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Journal articles on the topic 'Outdoor education'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 July 2024

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1

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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3

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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4

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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5

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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8

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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9

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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10

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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Martin, Andrew, Geoff Watson, Jan Neuman, Ivana Turčová, and Lucie Kalkusová. "Czech education in nature traditions." History of Education Review 49, no. 1 (April 4, 2020): 31–43. http://dx.doi.org/10.1108/her-04-2019-0008.

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PurposeThe purpose of this paper is to examine Czech traditions of outdoor games and sports, turistika activities and education in nature programmes, which have continued to develop during periods of oppression and provided opportunities to preserve the Czech culture.Design/methodology/approachA review of the historical, cultural and political context of education in nature traditions in Czech was proposed.FindingsLate 19th century organisations such as the Turistický klub and Sokol were instrumental in developing a range of indigenous turistika activities involving active movement. The early 20th century influences were the Czech scouting movement, summer camps and Woodcraft. Charles University provided the first tertiary outdoor educational programmes in Prague in the 1950s. Their foundation course “Turistika and Outdoor Sports” is still compulsory for all students studying physical education and sport. Turistika activities and outdoor sports and games continued to be developed throughout the liberalization of the socialist regime in the 1960s.Practical implicationsFollowing the Prague Spring in 1968, and under the guise of the Socialist Youth Union organization, new experimental forms of outdoor education emerged.Social implicationsSince the Velvet Revolution in 1989 organisations have reconnected with Czech outdoor traditions that flourished before 1948 and other organisations have developed education in nature programs. The commercial sphere, which did not exist before 1989, has now been established in the outdoor area. However, traditional participation in turistika activities has been impacted by other external motivations as a broader range of opportunities have become available and accepted, and tourism outside of Czech and Europe has become increasingly popular and accessible.Originality/valueThe originality of this paper is to provide an overview of Czech political and cultural history and how it has shaped people's relationship, particularly children and youth, with the outdoors.

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Martin, Andy, and Jenny Fleming. "Cooperative education in outdoor education." Journal of Outdoor and Environmental Education 14, no. 1 (June 2010): 41–48. http://dx.doi.org/10.1007/bf03400895.

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Gunn, Terry. "Some outdoor educators’ experiences of outdoor education." Journal of Outdoor and Environmental Education 10, no. 1 (April 2006): 29–37. http://dx.doi.org/10.1007/bf03400828.

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Irwin, David, and Jo Straker. "Tenuous Affair: Environmental and Outdoor Education in Aotearoa New Zealand." Australian Journal of Environmental Education 30, no. 2 (December 2014): 151–66. http://dx.doi.org/10.1017/aee.2015.9.

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AbstractThe relationship between outdoor education and environmental education in Aotearoa New Zealand has undergone many changes since formal education began in early colonial times. Discussion draws from qualitative doctoral research undertaken by the authors that investigated education for sustainability in outdoor education and how meaning is ascribed to outdoor experiences. The article describes how environmental education and outdoor education had common historical roots in nature studies that eventually were teased apart by the development of separate agendas for learning and assessment, coupled with the political context of the 1970s and 1980s. The article finds that contemporary forces relating to the economy, society and the environment are now driving a re-engagement of the two discourses in Aotearoa New Zealand at a variety of levels, from schools to national bodies, and that this re-engagement signals a positive outcome for addressing key environmental issues and engaging students in the outdoors.

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Jordan, Rebecca, Amanda Sorensen, and Daniel Clark. "Urban/Suburban Park Use: Links to Personal Identity?" Current World Environment 10, no. 2 (August 24, 2015): 355–66. http://dx.doi.org/10.12944/cwe.10.2.01.

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Public greenspaces provide an opportunity for community members to engage with the outdoors. In many locations, however, parks are under used. In an effort to gauge the potential for outdoor interaction and ecosystem education, we conducted a survey of residents from a central New Jersey, USA, county. Our correlation analysis indicated that park use could be related to socioeconomics and in particular education, environmental literacy, pet ownership, outdoor enjoyment and preferred environment. Variables relating to mood and other personal characteristics were more strongly associated with individual identity characteristics. Through multivariate analyses, we offer an organizing framework that can help tailor outdoor greenspace improvement/restoration and programming to identity categories. These categories are a combination of where an individual lives, enjoyment of the outdoors, education and socio-economics, sense of community, institutional trust, and pet ownership.

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Ramsden, Rachel, Michelle O'Kane, Eva Oberle, and Mariana Brussoni. "Frequency and duration measurements of children’s outdoor free play: A Scoping review." Journal of Childhood, Education & Society 5, no. 1 (February 10, 2024): 1–40. http://dx.doi.org/10.37291/2717638x.202451314.

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Outdoor free play encompasses unstructured, self-directed play in the outdoors and has been shown to support children’s health and development. Accurate and reliable measures are required to conduct research on children’s outdoor free play and examine cross-sectional and longitudinal variation. This study systematically reviews and evaluates measurement approaches for children’s outdoor free play used in existing literature. A scoping review was conducted to identify English-language peer-reviewed and grey literature that included measurements of the occurrence, frequency or duration of outdoor free play with children aged 2 to 17 years old. Studies were excluded if the outdoor free play measure included structured settings or activities, or focused on a specific location or play activity. Quantitative and qualitative content analysis was used to consider outdoor free play terminology, definition, and operationalization; positioning in relation to other variables and the topic of interest; and data collection context. A total of 4,860 unique studies were identified. After screening and full-text review, 184 papers were taken forward for analysis. Parent-recall questionnaires were used in 70.1% of included studies to measure outdoor free play, often using a single question to capture the variable. A lack of differentiation between outdoor play emanating from structured and unstructured settings was common, as was limited consideration of contextual factors such as season, school or non-school days, and time of day. The implications of existing approaches to measuring children’s outdoor free play and the need for valid and reliable measures to further research examining children’s outdoor free play are discussed.

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Brookes, Andrew. "Outdoor Education: Environmental Education Reinvented, or Environmental Education Reconceived?" Australian Journal of Environmental Education 5 (August 1989): 15–23. http://dx.doi.org/10.1017/s0814062600002111.

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AbstractIn most Victorian schools outdoor education has meant the weekend bushwalk or the end of year camp. It has been extra-curricula. But that is changing.Outdoor education appears poised to achieve subject status is Victoria. It is included in official curriculum developments and is served by recognised specialist tertiary courses.Outdoor education has been distinguished from physical education by its focus on environmental education, and a converse argument probably applies. But is the environmental education which occurs in outdoor education distinguished by anything other than an association with adventure activities? After all, field trips are not a new idea.This paper argues that the distinctiveness of outdoor education as a form of environmental education is derived from its physical and conceptual isolation from schooling. Conceptual isolation provides the opportunity to construct powerfully affective forms of de-schooled environmental education.The ways in which an outdoor education context can provide different situational constraints from those existing in schools or other institutions are outlined. An action research project is used to exemplify ways in which teachers might reconceive education within those new constraints.The paper concludes that outdoor education can allow powerful forms of environmental education to develop, but that a technocratic rationalisation of the field associated with its increasing institutionalisation threatens to negate that potential.

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O’Farrell, Paige, and Hung-Ling (Stella) Liu. "Gateway to Outdoors: Partnership and Programming of Outdoor Education Centers in Urban Areas." Education Sciences 10, no. 11 (November 19, 2020): 340. http://dx.doi.org/10.3390/educsci10110340.

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The purpose of the study is to understand the challenges and opportunities of urban outdoor education centers in partnership and programming. The context for this study involves efforts by all-season outdoor education centers, Outdoor Campus (OC), in two urban areas in South Dakota (SD). Outdoor education scope and social-ecological framework were applied to guide this qualitative study. Semi-structured interview questions were used to interview eight outdoor educators in 2019, including four individuals from each service location composed of three males and five female educators. Qualitative content analysis was applied to identify common themes and essential quotations that emerged from the data analyzed through the interviews. Three main themes emerged: (1) gateway to our outdoor legacy (2) working together for outdoor education, including three sub-themes: formal partnership, programmatic partnership, and finding balance in partnership, (3) challenges as opportunities in outdoor education programs, including two sub-themes: common challenges and evolving process.

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Higgins, Peter. "Outdoor education in Scotland." Journal of Adventure Education and Outdoor Learning 2, no. 2 (January 2002): 149–68. http://dx.doi.org/10.1080/14729670285200261.

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Beames, Simon. "Innovation and outdoor education." Journal of Outdoor and Environmental Education 20, no. 1 (April 2017): 2–6. http://dx.doi.org/10.1007/bf03400997.

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Ceciliani, Andrea, and Alessandro Bortolotti. "Outdoor Motor Play: Analysis, Speculations, Research Paths." Center for Educational Policy Studies Journal 3, no. 3 (September 30, 2013): 65–86. http://dx.doi.org/10.26529/cepsj.232.

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In our rapidly changing contemporary society, it has become apparent that children spend significantly less time playing outdoors than their parents did. Therefore, considerable attention must be paid by professionals to engage this challenge, especially within early educational contexts. The goal of this study was to first explore the continual drive of play in educational growth and, second, the ways in which children play outdoors at school, in order to reap the developmental benefits of outdoor play in a supportive context, where such fundamental activity is not only allowed, but also supported. The results of this study reinforce existing research in this area, highlighting the findings of children’s physical play behaviour and its frequency, also in connection with the use of tools and toys; further findings highlight teacher’s attitudes and suggest several options for early childhood professionals to foster children’s enjoyment of outdoor play. Finally, the study results have implications for future opportunities in the planning of active spontaneous-play.

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Flannery, Diana, and Mary Portis. "Outdoor School." Californian Journal of Health Promotion 1, no. 1 (March 1, 2003): 10–19. http://dx.doi.org/10.32398/cjhp.v1i1.1655.

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Environmental education aids in creating deeper understanding, investigation, and decision-making skills among students. The goal of environmental education is to lead students to become effective environmental stewards. We created an ongoing service learning partnership that combines mentoring, environmental education, and community resources with elementary and college students in an Outdoor School program. This paper outlines the process and content of Outdoor School.

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Flannery, Diana, and Mary Portis. "Outdoor School." Californian Journal of Health Promotion 1, no. 1 (March 1, 2003): 43757. http://dx.doi.org/10.32398/cjhp.v1i1.374.

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Environmental education aids in creating deeper understanding, investigation, and decision-making skills among students. The goal of environmental education is to lead students to become effective environmental stewards. We created an ongoing service learning partnership that combines mentoring, environmental education, and community resources with elementary and college students in an Outdoor School program. This paper outlines the process and content of Outdoor School.

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Hernawan. "Literature Review: Sedentary Behavior In Outdoor Education Learning Elementary School Students." Gladi : Jurnal Ilmu Keolahragaan 14, no. 03 (September 30, 2023): 271–85. http://dx.doi.org/10.21009/gjik.143.03.

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Sedentary behavior is a wakeful behavior or activity characterized by expenditure of energy such as sitting or lying down, as distinct from passive behavior. Sedentary behavior in outdoor education learning is a learning strategy that is carried out outdoors. Learning strategies like this are carried out by inviting students to unite with nature and do some outdoor activities. The purpose of this study was to determine the factors of sedentary behavior in outdoor education learning. Method: This study uses a literature study approach. Article search used 2 databases, namely Google Scholar and Pubmed with the keywords outdoor education and sedentary behavior. The criteria for the article are original published from 2013 to 2023. Results: Of the 16 articles that have been reviewed, the results show that all articles explain sedentary habits as bad habits that are prone to disease. There fore outdoor learning is one of the factors to reduce the occurrence of diseases that come as a result of sedentary habits, because a child will be more active and move a lot when outside the room. Conclusion: The results of the review of the 16 articles explained that there are factors that influence sedentary behavior in a child which can make a child lazy to move and do other activities. There fore outdoor learning is one of the supporting factors for reducing the occurrence of diseases that come as a result of sedentary habits, because a child will be more active and move a lot when outside the room

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Liu, Junjie, Shirley Wyver, Muhammad Chutiyami, and Helen Little. "Outdoor Time, Space, and Restrictions Imposed on Children’s Play in Australian Early Childhood Education and Care Settings during the COVID Pandemic: A Cross-Sectional Survey from Educators’ Perspective." International Journal of Environmental Research and Public Health 20, no. 18 (September 18, 2023): 6779. http://dx.doi.org/10.3390/ijerph20186779.

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The study aimed to investigate the impact of COVID-19 restrictions on children’s access to the outdoors in early childhood education and care (ECEC) settings. An online survey comprised of a standardised scale and questions used in previous related studies was completed by 143 early childhood educators across Australia. Participants were asked to report children’s time spent outdoors, access to outdoor space, and restrictions imposed on children’s play during the pandemic compared to the pre-pandemic period. The survey responses were imported into SPSS for descriptive, correlation, and ordinal regression analyses. We examined the relationship between children’s outdoor time, space, restrictions imposed on children’s play, and educators’ characteristics, such as qualifications, professional development, and tolerance of risk or staff–child ratios during the pandemic in Australia. Most educators reported that children’s outdoor time and access to outdoor space remained the same compared to before the pandemic, while imposed restrictions on children’s outdoor play increased. The results of ordinal regressions indicated that educators with a higher tolerance of risk were less likely to impose additional restrictions on children’s outdoor play. The findings contribute to the understanding of how educators’ tolerance of risk influences children’s outdoor play opportunities and provide directions for future risk-reframing interventions.

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Foran, Andrew. "The Experience of Pedagogic Intensity in Outdoor Education." Journal of Experiential Education 28, no. 2 (September 2005): 147–63. http://dx.doi.org/10.1177/105382590502800207.

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This paper is a phenomenological examination of Nova Scotian teachers leading children outside the normal school environment for instructional purposes. Phenomenology can examine the everyday, taken-for-granted phenomena in human experiences. Absent in experiential research is the focus on teachers' experience in outside programs. In addressing this gap, anecdotes that capture unique elements of pedagogic intensity are shared as insight into the lifeworld of outdoor educators. Common to all the teachers in this study were feelings of intensity. These lived experiences are from various disciplines, at the senior high school level, and the teachers are engaged in outdoor practices connected to their respective subject areas. These teachers share past moments that show pedagogic intensity as a varied and unique instructional experience. All the teachers observed that the outdoors somehow magnifies the teaching experience. A key area is how this magnification applies to the pedagogic quality of outside teaching.

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Szczotka, Martyna, and Katarzyna Szewczuk. "Outdoor Education in the Perception of Polish Preschool Teachers: A Focus Group Study." Multidisciplinary Journal of School Education 12, no. 2 (24) (December 30, 2023): 395–418. http://dx.doi.org/10.35765/mjse.2023.1224.19.

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Objectives of the research: The aim of this study was to gather information about preschool teachers’ expectations and attitudes toward outdoor education in the context of shaping and improving the quality of education. The study sought to collect material that would address the following research questions: What does outdoor education mean to preschool teachers? How do preschool teachers implement outdoor activities? What are the challenges of outdoor education according to the surveyed teachers? Research methods: The main research method used was a focus interview. A brief description of the context of the issue: Human beings are connected to nature, we are part of it, and we live and function thanks to it. From early childhood, the natural environment is the closest and most natural for humans, and thanks to our cognitive needs and childlike perceptiveness, we immerse ourselves in the world of nature spontaneously and with great interest. Preschool teachers should see meeting children’s need for curiosity and discovery of new knowledge as a challenge, and prioritize activities in this area. Furthermore, the natural environment, due to its resources, can be perceived as a workshop that teaches knowledge about the world, allows for developing children’s vocabulary and shaping new concepts. It also teaches humility, patience and understanding. The environment naturally enhances the activity of children who feel comfortable in nature. Research findings: The importance of outdoor education in children’s development has been discussed for years. Unfortunately, as the results of the survey suggest, this does not convince teachers to move part of the educational process outdoors. Teachers list certain limitations and shortcomings as factors that prevent the implementation of this approach in Polish preschool institutions. Conclusions and recommendations: The teachers participating in the focus groups recognize that the implementation of outdoor education activities in kindergartens is necessary, if not indispensable. They see outdoor education primarily as an opportunity for experience-based learning and connecting with nature. The teachers are sufficiently motivated to offer outdoor activities so that children can play and learn simultaneously. However, many see significant obstacles in the education system when planning outdoor learning experiences for their students. To make outdoor education more sustainable and integrated into preschool practices, it would be necessary to remove these barriers and provide support at all levels of the education system and society.

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YANAGI, Toshiharu. "Outdoor Education and Environmental Education about Waterfronts." Environmental Education 23, no. 2 (2013): 2_14–26. http://dx.doi.org/10.5647/jsoee.23.2_14.

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Höper, Jan, Kirsti Marie Jegstad, and Kari Beate Remmen. "Student teachers’ problem-based investigations of chemical phenomena in the nearby outdoor environment." Chemistry Education Research and Practice 23, no. 2 (2022): 361–72. http://dx.doi.org/10.1039/d1rp00127b.

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Learning science outdoors can enhance the understanding of theoretical scientific content taught in the classroom. However, learners are rarely afforded the opportunity to go outdoors to learn chemistry. This study investigates how problem-based learning outdoors can facilitate the understanding of basic chemistry in teacher education. A teaching unit was designed according to which student teachers at two Norwegian universities were asked to examine and identify corroded metals in the nearby outdoor environment and propose solutions to avoid this corrosion. Video data from this task were collected by using chest-mounted cameras for four groups of student teachers (N = 17). A thematic analysis of the videos yielded four themes related to the student teachers’ use of content knowledge and experimental competence. Based on these findings, three learning opportunities were deduced for how the nearby outdoor environment allows learners to use everyday phenomena for learning basic chemistry. First, the availability of different corrosion incidents allowed the student teachers to choose and solve one of interest to them. Second, the proximity of the outdoor location to the classroom enabled the seamless continuity of discussions when switching between the learning arenas, and allowed for different approaches to solve the task. Third, being asked to conduct analyses outside customary laboratory routines led to an unexpected awareness of health and safety issues among the student teachers, indicating that outdoor chemistry is an overlooked opportunity for teaching these.

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Kennedy, Jay. "Stigma, stereotypes, and status: How North American outdoor educators understand and experience masculinity." Journal of Outdoor Recreation, Education, and Leadership 14, no. 3 (August 9, 2022): 5–23. http://dx.doi.org/10.18666/jorel-2022-11268.

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Although multiple studies have considered women’s experiences in the outdoor education field and the impact on women’s notions of gender, little research has been conducted on men’s experiences and ideas about gender in the outdoors. This research explores male outdoor leaders’ notions about masculinity and how they may shape their practice. Interview, observation, and artefactual data were recorded and analyzed to determine the 18 male-identifying participants’ ideas about masculinity in the outdoor education realm. Participants expressed confusion about rapidly changing gender norms, worries about stigmatization, distaste for hypermasculine performances, and a generally progressive outlook about gender issues. In addition, multiple participant statements reinforced gender essentialism, demonstrating adherence to a hybrid masculinity.

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Little, Helen, and Shirley Wyver. "Outdoor Play." Australasian Journal of Early Childhood 33, no. 2 (June 2008): 33–40. http://dx.doi.org/10.1177/183693910803300206.

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Kadury-Slezak, Michaella, Clodie Tal, Sapir Faruchi, Iris Levy, Pninat Tal, and Sigal Tish. "Parents' perceptions of their children's outdoor activities before and during COVID-19 crisis." Journal of Childhood, Education & Society 4, no. 3 (October 10, 2023): 354–72. http://dx.doi.org/10.37291/2717638x.202343276.

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This study is focused on Israeli parents' perceptions regarding the possible benefits and barriers to their children's outdoor activities as well as on their reports on the actual engagement of their children in these kinds of activities, before and during the COVID-19 crisis. We employed a mixed-method design, including a questionnaire and a semi-structured interview. The participants were 213 Israeli parents. Findings reveal that parents think that outdoor activities benefit children's physical-motor and social development and their health. They consider their long work hours and weather conditions as the main barriers to spending more time outdoors. Parents also reported going out significantly less with their children to playgrounds after the peak of the COVID-19 crisis, compared to their habits before the pandemic. The decrease in the time spent outdoors was attributed by the parents to their long work hours and to an increase in the time spent by their children in front of screens. In light of the findings, we suggest that parents need guidance in order to restore the habit of going out to close playgrounds on an almost daily basis and in order to appreciate the contribution of outdoor activities to children's connectedness and knowledge about nature.

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Glišović, Gordana, and Milica Petrić. "Outdoor teaching to promote and improve health and students' achievements at school." Metodicka praksa 23, no. 2 (2020): 185–92. http://dx.doi.org/10.5937/metpra2002185g.

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This paper discusses the impact that an open space and outdoor teaching make on the students' health preservation and on the improvement of the learning process with the primary school students (aged 7 to 11). The aim of this paper is to use the theoretical analysis of the outdoor education and environmental learning to suggest a possible positive influence on children's health and a possible improvement of the teaching process. Having that as a starting point, this paper aims to show how the kindergarten and primary school children perceive the open air education and the time they spend outdoors, if it motivates them, if it helps easier and meaningful learning, if it makes the learning process more dynamic, more attractive and more desirable. Our presumptions have been based on the pedagogues and didacticians' attitudes about such learning. These professionals have supported and promoted the outdoor education since a long time ago, and therefore developed numerous didactic principles that are now being utilized and implemented. This paper has a theoretical character and thus it focuses on reviewing the benefits of outdoor activities and education to students' health and welfare, to improve teaching effectiveness and learning process and outcomes. Our research has been based on the applied theoretical and descriptive methods. The results of the research we have come to show that the time the students spend outdoors may have a significant, incentive and stimulating impact on their health and their motivation to learn.

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Yildiz, Kadir, Yeşer Eroglu, and Tolga Besikci. "A Bibliometric Analysis of Outdoor Education." Revista Romaneasca pentru Educatie Multidimensionala 14, no. 1Sup1 (March 24, 2022): 275–88. http://dx.doi.org/10.18662/rrem/14.1sup1/550.

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The aim of this study is to map the thematic landscape of studies on outdoor education. Our process focuses on the following research question: What are the emerging topics in studies on outdoor education? Bibliometric data retrieved from the WOS database, which consists of 555 scientific publications with the keyword "outdoor education” and indexed in SCI-Expended, SSCI, A&HCI, CPCI-S, CPCISSH, BKCI-S, BKCI-SSH or ESCI, was analysed using the descriptive analysis technique. Analysis of the results revealed that there are 10 different types of publications on outdoor education and the most frequently used type is scientific articles, with 365 examples. Keyword network mapping showed that “outdoor education, environmental education and outdoor learning” were terminologies that stood out the most. The analysis of the data was visualized by VOSviewer (Version 1.6.9) visual mapping program and presented with tables and density maps in the findings section. As a conclusion, the study puts forward the main concepts that require particular attention from the outdoor educators. In addition, we hope and expect that the thematic concepts, country distribution of articles and outlining the highly cited studies of this field will contribute to paving the way for future research and identifying the gaps in the literature. This study aims to pinpoint the leading and emerging topics within the outdoor education research field, which has great importance both for the theory and practice of outdoor education.

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Berman, Dene S., and Jennifer Davis-Berman. "Positive Psychology and Outdoor Education." Journal of Experiential Education 28, no. 1 (July 2005): 17–24. http://dx.doi.org/10.1177/105382590502800104.

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A relatively new movement in psychology, positive psychology, has many implications for the field of outdoor education. Positive psychology has the goal of fostering excellence through the understanding and enhancement of factors that lead to growth. It embraces the view that growth occurs when positive factors are present, as opposed to the notion that it is the result of dynamic tension. This article argues that traditional models of change that rely upon disequilibrium may not be the best to use in outdoor programs. After presenting examples of positive psychological applications to outdoor programs, implications for outdoor education and therapy programs are discussed.

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Iida, Minoru. "Child Development and Outdoor Education." TRENDS IN THE SCIENCES 11, no. 4 (2006): 61–64. http://dx.doi.org/10.5363/tits.11.4_61.

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Satria, Teguh, and Lutfi Nur. "Outdoor Education dan Self Concept." TEGAR: Journal of Teaching Physical Education in Elementary School 3, no. 2 (May 31, 2020): 26–30. http://dx.doi.org/10.17509/tegar.v3i2.24037.

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The deviation of social behavior of elementary school students lately is very alarming, it requires preventive and curative efforts in handling it.The focus of this study would like to see the contribution of outdoor education activities to students' self concept in the primary school of the UPI Campus Tasikmalaya Campus, Indonesia. 32 students were selected as samples through purposive sampling technique. The experimental method was used in this study. Data obtained through self concept scale questionnaire. The results of the study mentioned Outdoor Education activities contributed to the development of self concept. This finding can be used as an alternative by physical education teachers in the context of innovation and learning variation. Further research can be carried out on the development of other affective aspects such as assertive behavior. Abstrak Penyimpangan perilaku sosial siswa sekolah dasar akhir-akhir ini sangat memprihatinkan, diperlukan upaya preventif dan kuratif dalam menanganinya. Fokus penelitian ini ingin melihat kontribusi aktivitas outdoor education terhadap self concept siswa di sekolah dasar laboratorium percontohan UPI Kampus Tasikmalaya, Indonesia. Sebanyak 32 siswa dipilih menjadi sampel melalui teknik purposive sampling. Metode eksperimen digunakan dalam penelitian ini. Data diperoleh melalui kuesioner skala self concept. Hasil penelitian menyebutkan aktivitas Outdoor Education memberikan kontribusi terhadap pengembangan self concept. Temuan ini dapat dijadikan alternatif oleh para guru pendidikan jasmani dalam rangka inovasi dan variasi pembelajaran. Penelitian selanjutnya dapat dilakukan terhadap pengembangan aspek afektif lainnya seperti perilaku assertif.

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Budiman, Budiman, Ruslan Rusmana, and Lingling Usli Wargadinata. "Outdoor Education Of Emphathy Student." Jp.jok (Jurnal Pendidikan Jasmani, Olahraga dan Kesehatan) 4, no. 1 (November 12, 2020): 117–27. http://dx.doi.org/10.33503/jp.jok.v4i1.873.

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The essence of the research studies that researchers carried out were to obtain data and research on the impact of outdoor education on student empathy. This method uses an experimental method while the village uses a randomized control group test pre-test final design. The population is students of class VIII Junior High School III Bayongbong with a total of two hundred and six (206) people. Sixty samples were taken, selected using a random sampling technique. These random results, obtained thirty samples of the experimental group and thirty samples of the control team. The measuring instrument used in measuring empathy behavior uses an empathy scale test that has been tested for its validity and reliability. In calculating the hypothesis testing statistics using the SPSS 23 application through paired t-test Paired sample t test. The final data from the results of data analysis can be seen that outdoor activities have an influence on empathy behavior. The results obtained are Sig.2tailed 0, 000 <α0, 05. From the results of data processing and analysis, it can be ignored that outdoor education has a significant effect on student empathy

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Rios, José M., and Jessica Brewer. "Outdoor Education and Science Achievement." Applied Environmental Education & Communication 13, no. 4 (October 2, 2014): 234–40. http://dx.doi.org/10.1080/1533015x.2015.975084.

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Attarian, Aram. "Trends in Outdoor Adventure Education." Journal of Experiential Education 24, no. 3 (September 2001): 141–49. http://dx.doi.org/10.1177/105382590102400304.

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James, Joan K., and Theresa Williams. "School-Based Experiential Outdoor Education." Journal of Experiential Education 40, no. 1 (February 3, 2017): 58–71. http://dx.doi.org/10.1177/1053825916676190.

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In this research study, we hear the voices of middle school students, preservice teachers, and practicing middle school teachers in support of school-based experiential outdoor education. The benefits of engaging youth in memorably relevant learning, immersing them in physically active, field-based education, and providing them with authentic, contextualized opportunities to extend classroom-based learning are examined. This research addresses the question, “Is experiential outdoor education for middle school–aged students a valuable use of school time?” The answer is a resounding “YES!” School-based experiential outdoor education, although often neglected as a part of the curriculum in our current era of high-stakes test-based accountability, is definitely a necessity.

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Thomas, Glyn. "Signature pedagogies in outdoor education." Asia-Pacific Journal of Health, Sport and Physical Education 6, no. 2 (May 4, 2015): 113–26. http://dx.doi.org/10.1080/18377122.2015.1051264.

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Freeman, Mark, and Jayson Seaman. "Outdoor education in historical perspective." History of Education Review 49, no. 1 (May 20, 2020): 1–7. http://dx.doi.org/10.1108/her-04-2020-0022.

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PurposeThe introduction sets out the scope of the special issue and suggests areas for further research.Design/methodology/approachThis introductory article sets out the rationale and contents of the special issue of History of Education Review on “Outdoor Education in Historical Perspective”. It briefly summarizes the existing state of research and introduces the six articles that comprise the issue.FindingsThe introduction identifies four particular themes that arise from the existing literature and from the diverse contributions to this special issue: transculturality; space and place; religion and spirituality; and personality/personalities.Originality/valueThis special issue contains six original contributions to the study of the history of outdoor education, focussing on different locations in Europe and North America.

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Latess, Dennis R. "Physical Education and Outdoor Adventure." Journal of Physical Education, Recreation & Dance 57, no. 5 (June 1986): 64–65. http://dx.doi.org/10.1080/07303084.1986.10606137.

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Henderson, Karla A., and M. Deborah Bialeschki. "Outdoor Education Practitioners and Researchers." Journal of Physical Education, Recreation & Dance 60, no. 4 (April 1989): 88–90. http://dx.doi.org/10.1080/07303084.1989.10604424.

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Quay, John, Stewart Dickinson, and Brian Nettleton. "Community, Caring And Outdoor Education." Journal of Outdoor and Environmental Education 5, no. 1 (October 2000): 4–18. http://dx.doi.org/10.1007/bf03400636.

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Nettleton, Brian. "Transformational moments in outdoor education." Journal of Outdoor and Environmental Education 1, no. 1 (July 1995): 8–14. http://dx.doi.org/10.1007/bf03400646.

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Lugg, Alison. "Directions In Outdoor Education Curriculum." Journal of Outdoor and Environmental Education 4, no. 1 (October 1998): 25–32. http://dx.doi.org/10.1007/bf03400706.

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Everard, Bertie. "Climbing Lessons — Inside Outdoor Education." Journal of Outdoor and Environmental Education 6, no. 2 (April 2002): 81. http://dx.doi.org/10.1007/bf03400760.

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Pleasants, Kathleen. "Interdisciplinary teaching through outdoor education." Journal of Outdoor and Environmental Education 11, no. 1 (April 2006): 53–55. http://dx.doi.org/10.1007/bf03400849.

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