mathematics." Mathematics 9, no. 22 (November 22, 2021): 2975. http://dx.doi.org/10.3390/math9222975.

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In this paper, we examine the impact of a massive open online course (MOOC) in the context of outdoor mathematics on the participating teachers’ professional development. We firstly introduce the theoretical background on outdoor mathematics, focusing on math trails with the digital tool MathCityMap and professional development to be accomplished using MOOCs. By taking into account the MOOC “Task Design for Math Trails”, with 93 finalists, we analyze the learning progress of 19 selected case studies from different nations and learning levels by taking into account their answers in a pre- and post-questionnaire and their posts on a specific communication message board, with a special focus on the MOOC’s topics’ task design for outdoor mathematics and the digital tool MathCityMap. The analysis is performed using different quantitative and qualitative approaches. The results show that the teachers studied have benefited from professional development, which is evident in the expansion/evolution of their knowledge from a content, pedagogical, and technological perspective. Finally, we formulate consequences for professional development in STEM education, and conclude the paper with limitations to be drawn and a perspective for further research.
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Makarskaitė-Petkevičienė, Rita. "LAUKO EDUKACINĖS ERDVĖS: IDĖJOS IR NAUJOS UGDYMO GALIMYBĖS [OUTDOOR EDUCATIONAL ENVIRONMENTS: IDEAS AND NEW EDUCATIONAL POSSIBILITIES]." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 10, no. 2 (December 5, 2018): 75–90. http://dx.doi.org/10.48127/spvk-epmq/18.10.75.

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Educational environments – both natural, and internal, and virtual, digital – help to implement education content, motivate education process participants. Lithuanian students’ non-formal education centre has been working purposefully for eight years seeking for the outburst in the country schools creating educational environments and using them for educational needs. In this article impressions and discoveries are generalised, experienced participating in the national evaluation commission work of the Republic school educational environment contest of 2018 and recommendations are presented for the school outdoor educational environment creation and activity development. Corresponding to the aim, it was sought to answer the following questions: 1) Why is Republic school educational environment contest so important and what is its mission? 2) What are the tendencies of fostering and use of Lithuanian school outdoor educational environments for education? 3) What should be recommended for schools, willing to maximally use outdoor educational environments for educational purposes? Positive 33 school experience is discussed, creating outdoor educational environments and applying them for education. It is examined, why it is useful to have an outdoor educational environment plan; why outdoor classes are necessary and what they could be; what environments meant for games, languages, artistic education the researched schools have established; how outdoor educational environments are used for natural science education and so on. It is discussed, what else the visited schools lack in outdoor educational environments, how one should supplement them. Recommendations are given, what direction school communities should go, so that outdoor educational environments are maximally employed in the child’s education. Keywords: educational environments, educational needs, comprehensive school.
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Hsiao, Yu-Hsiang, and Guan-Ting Chen. "Listening to Customer Kansei for Restaurant Location Evaluation." Journal of Hospitality & Tourism Research 44, no. 4 (May 2020): 666–93. http://dx.doi.org/10.1177/1096348020919024.

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Location plays a major role in outdoor atmospherics, which can provide an opportunity for the restaurant owner to create a strong first impression on consumers. This study investigated customer perspectives regarding the placement of cafés by employing a Kansei engineering–based approach. In this approach, the location-related features that are of concern to customers and Kansei words that are used by customers to express their impressions regarding a café’s outdoor atmospherics were identified through a customer survey and feature fatigue analysis. The associations between the location-related features and café impressions and their effects on customers’ visiting intention were also examined based on the stimulus–organism–response model. This approach achieved a customer Kansei–oriented location evaluation for cafés. The findings provide café proprietors a preliminary guideline for using location-related outdoor atmospherics as a strategy to produce the desired customer Kansei and reactions.
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Samsudin, Shamsulariffin, Tengku Fadilah Tengku Kamalden, Azlizam Aziz, Mohd Hafizal Ismail, Sam Shor Nahar Yaakob, and Noor Hamzani Farizan. "The Impact of Outdoor Education Camp Program in Building Resilience among University Students." Asian Journal of University Education 17, no. 4 (November 25, 2021): 71. http://dx.doi.org/10.24191/ajue.v17i4.16185.

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Abstract: Resilience is gained through life experiences that local university students lack from a classroom environment. This study investigated the effect of outdoor education camp programs on the levels of resilience among Physical Education students from two selected universities in Malaysia. A questionnaire was utilized as the primary research tool in this study to assess the participants' perceptions and knowledge acquisition as well as their level of resilience toward the outdoor education camp programs. A total of 162 undergraduate students were studied using a pre-test and post-test approach and a modified version of the Connor-Davidson in a 25 items self-report scale. Analysis of paired t-test showed differences in factors involved in resilience variables, personal competence, instincts and tolerance of negative behavior, positive acceptance of change, control, and spiritual influence. The findings indicated a positive effect towards resilience upon completion of the 14-day outdoor education camp program. A multivariate analysis of variance (MANOVA) was carried out to evaluate if participation in the outdoor education program influenced participants' perceived level of resilience. Overall, there were statistically significant increases in resilience levels from the pre-test to the post-test stage. These results lead to the need for in-depth research into the assessment of internal factors in an outdoor camp program to provide valuable information on the effect of the intervention and implications towards enhancing resilience of the participants in low to high-risk activities. Keywords: Outdoor education, Personal Development, Program Evaluation, Physical Education, Resilience
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Neill, James T. "Reviewing and Benchmarking Adventure Therapy Outcomes: Applications of Meta-Analysis." Journal of Experiential Education 25, no. 3 (September 2003): 316–21. http://dx.doi.org/10.1177/105382590302500305.

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This article summarizes evidence from meta-analyses of outdoor education, psychotherapy, and education which can he used to help determine the relative efficacy of adventure therapy programs. The major outdoor education meta-analysis by Hattie, Marsh, Neill, and Richards (1997) cites an effect size of .34 for immediate program effectiveness. Meta-analytic studies of innovative education programs in school settings report similar effects (Hattie et al., Hattie, 1992, 1993), while psychological training meta-analyses report slightly higher effects (Lipsey & Wilson, 1993), and meta-analyses of psychotherapy effectiveness find stronger effects (Casey St Berman, 1985; Smith, Glass, & Miller, 1980). This article derives outcome benchmarks for adventure therapy program outcomes taken from existing outdoor education, psychological, and educational meta-analyses, and recommends that the benchmarks be used in adventure therapy research and evaluation to allow for more accurate assessments of program's effectiveness. The suggested benchmarks should be used only as guides, and should be refined in future by meta-analyses of adventure therapy outcomes.
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Cooley, Sam Joseph, Jennifer Cumming, Mark J. G. Holland, and Victoria E. Burns. "Developing the Model for Optimal Learning and Transfer (MOLT) following an evaluation of outdoor groupwork skills programmes." European Journal of Training and Development 39, no. 2 (February 16, 2015): 104–21. http://dx.doi.org/10.1108/ejtd-06-2014-0046.

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Purpose – This paper aims to evaluate the perceived efficacy of outdoor groupwork skills programmes for the undergraduate and postgraduate students, and the factors that influence its success. It also illustrates the use of Kirkpatrick’s (1994) 4-level model of training evaluation as a framework for qualitative investigation of learning and transfer, from the perspective of key stakeholders. Design/methodology/approach – Over 24 hours of recorded data were collected using a video diary room, one-to-one interviews and focus group discussions. Participants were current students (n = 66), alumni (n = 12), outdoor education instructors (n = 6) and academic staff (n = 5). The data were transcribed, and then analysed by conducting conventional content analysis. Prolonged engagement, triangulation, peer debriefing and referential adequacy were used to establish the trustworthiness and reliability of the analyses. Findings – Outdoor groupwork skills programmes were widely viewed as being effective for developing interpersonal skills, attitudes and knowledge that were then further developed and applied during degree courses and later in the workplace. Four of the main perceived benefits were increased social integration amongst peers, academic success, personal development and employability. A range of psychological and environmental factors were reported to influence the extent of skill development and transfer, and are presented in the Model for Optimal Learning and Transfer. Practical implications – This study supports outdoor groupwork skills programmes as an effective method of groupwork skills training during higher education, and offers recommendations for promoting learning and transfer following training courses. Originality/value – This is the first study to systematically evaluate the long-term impact of outdoor groupwork skills programmes in higher education. A novel methodological approach is also demonstrated, which can be replicated in other contexts of training evaluation.
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Dissertations / Theses on the topic "Outdoor education Evaluation"

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Figueiredo, Vera Lucia. "EVALUATION OF ENVIRONMENTAL EDUCATION AT NORTHBAY ENVIRONMENTAL EDUCATION CENTER, NORTH EAST, MARYLAND." Miami University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=miami1209674551.

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Martin, Heather Lee. "The Development and Evaluation of - A Guidebook for Evaluating Residential Outdoor Education Programs (R.O.P.E.)." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392823556.

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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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Meltzer, Nathan W. "An investigation of the effect of an outdoor orientation program on participants' biophilic expressions." Thesis, Prescott College, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1557883.

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This exploratory study investigated the effect of a twenty-one day outdoor orientation program (OOP) on participants' relationships with the natural world, as understood via the lens of biophilia. The primary research question was "Does the Prescott College New Student Orientation have an effect on participants' biophilic profiles, as measured by the Kellert-Shorb Biophilic Values Indicator (KSBVI)?" Biophilic profiles were calculated pre and post with the KSBVI, a 99-question survey that shows survey-takers' expressions of each of the nine biophilic responses at a specific moment in time. The KSBVI was administered to instructors and participants prior to the trip and to participants on the last day in the field; instructors also completed a questionnaire about the curriculum implemented. Correlation analyses showed highly stable biophilic expressions over time, and paired-sample t-tests showed changed on 8 of the 9 KSBVI subscales. Alpha tests indicated that the KSBVI had acceptable reliability as a whole, however the aesthetic and symbolic subscales showed poor reliability. The KSBVI was determined to be a promising tool for understanding how OOP and WEP participants relate to the natural world through the lens of biophilia, however further research is warranted to better understand the KSBVI's strengths and limitations. This research determined that participation on this OOP may have influenced change in these participants' relationships with the natural world, with strong evidence for the impact of the curriculum on type and amount of change in biophilic expression.

Keywords: biophilia, adventure education (AE), outdoor orientation program (OOP), Kellert-Shorb Biophilic Values Indicator (KSBVI), Wilderness Experience Program (WEP)

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Cooley, Sam Joseph. "Developing groupwork through outdoor adventure education : a systematic evaluation of learning and transfer in higher education." Thesis, University of Birmingham, 2015. http://etheses.bham.ac.uk//id/eprint/6275/.

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For the majority of students, the ability to work effectively with others is an important part of higher education and future employment. Outdoor adventure education (OAE) courses are therefore used in higher education to provide students with a unique and challenging environment for developing transferrable groupwork skills. Working in an action research setting and informed by the Kirkpatrick model of training evaluation, the aim of this thesis was to investigate students’ experiences of OAE and the processes that underpin learning and transfer. Following a review of existing literature (Study 1), four empirical studies were employed using mixed methods. Qualitative methods were used to explore students’ experiences whilst immersed in OAE (Study 2) and when returning to education and entering employment, from a student, alumni, academic staff, and instructor perspective (Study 3). Questionnaires were also implemented to measure changes before and after OAE (Study 4) and again at follow-up (Study 5). OAE was found to improve groupwork skills, attitudes, and self-efficacy, resulting in improved academic groupwork, greater confidence, satisfaction, integration, and employability. Transfer was not achieved in all students however, and the thesis introduces a model for optimising learning and transfer (MOLT), which outlines the personal and environmental processes through which learning and transfer was achieved. Support is provided for existing theories within the literature and practical recommendations are made to further develop OAE. Novel research methods are also introduced such as a semi-structured video diary room.
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Pronsolino, Daniel Thomas. "Outcomes Associated with Outward Bound and NOLS Programs: A Means-End Study." DigitalCommons@CalPoly, 2009. https://digitalcommons.calpoly.edu/theses/226.

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Outward Bound and the National Outdoor Leadership School (NOLS) are two of the United State’s largest providers of outdoor education and adventure recreation programs. While many studies have examined the outcomes of the different organizations individually, there is very little comparative research. This study compared the attributes, consequences, and values obtained by 510 participants of courses 14 days or longer in the Rocky Mountain region during the summer of 2006. Means-end theory was used to analyze data obtained from participants through personal interviews. Means-end theory links the physical objects or services, the means, with the outcomes and the personal values of the individual, the ends (Klenosky, Frauman, Norman, & Gengler 1998). The theory focuses on the interrelationship among attributes, consequences, and values, as three levels of abstraction (Goldenberg, Klenosky, O’Leary, & Templin, 2000). Data were collected using a convenience sampling method from OB schools in Leadville, Marble, and Silverton, Colorado and the NOLS headquarters in Lander, Wyoming, for a total of 162 OB participants and 348 NOLS participants. Interview questions were entered into LadderMap software, a program used to analyze means-end data. Content codes were developed and then tested by an additional researcher to measure intercoder reliability. An implication matrix was then created to tabulate the frequency of concepts being associated with one another. Hierarchical value maps (HVMs) were then created to graphically depict the themes and relationships that surfaced in the implication matrix. Seven HVMs were developed to visually present the data for all participants, all NOLS participants, all OB participants, OB males, OB females, NOLS males, and NOLS females. Though all HVMs were varied, some themes emerged by organization. For example, all NOLS participants had slightly more significant links to hard skills development than did their OB counterparts. NOLS and OB females stated being challenged and interactions as their most significant consequences yet corresponding males had slightly less emphasis on being challenged and more emphasis on new experience. This study produced more similarities than differences among the various subsets of the population. For example all HVMs showed a clear link from multiple attributes to independence, and ultimately to transference and additional values. The HVMs showed that new experiences, being challenged, and group interactions were significant components for all participants. The most common values obtained also demonstrate great similarity among participant demographics. These values include transference, sense of accomplishment, self respect/esteem/confidence, and self-awareness.
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McKay, Jennifer L. "A mission-based evaluation of a summer camping program for low-income youths an examination of spiritual, personal and social outcomes /." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p088-0172.

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Keeling, Angela. "'Amazing Carefree-Awesomeness' : a realistic evaluation exploring the perceived effect of outdoor residential education on the psychological wellbeing of primary-aged pupils." Thesis, University of Birmingham, 2017. http://etheses.bham.ac.uk//id/eprint/7925/.

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The aims of this study were to examine whether pupils attending a programme at a residential outdoor education centre experienced an increase in psychological wellbeing and to explore the underlying mechanisms behind any increase. This was achieved through the use of a mixed methods framework, based on a Realistic Evaluation approach (Pawson and Tilley, 1997). Realist Synthesis was carried out to derive tentative programme theories from the extant literature. These tentative programme theories were then tested based on data collected from focus groups with pupils and residential centre staff, interviews with school staff, pre- and post- intervention measures of pupil psychological wellbeing, and observations, recorded as field notes during the residential. The results suggested that pupils experienced a small, but non-significant increase in psychological wellbeing. Four final programme theories were developed, concerning Risk and Challenge, The Natural Environment, The Supportive Community and Independence. Limitations of the research are discussed, along with directions for future research. Implications for the role of the educational psychologist are highlighted.
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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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Anderson, Chessa Eckels. "Tryon Trekkers: An Evaluation of a STEM Based Afterschool Program for At-Risk Youth." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/2720.

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This study contributed to the body of research that supports a holistic model of afterschool learning through the design of an afterschool intervention that benefits elementary school students of low socioeconomic status. This qualitative study evaluated a science focused afterschool curriculum that was designed using principles from Risk and Resiliency Theory, academic motivation theories, science core ideas from the Next Generation Science Standards, and used environmental education philosophy. The research question of this study is: how does an outdoor and STEM based afterschool program impact at-risk students' self-efficacy, belonging and engagement and ability to apply conceptual knowledge of environmental science topics? The study collected information about the participants' affective experiences during the intervention using structured and ethnographic observations and semi-structured interviews. Observations and interviews were coded and analyzed to find patterns in participants' responses. Three participant profiles were developed using the structured observations and ethnographic observations to provide an in depth understanding of the participant experience. The study also assessed the participants' abilities to apply conceptual understanding of the program's science topics by integrating an application of conceptual knowledge task into the curriculum. This task in the form of a participant project was assessed using an adapted version of the Portland Metro STEM Partnership's Application of Conceptual Knowledge Rubric. Results in the study showed that participants demonstrated self-efficacy, a sense of belonging and engagement during the program. Over half of the participants in the study demonstrated a proficient understanding of program concepts. Overall, this holistic afterschool program demonstrated that specific instructional practices and a multi-modal science curriculum helped to support the social and emotional needs of at-risk children.
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Books on the topic "Outdoor education Evaluation"

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Macdougall, J. Duncan, and Howard A. Wenger. Physiological Testing of the High Performance Athlete. 2nd ed. Human Kinetics Pub, 1990.

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Duncan, MacDougall J., Wenger Howard A, Green, Howard J., Ph. D., and Canadian Association of Sport Sciences., eds. Physiological testing of the high-performance athlete. 2nd ed. Champaign, Ill: Human Kinetics Books, 1991.

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Book chapters on the topic "Outdoor education Evaluation"

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Gross, Katharina, and Sandra Pia Harmer. "“CSI VIENNA” – Design and Evaluation of the Out-of-School Lab ELKE." In Research on Outdoor STEM Education in the digital Age. Proceedings of the ROSETA Online Conference in June 2020, 205–8. WTM-Verlag, 2020. http://dx.doi.org/10.37626/ga9783959871440.0.26.

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Sevastiuk, Mariana, Inna Perepeliuk, and Daria Hubarieva. "Theoretical and Practical Principles of Primary Education in Vasyl Sukhomlynsky’s Legacy." In Trends and Prospects of the Education System and Educators’ Professional Training Development, 511–26. LUMEN Publishing House, 2021. http://dx.doi.org/10.18662/978-1-910129-28-9.ch032.

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The article attempts to analyze the main ideas of Vasyl Sukhomlynsky’s educational work concerning the purpose, content and specific features of the organization of primary education in the Pavlysh School. Being aware of the significant role of primary education in the overall development of a child and the great experience of Sukhomlynsky in improving the quality of primary education, it is thus necessary to rethink his ideas in accordance with the new requirements of modern education. First of all, the purpose and tasks of primary education have been analyzed in accordance with Sukhomlynsky’s requirements. The views of the prominent educator on the importance of developing universal values, general learning skills and assimilation of basic knowledge which is necessary for successful further learning by younger schoolchildren have been outlined. The influence of the leading ideas of Sukhomlynsky – humane pedagogy, child-centrism and human studies – on the development of basic organizational principles of teaching in primary school has been determined. Sukhomlynsky’s ideas regarding the introduction of a diagnostic approach to conducting classes, confident achievement of positive learning results in the «school of joy», which was created by the educator, can significantly improve the quality of primary education. The influence of Sukhomlynsky’s ideas concerning the creation of learning environment of the educational institution, integration of school subjects through the introduction of outdoors lessons of thinking, and new approaches to the evaluation of educational achievements of younger students, on the quality of modern primary education have been characterized. The innovative teaching methods and techniques that were used by the teacher in the educational process of the Pavlysh School have been considered and can be effectively applied by primary school teachers. The article also proves that Sukhomlynsky’s ideas were way ahead of their time, and that the Ukrainian school reforming process is based on the best traditions of national pedagogy and education.
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Buffoli, Maddalena, Marika Fior, Federica Delogu, Chiara Donato, and Erica Isa Mosca. "Evaluation Methodology for Inclusive Schools Environments. A Comparative Analysis Towards Goals and Strategies for Urban Design." In Studies in Health Technology and Informatics. IOS Press, 2022. http://dx.doi.org/10.3233/shti220892.

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The paper deals with the issue of social inclusion in the scholastic environment where children begin to learn the set of rules that manage social life. The design of the spaces impact on people and becomes crucial to address a community behavioural change in terms of social inclusion. In line with Universal Design strategy, the paper presents a method developed for evaluating the degree of inclusion of primary schools’ spaces, which consists of the definition of an evaluation matrix. The matrix makes possible to analyse quantitative-qualitative characteristics for each school and compare them objectively. It asses the level of accessibility and inclusion of the schools through four main categories (Outdoor space, Orientation, Movement, Spatial quality) and related criteria and indicators. The reliability of the evaluation matrix has been verified through its application in seven case studies (Italian and EU), and the analysis of one of them is described in the results. The present study proposes a basis to introduce a method able to support designing educational spaces that satisfy the needs of a wide range of users according to Universal Design strategy.
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Miura, Sosuke. "Situated Learning with SketchMap." In Innovative Mobile Learning, 216–31. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-062-2.ch011.

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This chapter presents the SketchMap system, which supports children’s situated learning by their experience of creating maps. In an outdoor environment, each child creates a map in the region of his or her school using a SketchMap client. The map is uploaded to the SketchMap server to be shared with other children who have created maps of different areas. Children can add new information to the maps or can edit them in their classrooms or in their homes. The goal of the SketchMap project is to investigate whether it the integration of outdoor and classroom activities, and the sharing of the children’s experiences through the maps, can actually promote collaborative learning. This system has been used in the classes “safety map” and “nature exploration” in a Japanese elementary school, and an evaluation of the system has also been performed. Some issues that were identified during the educational activities are also described here.
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"Urban and Community Fisheries Programs: Development, Management, and Evaluation." In Urban and Community Fisheries Programs: Development, Management, and Evaluation, edited by Michelle M. Kelly and Roland E. Sigurdson. American Fisheries Society, 2008. http://dx.doi.org/10.47886/9781934874042.ch24.

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<em>Abstract.-</em>The MinnAqua Program, the angling and aquatic education program of the Minnesota Department of Natural Resources, was established in 1989. Its purpose was to introduce urban youth in the Twin Cities of Minneapolis and St. Paul to fishing. MinnAqua has since grown notably, expanding into a successful statewide program reaching over 40,000 people a year, still with a focus on angler recruitment and retention. In addition, the MinnAqua Program also recognizes that fishing provides a powerful context for environmental education, which gets kids outdoors and can serve to foster the development of systems-based awareness, environmental knowledge, skills, and attitudes, and can consequently lay a foundation for active stewardship of Minnesota’s aquatic resources. Through 2000, programming occurred in both formal (schools) and nonformal education settings; however, MinnAqua had been especially effective in reaching out to youth in nonformal settings. In 2001, the decision was made to update the Leader’s Guide to create a tool to aid in strengthening and expanding the program’s outreach in all areas, especially in the formal setting. The new <em>Fishing: Get in the Habitat! </em>MinnAqua Program Leader’s Guide was created and published in June of 2007. This innovative and comprehensive angling and aquatic education curriculum guide is being delivered throughout Minnesota to classroom teachers. To date, over 500 Minnesota educators have received this new guide. One way that educators and youth program leaders receive the guide is by attending a MinnAqua facilitated training workshop. Opportunities for making the publication available for downloading from the Internet are currently being reviewed.
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"Urban and Community Fisheries Programs: Development, Management, and Evaluation." In Urban and Community Fisheries Programs: Development, Management, and Evaluation, edited by Susan A. Schroeder, Mark L. Nemeth, Roland E. Sigurdson, and Richard J. Walsh. American Fisheries Society, 2008. http://dx.doi.org/10.47886/9781934874042.ch9.

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<em>Abstract.—</em>In urban environments, participation in angling and other outdoor recreation activities has been declining. A range of factors including an aging populace, immigration, and busy lifestyles, may contribute to decreased angling participation in these urban centers. During the last 30 years the Minneapolis/St. Paul, Minnesota (USA) metropolitan area has had growing populations of African Americans, Asians, Chicano/Latinos, and individuals from other communities of color. It is important to understand how changing demographics may affect urban angling participation. We contracted African American, Chicano/Latino, and American Indian focus group moderators to conduct three focus groups in each community. These focus groups, which addressed the perceived benefits of, constraints to, and interest in angling, were conducted in 2006. Results suggest that individuals from these communities perceive fishing to provide benefits similar to those reported in research with White respondents. However, individuals from these communities of color face unique constraints to their fishing participation. Selective law enforcement and discriminatory behavior were mentioned as constraints to participation in all groups. Several groups said safety concerns related to lack of swimming ability constrained participation. Language barriers were identified as a problem for Chicano/Latino individuals. Focus group participants provided valuable suggestions for improving communication and promoting angling participation within their communities. We suggest that urban fisheries managers simplify communications, employ new media channels, confront discriminatory enforcement practices, and develop innovative educational programs to address the unique constraints to fishing faced by people of color.
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Spikol, Daniel. "Collaboration in Context as a Framework for Designing Innovative Mobile Learning Activities." In Innovative Mobile Learning, 172–96. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-062-2.ch009.

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In this chapter we describe our continuing efforts related to the design, implementation and evaluation of innovative educational activities supported by ubiquitous computing in the AMULETS (advanced mobile and ubiquitous learning environments for teachers and students) project. We argue that the design of innovative mobile learning activities should be guided by collaborative learning scenarios in context supported by mobile and ubiquitous technologies. To support this claim, we propose a conceptual framework of collaboration in context that can be used when designing novel mobile learning scenarios. This framework provides the designer with opportunities to tackle the challenges of designing for innovative mobile learning activities. To illustrate our ideas, we present the results of three trials we have conducted with children and adult students since the spring of 2006. These mobile learning activities have been designed and implemented using our proposed framework. Working with the teachers and students gave us the opportunity to design learning activities at authentic settings using meaningful content that has relevance for the school curriculum. The outcome of our efforts suggests that outdoor learning experiences supported by ubiquitous technologies should be combined with learning activities in the classroom to provide learners with meaningful activities.
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Conference papers on the topic "Outdoor education Evaluation"

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Henrietta, Torkos. "The Evaluation Of Outdoor Learning Activities In Primary School." In ERD 2018 - Education, Reflection, Development, Sixth Edition. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.06.39.

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Haruta, Kazunari, Kosaku Hashimoto, Ryo Sakurai, Kazuhiko W. Nakamura, and Takayuki Nakata. "Examination of group head angle acceleration analysis method for learning evaluation in outdoor education." In International Workshop on Advanced Imaging Technologies 2020 (IWAIT 2020), edited by Phooi Yee Lau and Mohammad Shobri. SPIE, 2020. http://dx.doi.org/10.1117/12.2566607.

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Cheng, Bonny. "Evaluation of a Multicohort Forest Outdoor Education Program for Young Children in Hong Kong." In AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1883287.

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Cheng, Bonny. "Evaluation of a Multicohort Forest Outdoor Education Program for Young Children in Hong Kong." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1883287.

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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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Santhanadass, Alvin, Gunathevan Elumalai, Yudik Prasetyo, and Jaffry Zakaria. "Devising and Testing Revised Validity and Reliability of Strategic Knowledge, Efficient Behaviour, and Affective Value in Outdoor Evaluation Questionnaire." In Proceedings of the 5th International Conference on Sports, Health, and Physical Education, ISMINA 2021, 28-29 April 2021, Semarang, Central Java, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.28-4-2021.2312223.

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Musil, Jan. "GENIUS LOCI: THE RIGHT CONCEPT FOR ELEMENTARY EDUCATION?" In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end117.

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"The paper deals with the phenomenon which, when grasped in a suitable way, can become an integral part of teaching in Czech schools: it is genius loci and related instruction. In the context of ongoing discussions on the new form of the curriculum, on the rapid changes in society over the past two decades and especially on the outlook for the future development of (not only) the Czech natural environment, we recognize the importance of the development of knowledge of the landscape. All existing processes, phenomena and landscape in general provide wide range for evaluation and cognitive part of children‘s personality. The environmental dimension, ranging from local aspects to global challenges and problems, also extends the personal and subjective conception of the place. Finally, practical experience and the development of competencies, in addition to knowledge, complete the use and application of the place by pupils in the intentions of locally grounded learning. The paper is divided into two parts, the first is devoted to the theoretical background, introduction of the key factors of both phenomena and their risks, and the second follows the context of curricular documents, teaching and place-based education on examples of pedagogical practice. Finally, the paper focuses on the view of outdoor education and place-based education as tools for student participation in the formation, consolidation and preservation of the genius loci in the level of knowledge, values, community cooperation, shared memory and common traditions."
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Chen, Fei Ching, Chih Hung Lai, Jie Chi Yang, Jing San Liang, and Tak-Wai Chan. "Evaluating the Effects of Mobile Technology on an Outdoor Experiential Learning." In 2008 Fifth IEEE International Conference on Wireless, Mobile, and Ubiquitous Technology in Education WMUTE. IEEE, 2008. http://dx.doi.org/10.1109/wmute.2008.19.

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Jackson, A. J. B., P. Laskaridis, and P. Pilidis. "A Test Bed for Small Aero Gas Turbines for Education and for University: Industry Collaboration." In ASME Turbo Expo 2004: Power for Land, Sea, and Air. ASMEDC, 2004. http://dx.doi.org/10.1115/gt2004-54334.

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Engine testing is a necessary but nonetheless expensive and time consuming process. Most of the facilities used to test an engine at sea level static conditions are enclosed test beds. In these facilities the existence of secondary mass flow within the test chamber and around the engine gives rise to various drag components that affect the thrust measurements. For this reason, the net thrust measured in an indoor test bed is lower than the true gross thrust delivered by the engine and measured during outdoor tests. Thrust correction factors, therefore, need to be calculated and applied. For the past five years Cranfield University has been involved in a research study evaluating the performance of gas turbines in test beds, and this work continues. Recently, Cranfield purchased a small gas turbine and invested in the design and construction of a small test bed facility that provides experimental data for the support of the analytical computational fluid dynamics (CFD) analysis. The purpose of this micro-turbojet and test bed facility is to mimic large scale facilities and provide appropriate experimental data for calculating thrust correction factors. The data are also used together with three dimensional CFD models to provide a better understanding of the aerodynamic and engine performance issues involved. Tests have been completed successfully and the facility is capable of detecting the small thrust differences between indoor and outdoor test. Thrust correction factors have been derived through a back to back process. This is an excellent result showing that the equipment is performing as designed. In addition to providing useful results and conclusions in support of ongoing research the facility is also used for postgraduate projects focusing on the performance of small engines in test beds. Analytical design tolls such as commercial CFD and in house engine performance programs are used to predict engine performance and parameters. The results are then validated against the test data. This paper describes the present state of technical progress, which is under development. Its other purpose is to describe the educational value of the analytical and experimental techniques, the objective of which is to mimic the overall engine development process.
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Alemany Costa, Josepa, Xavier Perramon, and Ricardo Torres Kompen. "Context-aware assessment in out-of-classroom activities by means of mobile technologies." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2556.

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This paper proposes a framework for context-aware assessment of out-of-classroom subjects with the support of mobile technologies. The paper discusses: (a) the principles and implications of out-of-classroom activities, e.g. internships, outdoors practicals of topography, of agricultural or marine engineering, virtual university courses, etc.; and (b) context-aware assessment, in which some context elements (location, date and time, environmental circumstances) may be incorporated into the assessment by means of mobile technology. The aim of this framework is to provide the tools that will allow for an enhanced evaluation, by taking into account the context of the activities being carried out. Given the characteristics of the activities, the assessment will be based on submissions prepared by the students, which will automatically incorporate context information that can be relevant for the assessment. The framework will be tested with several groups of students participating in internships and/or international mobility programmes, from different universities (public, private, semi-public).
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