Relevant bibliographies by topics / School excursions

Contents

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

Academic literature on the topic 'School excursions'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 March 2023

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Journal articles on the topic "School excursions"

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Dale, Naomi F., Brent W. Ritchie, and Byron W. Keating. "Understanding Constraints and Their Impact On School Excursion Tourism." Tourism Analysis 17, no. 6 (December 1, 2012): 805–12. http://dx.doi.org/10.3727/108354212x13531051127429.

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School excursion tourism is a relatively underresearched and poorly understood segment of the tourism industry despite its strong economic potential. this article draws on the leisure constraints theory to examine barriers to overnight school excursions in Australia. A self-completed online survey by 1,314 school excursion decision makers measured the importance of these constraints to overnight school excursions, together with information on the schools' characteristics. the results reveal a four-factor structure instead of a three-factor structure, with structural constraints divided into destination and school-based structural factors. Intrapersonal and interpersonal constraints were also found to be important in undertaking overnight school excursions. Our analysis also revealed that constraints differ based on school characteristics, reconfirming that the school market is not a homogenous one. the article concludes with recommendations for destination and attraction managers interested in increasing school excursion visitations.
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Isfandiyar Sadigov, Gunay. "Organization of school excursions in biology." NATURE AND SCIENCE 04, no. 05 (December 28, 2020): 39–32. http://dx.doi.org/10.36719/2707-1146/05/30-32.

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The purpose of this article is to highlight the role of excursions in the lives of students and schoolchildren. The excursion is one of the main forms of educational work. The excursion is one of the main forms of educational work. The tour is conducted according to the school program. The tour is conducted in a group to make it more interesting. Excursions also contribute to the development of polytechnic education, as they give students the opportunity to get acquainted with production, use scientific information in industry and agriculture. From this it can be concluded that excursions occupy a very important place in the life of both schoolchildren and students. Key words: the process of teaching the method of excursion, the principle of vitality, teaching process, introduction of new learning technologies, quality of education, form of training, teaching methods, development and dissemination of the method
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NEDELJKO M., MILANOVIĆ. ""Attitudes of Parents of Lower Primary Grades Children Towards School Excursions"." Romanian Review of Geographical Education 11, no. 1 (October 2, 2022): 41–50. http://dx.doi.org/10.23741/rrge120223.

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"The aim of the research is to determine the attitude of parents of children in the lower grades of primary school towards school excursions. The theoretical part of the article presents the importance of excursions, as well as the role of parents in the entire process of organising excursions, while the second part of the article presents the results of the research. 208 parents participated, 39.9% being fathers and 60.1% being mothers. Data was collected with an instrument created for the purposes of this research and was analysed in detail and presented using a descriptive method. Parents’ attitudes are positively oriented towards excursions, noting their pedagogical significance for the development of the child’s entire personality. The role of parents in the process of preparation and organisation of the excursion is of great importance, and it is necessary that future research pays more attention to the parental function in all phases and flows of the excursion."
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SEMENOVA, K. "EXCURSION AS A PEDAGOGICAL PROCESS." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 28 (December 31, 2021): 153–57. http://dx.doi.org/10.33989/2075-146x.2021.28.250378.

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The article deals the views of authoritative researchers of excursion business on school excursion as a leading form of pedagogical process. The concepts of “excursion” and “school excursion” are analyzed, and the basic views on the classification of school excursions are given. The author of the article also gives the main functions and didactic principles of organizing and conducting a school tour. A school excursion is a special form of pedagogical process, the basis of which is a methodically well-thought-out display of sights, historical and cultural monuments, analysis of objects visited by students, as well as a meaningful story of the tour guide about events related to these objects. This publication emphasizes that the fundamental pedagogical principles of teaching and education are central to the organization and conduct of school excursions. And the presence of the basic elements of pedagogy in excursion activity allows to define it as pedagogical process in which the central place is given to the tour guide who carries out two pedagogical tasks – didactic and educational.
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Narovlyansky, Oleksandr. "UNKNOWN MANUSCRIPTS OF SOFIA RUSOVA." Social work and social education, no. 2(9) (October 26, 2022): 26–32. http://dx.doi.org/10.31499/2618-0715.2(9).2022.267059.

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The article highlights the newly discovered in the Central Archives of the highest authorities of Ukraine handwritten materials, the author of which is a prominent figure of the Ukrainian national liberation movement, one of the founders of the Ukrainian national education Sofia Rusova. The materials were found in the collection of the Ministry of Education of the Ukrainian People's Republic and the Ukrainian Hetmanate.The revealed works are devoted to the introduction of excursions in the educational process, in particular in the study of geography ("Winter Excursions in Primary School") and in extracurricular work (draft plan of the advisor on the organization of excursions). The participation of Sofia Rusova in the development of the curriculum of the Ukrainian school in geography, her activity on the creation of the excursion department of the Department of extracurricular education and preschool education of the Ministry of Education in 1917-1919 is highlighted. The main ideas of S. Rusova on the introduction of winter excursions in primary school, their educational potential, objects for display. The ideas of S. Rusova, set out in the draft content of the guide for excursion organizers. It is determined that Sofia Rusova stood at the origins of educational tourism in the Ukrainian school and was one of the founders of the tourist and local history direction of out-of-school education in Ukraine.
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Gusarova, Аnastasia Yu. "EXCURSION METHOD OF TEACHING IN EDUCATIONAL INSTITUTIONS OF CHUVASHIA IN THE SECOND HALF OF THE XIX – EARLY XX CENTURY." Vestnik Chuvashskogo universiteta, no. 2 (June 25, 2021): 36–43. http://dx.doi.org/10.47026/1810-1909-2021-2-36-43.

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Active formation of extracurricular education in the post-reform period was due to the fact that the Russian Empire in the second half of the XIX century experienced changes in the political, economic, social and cultural spheres. Studying the history of extracurricular education in the post-reform period is important from the standpoint of a holistic understanding of the Russian post-reform period. To study the state of extracurricular education in Russia taken as a whole, it is necessary to study it in detail on the materials of various regions. In the post-reform period, new teaching methods were developed in Russian educational institutions. The excursion method of teaching became very popular. The initiator of the introducing excursions in the life of Chuvash schools is I.Ya. Yakovlev. The purpose of the work is to study the issue of organizing and implementing the excursion method of teaching in pre-revolutionary Chuvashia. In this article, archival data are introduced into scientific circulation, which enable to examine the process of introducing excursion practices in educational institutions of Chuvashia in the second half of the XIX – early XX century. The main attention is paid to the types of school excursions and their educational potential. The methodological basis of the work is made up of the principles of historicism in combination with a systematic approach, which made it possible to examine the introduction of the excursion teaching method in a historical retrospect. In addition, the article examines the first attempts on the part of the government to regularize schoolchildren excursions in the school, as well as describes the role of the print media in popularizing excursions. The practical significance of the study is to draw the attention of historians to an insufficiently studied issue.
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ALEKSEIENKO, N. M., and S. M. SOSHENKO. "USING A LESSON-EXCURSION TO THE LIBRARY FOR THE DEVELOPMENT AND ENRICHMENT OF ORAL AND WRITTEN SPEECH OF SCHOOLCHILDREN." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, no. 3 (December 30, 2021): 9–16. http://dx.doi.org/10.31494/2412-9208-2021-1-3-09-16.

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The paper considers the didactic potential of the lesson-excursion for the development and enrichment of oral and written speech of pupils, motivating their cognitive activity. Particular attention is paid to the formation of speech competencies and a positive attitude to learning. The relevance of the study is due to the need to understand the possibilities of lessons-excursions in terms of speech development of modern schoolchildren. The research methodology contains general theoretical and special methods. The purpose of the study is to describe and characterize non-standard lessons-excursions to the library for secondary pupils. It is determined that the lesson-excursion in secondary school is used mainly for the purpose of learning about the world in the lessons of science, geography, history. Instead, the use of such lessons to develop speech is quite limited. The potential of using the excursion in terms of speech development remains undiscovered, i.e. requires a systematic analysis, the purpose of which is to describe and characterize non-standard lessons-excursions for secondary pupils that help develop oral and written speech. Lessons-excursions is an event that involves pupils in various activities that are closely related to the needs of life, clearly demonstrating how the theoretical knowledge gained during training, applied in practice, in a particular situation. The paper comprehends the experience of conducting lessons-excursions in the Ukrainian language for pupils of 5-6 grades. These lessons were developed and conducted within the educational practice of future teachers of Ukrainian language and literature who are studying at the Kremenchuk Mykhailo Ostrohradskyi National University. Step-by-step algorithms of lessons-excursions in the library are given. Various practical tasks of problematic and creative character are offered, which it is expedient to use at lessons-excursions for development of oral and written speech. The proposed practical tasks and exercises systematize knowledge, improve language skills, develop creative abilities and improve children's oral and written speech. Key words: excursion lesson, non-standard lesson, basic school, speech competence, oral and written speech.
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Antonov, Evgeny B., and Viktoriya V. Gorshkova. "THE EXCURSION OF VILLAGE SCHOOL CHILDREN FROM BORISOGLEBSKIE SLOBODY TO YAROSLAVL IN 1911." Pedagogy of Rural School 5, no. 3 (2020): 40–51. http://dx.doi.org/10.20323/2686-8652-2020-3-5-40-51.

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The article is devoted to the review of the excursion to Yaroslavl of rural school children in 1911. It was the teacher of the primary school of the village Borisoglebskie slobody S. Maksheev who described this excursion. The report of the teacher is very detailed. This rare document depicts the inclusiveness of the rural school into pedagogical innovations of the beginning of the 20th century. Russian teachers of that period tried to avoid bureaucratic formalities in the process of education. They seeked new forms of teaching to approach school to the real life, to make a learning process more vivid and visual and to expand horizons of their pupils. Such new forms of teaching they found in school trips. The teachers of the Yaroslavl region were very active in the process of organization of the excursions. Teachers of the Rostov district were the most active. The excursion of the Borisoglebian school children was one of the first. It was well prepared and well spent. It also reflected rules of the excursions that later would be common for educational tours. S. Maksheev showed advantage of the excursion for his pupils convincingly. His conclusion about cognitive and educational value of excursion corresponded with the opinion of many other teachers about great potential opportunities to improve school education. The excursion of the Borisoglebian school children in 1911 reflected that fact that village teachers of the Yaroslavl region took an active part in the all-Russia process of realization of new forms of teaching. It was specific compensation of the lack of systematic reform of the school education
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Мерзлякова, Галина, Galina Merzlyakova, Лариса Баталова, and Larisa Batalova. "Organization of excursions for students to the Crimea In the late 19th century and the beginning of the 20th century (Vyatka province is taken as an example)." Service & Tourism: Current Challenges 9, no. 1 (March 11, 2015): 20–26. http://dx.doi.org/10.12737/7904.

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Basing on the archives´ documents the article looks at the practice of organization of excursions for students to the Crimea in the late 19th century and the beginning of the 20th century. Excursion tourist experience of educational institutions in Vyatskaya province, Elabuga girls´ school in particular, is taken as an example to show the way how cultural and educational excursions for students to the Crimea were organized. Detailed account of one of the excursions to the Crimea, published in Vyatskaya diocesan record by one of the students, reveals the role of the Crimean mountain club in the development of cultural and educational excursions for students. All the excursions were arranged in accordance with specially designed programmers under the supervision of the members of the Crimean club and were aimed at familiarizing students with natural and historical monuments in the Crimea. The article gives an example of one excursion itinerary. The author looks into innovative activities of the Crimean mountain club within the tourism industry of the given period. When looking at the Crimean mountain club activities, special attention is paid to its Yalta branch. Yalta branch pioneered organization of excursions for students in Russia. At that time student excursions were one-day trips in the vicinity of Yalta. Much attention is given to the main directions in the work of the Crimean mountain club branch in Yalta, that contributed to the development and popularization of cultural and educational excursions for students, to designing new itineraries and routes (walking, riding, sea, carriage and combined excursions). Moreover Yalta branch negotiated intensely with the suppliers of horses and carriage owners of accommodation and did their best to make excursions for students cheaper.
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Pashkova, А., and S. Demianenko. "Educational excursion "Natural conditions and resources of Kaniv region"." Constructive geography and rational use of natural resources 2, no. 2 (2022): 24–31. http://dx.doi.org/10.17721/2786-4561.2022.2.2-4/13.

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The article analyzes the theoretical foundations of organizing and conducting geographical excursions in general secondary education institutions. The natural conditions and resources of the Kaniv Oblast are described, as a basis for the development of a school geographical excursion. The selection of objects and the planning of the excursion route, which takes place in the territory of the city of Kaniv (Cherkasy region), have been carried out. An analysis of the Dnipro River as an excursion object was carried out, during the inspection of which it is planned to conduct an educational study "Hydrological features of the Dnipro River", which includes the implementation of practical tasks and consolidation of knowledge acquired in geography lessons at school.
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Dissertations / Theses on the topic "School excursions"

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Fasoli, Lyn, and n/a. "Young children in the art gallery : excursions as induction to a community of practice." University of Canberra. Communication & Education, 2002. http://erl.canberra.edu.au./public/adt-AUC20060710.095714.

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Learning in 'communities of practice' is a new way of describing and investigating how people learn and has not been applied extensively in research in early childhood or in art galleries. This thesis is a critical case study undertaken with preschool children as they prepared for, participated in and followed up a series of excursions to the National Gallery of Australia. The study explores and analyses children's induction into the practices of the art gallery and their negotiation of the meanings around these practices in the gallery and in their preschool. Children's engagement in practices is analysed using a sociocultural framework for learning called 'communities of practice' (Wenger, 1998) in combination with a multilevel analysis of the artefacts of practice derived from the philosophical writings of Wartofsky (1979). Multiple data sources included photographs of children, their drawings, tape recordings of their incidental talk and group discussions, and results of play activities as children participated in the practices of the art gallery and the preschool. Data was also collected through semi-structured interviews with gallery and preschool staff. In a study involving such young children, the use and juxtaposition of these multiple sources of data was important because it allowed for the inclusion and privileging of the material and non-verbal resources as well as verbal resources that children used as they engaged in practices. Outcomes of this research have been used to illuminate and problematise early childhood as a site for the intersection of multiple communities of practice. Learning to make sense of experience is portrayed as more than language-based 'scaffolding' and the representation of experience through child-centred play activity. The study provides a detailed descriptive account of children's learning and sees it as a fundamentally unpredictable and emergent process. It shows that relations of power are always a part of learning and can be seen through an analysis of the resources available to children, those they took up and were constrained by in the local situation and those they brought from other communities of practice. In this process, the children, as well as their teachers, were active negotiators. They participated in complying with community-constituted views of knowledge as well as shaping, resisting and contesting what counted as knowledge. This study makes a contribution to understanding children's learning in early childhood as fundamentally social, unpredictable, productive and transformative rather than individually constructed, stable, predetermined and representational of experience.
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Schmidinger, Helen. "Exkursioner i gymnasieskolan : Lärande, motivation och plats." Licentiate thesis, Uppsala universitet, Kulturgeografiska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-252820.

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The present licentiate thesis comprises a review of Swedish and Anglo-Saxon literature on excursions and their history, followed by a study on three one-day excursions and two neighbourhood excursions, conducted by pupils at upper secondary school. The primary purpose of the thesis was to highlight the development of excursion procedures, aiming at increasing the interest of the pupils, improving their inner motivation, but also to develop the learning process. Thus, the work also attempted to identify learning models and excursion methods, furnishing pupils with a positive attitude during excursions and field studies. Article no 1 consists of a survey of Swedish (particularly in Geographical Notices) and Anglo-Saxon literature, describing and discussing how the excursion procedures have been developed, influenced, and designed. Excursions became a practiced teaching method at the beginning of the last century. The urbanization and instigation of a public school are described as incitements for arranging excursions. British as well as Swedish teaching authorities emphasized excursions in school activities in different curricula or school documents. The present study shows that arranging excursions and other activities in the field was in the interests of the teaching authorities and a number of different society instances. Excursion methods and their extent and incorporation into the school activities have been amply discussed in the excursion literature. Qualitative interviews with 50 pupils from five upper secondary schools were conducted after excursions. Observations were carried out during four of these excursions. Article II comprises one-day excursions in geography or biology, conducted by pupils in the social and natural science programs at three upper secondary schools. The methods applied in this study were group interviews and observations during two of the excursions. Two neighbourhood excursions in geography and science, performed by two upper secondary schools, were investigated, and form the foundation for article II. The neighbourhood excursions were examined by observations, 25 individual interviews, and a smaller questionnaire. The interviews generated information about how pupils perceive, experience, and interpret the applied excursion methods. Pupils have in interviews and in their questionnaire answers reported their motivation, which ranged from non-existent to a deep inner motivation. Preparations were identified as a key factor for pupils as well as teachers. The observations yielded knowledge about the focus of pupils, their attitudes and concentration level, and also how they use digital media in the field. Furthermore, the relevance of location, along with pupils’ comprehensions and experiences, created an applicable backdrop for future excursions. Careful selection of excursion locations, where pupils are able to discern correlations, was identified as important to their capability of interpreting their observations, which they afterwards might be able to transform into knowledge, inner motivation, or even flow.
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Mazzone, De Angelis Luisella. "Local Environmental Perceptions and Cognitive and Affective Learning in a Rural, Andean Community in Mollepata, Peru." Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1707.

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This study examines the linkages between environmental field trips and cognitive and affective gains in two groups of homogenous elementary-aged students in Mollepata, Peru. One group participated in an environmental field trip to a local, non-profit farm (Aprodes) to explore watershed and agricultural issues. The second group received the same content within the classroom setting. The research also examines the environmental perceptions of local residents via semi-formal open-ended interviews to assess their environmental awareness and their willingness to receive environmental education services from an outside organization. Data were collected both quantitatively and qualitatively via pre and post tests containing science content and environmental attitudes items; pre and post student journals and parent and teacher interviews. Data were analyzed within the framework of the United Nation's goals of environmental education in the Belgrade Charter (1975) and within the context of theories on human-nature relationships. Students in the field trip group scored slightly better in the cognitive portion of the tests though differences were not statistically significant. Similarly, slight gains in pro-environment attitudes occurred in the field trip group over the classroom groups though overall results for both groups were nearly identical. Parents and teachers are moderately aware of environmental problems within the town but do not equate agricultural problems of synthetic chemical usage or other agricultural related problems cited to broader watershed issues. They consistently desire for their children to receive advanced educations in the city so that they become better than their parents. Adults interviewed placed a high value on education and claimed to welcome an outside group providing environmental education to the entire community. The data indicates a need for additional environmental knowledge and awareness and that students in rural, Andean settings may benefit from structured classroom lessons paired with experiential experiences outside of the classroom. It is the researcher's firm belief that addressing cognitive and affective growth with regards to environmental education will collectively contribute to developing a world population that is aware and concerned for the environment and the knowledge, skills, attitudes, motivation and commitment to work toward solutions to and prevention of environmental problems.
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Stout, Michael W. "Predicting Lower Extremity Injury in High School Football Players Using the Star Excursion Balance Test." University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1333123544.

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Pollock, Kristen M. "The Star Excursion Balance Test as a predictor of lower extremity injury in high school football players." Toledo, Ohio : University of Toledo, 2010. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=toledo1271092120.

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Thesis (M.S.E.S.)--University of Toledo, 2010.
Typescript. "Submitted to the Graduate Faculty as partial fulfillment of the requirements for the Master of Science Degree in Exercise Science." "A thesis entitled"--at head of title. Title from title page of PDF document. Bibliography: p. 37-40.
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Sato, Ayami. "Using the Star Excursion Balance Test as a Predictor of Lower Extremity Injuries in High School Basketball Players." University of Toledo / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1271337085.

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Nelson, Brian D. "Using the Star Excursion Balance Test as a Predictor of Lower Extremity Injury Among High School Basketball Athletes." University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1333123121.

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Carlsson, Rebecka. "Skogsväxters utbredning i relation till pH, latitud och trädsammansättning : Exkursion för ekologiundervisning." Thesis, Linköpings universitet, Biologi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-131633.

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This study investigated the impact of three edaphic factors on the distribution of forest plants in Sweden. Based on 2657 plots with 22 common species, Canonical Correspondence Analysis (CCA) and Generalized-linear-model (GLM) were performed with pH measurements in the top layer of the soil, latitude and deciduous tree proportion as explanatory variables. Variation of the species occurrence could to a substantial degree be explained by pH, latitude and proportion of timber volume of deciduous tree species. Furthermore, the majority of species were affected by the studied environmental variables. Therefore, these factors have an important role in the ecological interactions in the forest. All species also showed broad pH-niches with many occurrences spread out within the species entire pH-range. Finally, the study relates to educational science through designing a meaningful excursion for secondary school when teaching ecology.
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Hallair, Gaëlle Frédérique. "Histoire croisée entre les géographes français et allemands de la première moitié du XXe siècle : la géographie du paysage (Landschaftskunde) en question." Doctoral thesis, Universitätsbibliothek Leipzig, 2011. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-64798.

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Diese Dissertation über Epistemologie der Geographie befasst sich mit dem Problem, wie sich französische und deutsche Geographen der ersten Hälfte des 20. Jahrhunderts auf das Konzept der Landschaftskunde stützten, sei es um Ihre Forschungsdisziplin zu definieren, sei es bei ihrer praktischen Arbeit als Geographen. Im Rahmen der histoire croisée von Michael Werner versuche ich, die Wissenszirkulation zwischen französischen und deutschen Geographen aufzuzeigen. Zu diesem Zweck verflechte ich die semantischen, terminologischen, bibliographischen, institutionalen und thematischen Analysen zum Thema Landschaft. Ich betone dabei die Spannungsfelder, die Ähnlichkeiten und die Zusammenhängen zwischen Landschaftskunde, Länderkunde und géographie régionale. Der erste Teil stellt zunächst den Kontext der deutsch-franösischen Beziehungen hinsichtlich der Landschaftskunde dar. Dafür untersuche ich die landschaftlichen Begriffe, ihre problematischen Übersetzungen, ihre semantischen Entwicklung und ihre Rezeption durch geographischen Zeitschriften. Im Zentrum des zweiten Teils stehen die Akteure und die verschiedenen möglichen Optionen, die der Landschaftsbegriff in Deutschland und in Frankreich für die Definition der Geographie bietet. Einerseits interessiere ich mich für die akademischen Geographen: Auf deutscher Seite Banse, Gradmann, Krebs, Schlüter, Volz und besonders Passarge, auf der französischen Vidal de la Blache, Vallaux, Maurette, Dion, Clozier und Cholley. Andererseits werden die Menschen, die das Wissen übermitteln, betrachtet und typisiert, als « passeurs » / « Übermittler » (wie die Redakteure der bibliographischen Notizen), als « tiers » / « Dritte » (wie belgische oder amerikanische Geographen, die das französische und deutsche geographische Material weiterverarbeiten) und als « pivot » / « Schlüsselfiguren » (wie Davis, im Spiegel dessen die französischen und deutschen Geographen die Methodologie, Praxis und Definition der Geogaphie erörtern). Der dritte Teil analysiert schließlich, wie geographische Begriffe und Arbeitspraktiken bei wichtigen Zusammentreffen von Geographen thematisiert wurden: der Landschaftsbegriff bei den internationalen geographischen Kongressen und die Feldforschungen in der Geomorphologie bei internationalen Exkursionen. Grundlage der letzteren Analyse ist die Untersuchung von Notizbüchern der Teilnehmer
Cette thèse en épistémologie de la géographie vise à savoir dans quelle mesure et comment les géographes français et allemands de la première moitié du XXe siècle s’appuient sur la géographie du paysage pour définir leur discipline et/ou pour la pratiquer. En utilisant la méthodologie de l’« histoire croisée » développée par Michael Werner, on examine les modes de circulation des savoirs entre géographes français et allemands, en menant des approches terminologiques, bibliographiques, sémantiques, institutionnelles et thématiques sur un ensemble de lectures croisées concernant la question du paysage et celle de la géographie du paysage. On insiste sur les mises en tension, les similitudes et les articulations entre géographie du paysage et géographie régionale. La partie 1 présente le contexte des relations franco-allemandes concernant la géographie du paysage, d’où l’étude des concepts paysagers, les problèmes de leur traduction et de leur évolution sémantique ainsi que de leur réception dans les revues de géographie. La partie 2 centre l’analyse sur les acteurs et sur les possibles options offertes par le concept de paysage, en Allemagne comme en France, pour définir la géographie. L’accent est mis d’une part sur les géographes académiques : Banse, Gradmann, Krebs, Schlüter, Volz et surtout Passarge, ainsi que Vidal de la Blache, Vallaux, Maurette, Dion, Clozier et Cholley. D’autre part, cette partie est consacrée à des auteurs qui assurent une circulation des savoirs, des filtrages ou une reconfigurations, et que je définis comme des « passeurs », des « tiers » et des « pivots ». Enfin, la partie 3 permet d’aborder deux scènes privilégiées de la rencontre franco-allemande : la section Paysage des Congrès internationaux de géographie et l’analyse paysagère effectuée en géomorphologie, via les excursions internationales et l’étude des carnets de terrain
In this doctoral thesis of epistemology of geography, I would like to know how French and German geographers in the first half of the XXe century use landscape geography to define and / or to practice geography. In the methodology of histoire croisée developed by Michael Werner, I’m trying to show the knowledge circulation between French and German geographers. In this aim I study the crossing approaches of landscape concept in the semantic, terminological, bibliographical, institutional and thematic fields focusing on the strained relationships, the similarities and links between the landscape geography and the regional geography. The first part deals with the context of the French-German relationships regarding the landscape geography, hence the study of landscape concepts, its translation problem and its semantical evolution as well as its reception in geographical reviews. The second part focuses upon actors and the possible given options in France and Germany through the landscape concept to define geography. The emphasis is put on academic geographers on one hand : Banse, Gradmann, Krebs, Schlüter, Volz and mostly Passarge in Germany, as well as Vidal de la Blache, Vallaux, Maurette, Dion, Clozier and Cholley in France. On the other hand, I emphasize geographers who ensure a knowledge circulation of landscape geography and that I see as « passeurs », « tiers » and « pivots ». At least, the third part analyses two priviledged scenes of the French-German meetings : the landscape session at the International Geographical Congress, and the landscape on the field of geomorphology thanks to international excursions and notebooks
História cruzada (histoire croisée) entre os geógrafos franceses e alemães na primeira metade do século XX: a geografia da paisagem (Landschaftskunde) em questão. Nesta tese, na epistemologia da geografia, eu quero saber como os geógrafos franceses e alemães da primeira metade do século XX contam como base na geografia da paisagem para definir a geografia e / ou praticá-la. A geografia da paisagem, que tem o objetivo principal do conceito de paisagem, é tanto uma metodologia que uma prática. Usando a estrutura da história cruzada, desenvolvida por Michael Werner, eu tento mostrar a circulação de conhecimentos entre os geógrafos franceses e alemães: por isso cruzo dados da semântica, terminologia, bibliografias, institucional e temática da paisagem . Parte 1 discute o contexto das relações franco-alemãs sobre a geografia da paisagem, por isso estudo os conceitos de paisagem, os problemas de tradução e seu desenvolvimento semântico, bem como a sua recepção através de revistas de geografia. Parte 2 foco a análise sobre os atores e as opções disponíveis na Alemanha como na França, para definir o conceito de paisagem na geografia. A ênfase é colocada sobre aqueles que fornecem a circulação do conhecimento: os « intermédiarios » (« passeurs »), « o terceiro » (« tiers »), « o pivô » (« pivot »). Por fim, a Parte 3 permite abordar duas cenas previlegiadas pelo o encontro franco-alemão : a paisagem ao Congresso Internacional de Geografia e a geomorfologia através excursaos internacionais e estudo dos cadernos de campo
Histoire Croisée entre géografos Franceses y Alemanes en la primera mitad del siglo XX : la geografìa de dicho paisaje ( Landschaftskunde). Esta tesis en Epistemología de la Geografìa apunta a saber en qué medida y cómo los geógrafos franceses y alemanes de la primera mitad del Siglo XX se apoyan en la geografìa del paisaje para definir su disciplina y/o para practicarla. Utilisando la metodología de la Histoire croisée desarrollada por Michael Wener, se examina los modos de circulación del saber entre los geógrafos franceses y alemanes, valiendose de aproximaciones terminológicas, bibliogràficas, semànticas, institucionales y temàticas sobre un conjunto de lecturas cruzadas concernientes al tema del paisaje y al de la geogafìa del paisaje. Se insiste sobre las tensiones, las similitudes y las articulaciones entre geografìa del paisaje y geografìa regional. La parte 1 presenta el contexto de las relaciones franco-alemanas que conciernen la geografìa del paisaje; de ahí el estudio de los conceptos destinados a producir un efecto de paisaje natural, los problemas de su traducción y de su evolución semàntica, al igual que la recepción en las revistas de geografìa. La parte 2 centra el anàlisis sobre los actores y sobre las posibles opciones ofrecidas por el concepto de paisaje tanto en Alemania como en Francia para definir la geografìa. El énfasis por una parte, està puesto en los geógrafos académicos: Banse, Gradmann, Krebs, Schlüter, Volz y sobre todo, Passarge, al igual que Vidal de la Blache, Vallaux, Maurette, Dion, clozier y Cholley. Por otra parte, el texto està consagrado a los autores, que aseguran una circulación del saber, de las filtraciones y de las reconfiguraciones, y que yo defino como los « passeurs », los « tiers » y los « pivots ». Para terminar, la parte 3 permite abordar dos escenas privilegiadas del encuentro franco-alemàn: la sección, Paisaje de los Congresos Internacionales de geografìa y el anàlisis del espacio cercano efectuado en geomorfologìa, via las excursiones internacionales y el estudio de cuardernos de campo
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Laing, Barry. "Rapture : excursions in little tyrannies and bigger lies." 2002. http://eprints.vu.edu.au/239/1/02whole.pdf.

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This research project in performance studies is anchored around the writing, devising and performing of a series of three solo performance works entitled Rapture, Rapture II, and Rapture III. Rapture III was examined in partial fulfilment of the requirements for the degree of Doctor of Philosophy. This written document, including annotated scripts for each of the performances, and one three hour video tape, is submitted in further partial fulfilment of the requirements for the degree. The written document, examined performance of Rapture III, and video documentation constitute the 'thesis' submitted in total fulfilment of those requirements. This thesis draws on tropes of 'tyrannies and lies', 'defying gravity', 'presence and absence', 'subjectivity', 'knowledge and truth', and 'discourse' itself. These tropes are heuristically derived from the author's professional performance training experience ' with Monika Pagneux, Philippe Gaulier, Anzu Furukawa, Theatre de Complicite and Pantheatre ' and from wide readings 'around' performance making. The thesis engages with James Hillman's writings in imaginal psychology, the theories of Jean Baudrillard, Deleuze-Guattari, Roland Barthes, Adam Phillips, Helne Cixous, and Italo Calvino. The 'movement' of the thesis ' between the inception of ideas, through writing of scripts and devising and performing the solo works, to writing as a continuation of performance, and exegeses of the solos and their processes -is conceived as 'dialogical'. Each of the elements is seen to be in critical 'conversation' with the others, and not (necessarily) prescriptive or descriptive of them. The performative 'action' of the thesis is framed as a series of 'excursions' and is related within the written document to 'dis-coursing'. Both in the writing and performance making (including video), the thesis interrogates 'subjectivity' and processes of subjectification by means of performance. It contends that subjectivity is the 'stuff' of performance, and vice versa. Fictional, artificial, and imaginal, the language of performance re-doubles itself as the 'real' in the postulate that what is 'real', always and already - in philosophy, psychoanalysis, and discourses of 'identity' and the 'self' - is performance itself. More than 'performative', these are some of the sites, the 'stuff', the very phenomena of performance: the 'thing' of performance, what it is.
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Books on the topic "School excursions"

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Zucker, Barbara Fleisher. Children's museums, zoos, and discovery rooms: An international reference guide. New York: London Greenwood, 1987.

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Museums and galleries: A teachers' handbook. London: Hutchinson Education, 1989.

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School Curriculum Development Committee., ed. Out and about: A teacher's guide to safe practice out of school. 2nd ed. London: Methuen (for) School Curriculum Development Committee, 1987.

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Osborne, Mary Pope. The magic school bus shows and tells: A book about archaeology. New York: Scholastic, 1997.

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Joanna, Cole, and Speirs John, eds. The Magic School Bus Shows And Tells: A Book About Archaeology. New York: Scholastic, 1997.

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Health and safety on educational excursions: A good practice guide. Edinburgh: Scottish Executive, 2004.

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Brookes, Andrew. Preventing Fatal Incidents in School and Youth Group Camps and Excursions. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-89882-7.

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Wht thr struggling reader intact excursions 10 grade 1: Harcourt school publishers storytown ... [Place of publication not identified]: Holt Mcdougal, 2007.

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Ōsaka Chōsenjin Shakai Kyōiku Kenkyūjo. and Zainichi Chōsenjin Jidō no Ise Jingū Kyōsei Sanpai o Kangaeru 4.26 Shinpojūmu (1986 : Ōsaka Furitsu Rōdō Sentā), eds. Zainichi Chōsenjin ni tōeisuru Nihon. Kyōto-shi: Hōritsu Bunkasha, 1987.

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Michaelis, Antonia. Mama im Gepäck. Hamburg, Germany: Oetinger, 2013.

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Book chapters on the topic "School excursions"

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Brookes, Andrew. "Multiple Fatality Incidents on School and Youth Group Camps and Excursions – Water-Based Activities: Lessons for Prevention." In International Explorations in Outdoor and Environmental Education, 55–100. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-89882-7_4.

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Brookes, Andrew. "Single Fatalities on School or Youth Group Camps and Excursions: Lessons for Prevention from Australia and the UK." In International Explorations in Outdoor and Environmental Education, 127–98. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-89882-7_6.

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Brookes, Andrew. "School and Youth Group Camp and Excursion Catastrophic Events on Land: Lessons for Prevention." In International Explorations in Outdoor and Environmental Education, 101–25. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-89882-7_5.

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Schumann, Svantje. "Investigating Experiences of Nature: Challenges and Case-Analytical Approaches." In High-Quality Outdoor Learning, 349–65. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04108-2_20.

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AbstractBased on methodological considerations with regard to the challenges which arise with the analysis of the potentials of nature experience, a case study is examined: the excursion of a teacher with her second grade class to an industrial wasteland. The aim is to learn about plants there. The case study shows that the teacher basically has a positive attitude towards research, has a good perception of the children’s learning processes and is very clearly aware of the educational value of emotional, social and aesthetic experiences. In addition, she succeeds in responding to the needs of the children and the external circumstances in a spontaneous and appropriate, context-dependent manner. Interestingly, however, she ‘hides’ behind ‘common’ constructs (e.g. the ‘increase in knowledge’) in her argumentation regarding the format of nature experience. The most plausible assumption and thus hypothesis is that the teacher doubts the acceptance or the significance of her conception of learning. Finally, I present the arguments for the potentials of nature experiences for personal development. In addition, I show how important it is that the schools promote real-life encounters with natural phenomena. This enables authentic personal development and counteracts forces currently at work that lead to a decline in real-life experiences in nature.
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Epshtein, Mikhail, and Alexey Yushkov. "School Week of High Technologies and Technical Entrepreneurship." In Business Community Engagement for Educational Initiatives, 206–34. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6951-0.ch011.

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For the modern school, the task of organizing the design and research activities of schoolchildren, connected with modern science and high technologies, is very actual. This is difficult to do without the interaction of the school with scientists and representatives of high-tech businesses. It is not easy to integrate such cooperation into the educational program of a secondary school. This chapter describes the experience of the School Week of High Technologies as an integrated model of the organization of the school's educational space. The chapter discusses the general logic of the preparation and conduct of such educational events as cycles of educational research, projects, conferences, problem lectures, excursions to high-tech production (including in the format of business games), meetings with leading specialists and enterprise management, and business games. Possible difficulties, educational results, social and pedagogical effects of realization of such forms of cooperation of the school, scientific organizations, and business partners are analyzed.
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Dale, Naomi F., Patrick J. N. L'Espoir Decosta, and Lynda Kelly. "Transformative Experiences on School Excursions: Students as Catalysts for Sustainable Tourism." In Children in Sustainable and Responsible Tourism, 101–14. Emerald Publishing Limited, 2022. http://dx.doi.org/10.1108/978-1-80117-656-920221007.

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Braverman, Irus. "The Cinderella of Corals." In Coral Whisperers, 184–200. University of California Press, 2018. http://dx.doi.org/10.1525/california/9780520298842.003.0010.

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J Murray Roberts is a professor of applied marine biology and ecology in the School of GeoSciences at the University of Edinburgh, Scotland. His main research focus is deep-sea, or cold-water, corals. I interviewed him by Skype on January 27, 2016, and then over breakfast at a café in Edinburgh on April 20, 2016—in between two of his long excursions into the deep sea. I contemplated joining him on one of these excursions, but after finding out that this might require jumping out of a helicopter into the ocean, I thought better of the idea. I was interested in hearing from Roberts why deep-sea coral reefs were not really recognized as reefs by many coral conservation scientists (in his words, they are “Cinderella species”) and how the material differences between deep- and shallow-water corals play out in terms of regulatory regimes and in the relationship between scientists and lawyers in particular. In his focus on the Cinderella of the coral world, rather than her more glamorous and visible tropical sisters, Roberts’s narrative is an outlier. But then so are all of the other interchapter interviews, in significantly different ways....
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Nadel, Meryl. "The Beginnings of the Summer Camp Movement." In Not Just Play, 33–46. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190496548.003.0004.

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“The Beginnings of the Summer Camp Movement” presents the early history of the summer camp as background for understanding the circumstances confronted by the new social work profession around the turn of the 20th century. The emergence of summer camps was influenced by the changing economy and industrialization, immigration, health issues, the growth of a transportation network, school vacations, and the rise of a middle socioeconomic class with increased leisure time. The Fresh Air Movement, created by mid-19th century religious, health, and charity organizations, provided daily excursions and weeklong trips to the country for children living in poverty. Early settlement houses initiated informal summer programs for their members. Private camping programs began for upper socioeconomic class boys and, later, girls. Youth-serving organizations including the Ys, the Scouts, and the settlement houses started organized camp programs for children from middle- and lower-socioeconomic class families. Camp directors soon established membership associations.
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Roche, Helen. "‘Missions’ and Extracurricular Activities." In The Third Reich's Elite Schools, 136–94. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198726128.003.0004.

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The Napolas’ varied programme of extracurricular activities, ranging from semi-pagan ceremonies celebrating the National Socialist ‘political religion’ to opportunities for pupils to realize their artistic ambitions through music, art and design, and amateur dramatics, all formed part of the schools’ all-encompassing programme of ‘total education’. Pupils also routinely embarked on school-trips to foreign countries as far afield as Finland or Greece, as well as undertaking propagandistic excursions to contested ‘borderland regions’, and taking part in regular exchanges with US academies and British public schools. As they matured, pupils would undertake annual labour ‘missions’ (Einsätze), during which they would live and work for several months alongside farmers, miners, or industrial labourers. This chapter explores all of these aspects of the Napolas’ programme in detail. The aims of these activities were expressly political, bolstering the Napolas’ overall ideological effectiveness, as well as ostensibly supporting their claim to be furthering social progress, in accordance with the equalizing ideology of the Nazi Volksgemeinschaft. Once again, the NPEA were often more successful in this regard than other Nazi educational and recreational institutions, including civilian schools, the Hitler Youth, the Reich Labour Service (RAD), and the Strength through Joy leisure organization (Kraft durch Freude/KdF). In this context, the Napolas also offered their pupils substantial scope for the cultivation of individual self-fulfilment. However, although the NPEA programme drew upon the child-centred principles of the reform-pedagogy movement, its ultimate aim was to instil pupils with National Socialist values, instrumentalizing them in the service of the national collective.
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RITCHIE, B. "School Excursion Tourism and Attraction Management." In Managing Visitor Attractions, 181–96. Elsevier, 2008. http://dx.doi.org/10.1016/b978-0-7506-8545-0.50019-8.

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Conference papers on the topic "School excursions"

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Viktorova, Natalya E. "RESEARCH AND DEVELOPMENT WORK IN LOCAL HISTORY WITH PUPILS THROUGH REALIZATION OF THE PROJECT “THE SCHOOL OF YOUNG GEOLOGIST”." In Treshnikov readings – 2022 Modern geographical global picture and technology of geographic education. Ulyanovsk State Pedagogical University named after I. N. Ulyanov, 2022. http://dx.doi.org/10.33065/978-5-907216-88-4-2022-257-259.

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Bakaeva, Zarina G., and Oleg G. Zotov. "FEATURES OF DESIGNING TOURIST ROUTES FOR SCHOOLCHILDREN IN THE TERRITORY OF THE KAMSKOUST’INSKY DISTRICT OF THE REPUBLIC OF TATARSTAN." In Treshnikov readings – 2022 Modern geographical global picture and technology of geographic education. Ulyanovsk State Pedagogical University named after I. N. Ulyanov, 2022. http://dx.doi.org/10.33065/978-5-907216-88-4-2022-228-230.

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The Kamsko-Ustyinsky district of the Republic of Tatarstan is a unique territory that includes many natural monuments and a significant variety of natural landscapes. The territory has great opportunities for organizing tourism, which is being actively implemented by the leadership of the Republic of Tatarstan. The purpose of this article is to show the prospects of studying this territory as part of a school geography course, conducting off-site thematic excursions along pre-designed routes.
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Disca, Tiberiu. "WHY WOULD A PRIMARY SCHOOL TEACHER WANT TO USE MOODLE?" In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-091.

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What is Moodle? The heart of Moodle is courses that contain activities and resources. There are many different types of activities available (forums, glossaries, wikis, assignments, quizzes, choices (polls), scorm players, databases etc). Each activities can be customised quite a lot. The activities I think might be handy when using Moodle in a Primary school is: glossaries (create glossaries of definitions and display them in a block within a course), links (collect links to other sites), web pages (upload class or embed YouTube videos and embed in Moodle web pages), game module, forums, 'Parent' role - give logins to parents using the Parent role to show what students have been doing in class, lightbox galleries (upload class photos) of excursions and projects, notes, calendaring (add in events for, which can be shown on the Moodle homepage) etc. Even with baby steps, Moodle entered into primary and pre-primary education. In fact, most of the activities used at secondary or tertiary level can be used in (at least upper) primary education, although the content may be not so sophisticated. The requirements are very simple. Into a lesson, you cannot move to the next step without a correct answer, but the possibilities are endless. Even though the demanding level is very low, the pupils can easily understand what is all about. Still, these opportunities are not used in most primary school in Romania. The Moodle Romanian community appreciate any examples, ideas for using Moodle in the primary school environment. We meet few elementary school teachers with a couple of ideas in Moodle Moot 2014, Cluj Napoca.
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Pribilova, Katarina, Viola Gazdikova, and Roman Horvath. "Use of virtual excursions at secondary schools in Slovakia." In 2014 IEEE 12th International Conference on Emerging eLearning Technologies and Applications (ICETA). IEEE, 2014. http://dx.doi.org/10.1109/iceta.2014.7107578.

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Fertikova, E. P. "REGIONAL ENVIRONMENTAL EDUCATIONAL PROGRAMS AS A MEANS OF FORMING THE ECOLOGICAL CULTURE OF THE POPULATION." In Культура, наука, образование: проблемы и перспективы. Нижневартовский государственный университет, 2021. http://dx.doi.org/10.36906/ksp-2021/61.

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The development of local ecological excursion programs that introduce children and adults to the nature of their native land is considered as one of the main tools for the advancement of the ecological culture of the population. Methodological support of excursion routes involves both the elaboration of each route and their integration into educational programs with a gradual increase in the amount of information and the level of complexity. The implementation of such programs among school children and adults will have a multiplicative effect, expressed both in increasing the level of environmental knowledge and in the formation of competencies among citizens necessary to solve environmental problems.
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Kulakova, Natalia Ivanovna. "Influence of excursion work on the quality of educational process in high school improvment." In IX International Research-to-practice conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-113795.

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Нурманов, Абдиназар Ташбаевич, and Анжелла Ахатовна Бабаева. "VIRTUAL EXCURSIONS AS A MEANS OF DEVELOPMENT COMMUNICATIVE COMPETENCE OF STUDENTS IN RUSSIAN LESSONS IN SCHOOLS WITH UZBEK AND OTHER LANGUAGES OF TEACHING." In Слово, высказывание, текст в когнитивном, прагматическом и культурологическом аспектах. Челябинск: Челябинский государственный университет, 2022. http://dx.doi.org/10.47475/9785727118054_276.

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Fisheleva, Alla Ivanovna. "THE FORMATION OF COMPETENCIES IN STUDENTS OF THE BASIC SCHOOL IN LESSON AND EXTRACTIONAL ACTIVITIES ON GEOGRAPHY BY MEANS OF EDUCATIONAL EXCURSION ACTIVITIES." In Международный педагогический форум "Стратегические ориентиры современного образования". Уральский государственный педагогический университет, 2020. http://dx.doi.org/10.26170/kso-2020-197.

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Reports on the topic "School excursions"

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Кучерган, Єлизавета Валеріївна, and Надія Олександрівна Вєнцева. Historical educational experience of the beginning the twentieth century in the practice of the modern higher school of Ukraine. [б.в.], 2018. http://dx.doi.org/10.31812/0564/2139.

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The author of the study analyzes and determines the features of the introduction of new forms of education in the highest historical pedagogical institutions of Ukraine in the early twentieth century. In particular: colloquiums, excursions, rehearsals, the organization of scientific sections of students and societies. Colloquiums were held to discuss the creative work of students. Proseminars prepared students for participation in seminars. Excursions prepared students for scientific work and taught them to collect information about historical monuments. Interviews and rehearsals took an important place in the revitalization of academic activity of students in universities. During the interviews, students learned to express their thoughts freely. Rehearsals were used as a means of monitoring the progress of students. An important component of the preparation of the future teacher of history was the organization of scientific student sections and societies. The main forms of their work were: the discussion of scientific reports, the publication of periodicals, the creation of libraries, museums, etc. The most talented students took part in scientific sections and societies. Thus, higher education institutions created prerequisites for the education of gifted young people. The publication also reveals the specifics of the practical training of students. The practical component included not only pedagogical, but also museum practice. In addition, pedagogical institutions of higher education conducted educational excursions, literary and musical evenings, organized social, sanitary and charitable activities. The author of the publication not only explores the features of various forms of education, but also the possibility of using them in the practice of the modern higher pedagogical institution in Ukraine.
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Goncharova, O. V. Methodological support of the educational process: digital control and evaluation tools for conducting current control and intermediate certification in the discipline "Excursion study of nature at school" for students of the training direction 44.03.01 Pedagogical education, orientation (profile) Biology. SIB-Expertise, January 2023. http://dx.doi.org/10.12731/er0667.20012023.

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The paper presents guidelines for preparing students for practical classes. For practical exercises, control questions, basic terms on the topic, calculation and situational tasks, test tasks are given. Tasks for independent extracurricular work of students, topics of essays are also given.
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