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1
Crawford, Norman. "OUTDOOR MANAGEMENT DEVELOPMENT: A PRACTICAL EVALUATION." Journal of European Industrial Training 12, no. 8 (August 1988): 17–20. http://dx.doi.org/10.1108/eb002263.
Повний текст джерела
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Rodríguez, Pedro Serrano, and Luis Felipe González Böhme. "Exploring Outdoor Education and Research in Architecture." Open House International 34, no. 1 (March 1, 2009): 94–103. http://dx.doi.org/10.1108/ohi-01-2009-b0011.
Повний текст джерелаАнотація:
As is well known, architectural design pedagogy persistently demands to look outside the classroom for real-world problems to deal with, and exemplary solutions to learn from. Studio-based learning alternately takes place between indoor and outdoor environments as well as built and natural environments. Especially the use of outdoor workspaces where students may generate and test their design proposals strengthens the case for a better understanding of human habitability and environmental sustainability. Nonetheless, outdoor activities are traditionally confined to on-site information gathering, whereas design and evaluation processes are carried out indoors simply as a desk-bound activity. In these cases, the empirical evidence to back up the problem modeling and the design decisions made inside the studio classroom is missing. In mainstream architecture education, indoor and outdoor learning experiences are operationally dissociated. The intent to create real outdoor studio classrooms not only opens a new research field in learning space design, but new challenges to the studio-based learning culture. We expose a few exemplary cases from an ongoing series of trials, started in 1999 by the Department of Architecture at the Universidad Técnica Federico Santa María, to assess the effective integration of outdoor learning environments with our local studio-based learning culture.
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Rotaru, Carmen. "Analiza percepției cadrelor didactice asupra educației dincolo de școală - Studiu comparativ." Studia Doctoralia 2, no. 1 (September 22, 2018): 78–87. http://dx.doi.org/10.47040/sd/sdpsych.v2i1.20.
Повний текст джерелаАнотація:
In the context of the educational system in Romania, analysis of teacher perceptions on outdoor education becomes a crucial factor, as the role of teachers in this process involves a change in methodology, approach, organizational fonns, student- teacher relationship, evaluation. The comparative study of outdoor education has continued the results of European research project "Outdoor Education: Authentic Learning in the context of landscapes" financed by European Union Comenius 2.1 action, developed by a partnership of educational institutions in five European countries: Austria, Czech Republic. Germany, Sweden and UK over three years. The overall objective of the analysis focused national and European perspectives on outdoor education to promote a uniform approach to Jhis form of education.
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Rotaru, Carmen. "Analiza percepției cadrelor didactice asupra educației dincolo de școală - Studiu comparativ." Studia Doctoralia 2, no. 1 (September 22, 2013): 78–87. http://dx.doi.org/10.47040/sd0000020.
Повний текст джерелаАнотація:
In the context of the educational system in Romania, analysis of teacher perceptions on outdoor education becomes a crucial factor, as the role of teachers in this process involves a change in methodology, approach, organizational fonns, student- teacher relationship, evaluation. The comparative study of outdoor education has continued the results of European research project "Outdoor Education: Authentic Learning in the context of landscapes" financed by European Union Comenius 2.1 action, developed by a partnership of educational institutions in five European countries: Austria, Czech Republic. Germany, Sweden and UK over three years. The overall objective of the analysis focused national and European perspectives on outdoor education to promote a uniform approach to Jhis form of education.
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Taranto, Eugenia, Simone Jablonski, Tomas Recio, Christian Mercat, Elisabete Cunha, Claudia Lázaro, Matthias Ludwig, and Maria Flavia Mammana. "Professional Development in Mathematics Education—Evaluation of a MOOC on Outdoor Mathematics." Mathematics 9, no. 22 (November 22, 2021): 2975. http://dx.doi.org/10.3390/math9222975.
Повний текст джерелаАнотація:
In this paper, we examine the impact of a massive open online course (MOOC) in the context of outdoor mathematics on the participating teachers’ professional development. We firstly introduce the theoretical background on outdoor mathematics, focusing on math trails with the digital tool MathCityMap and professional development to be accomplished using MOOCs. By taking into account the MOOC “Task Design for Math Trails”, with 93 finalists, we analyze the learning progress of 19 selected case studies from different nations and learning levels by taking into account their answers in a pre- and post-questionnaire and their posts on a specific communication message board, with a special focus on the MOOC’s topics’ task design for outdoor mathematics and the digital tool MathCityMap. The analysis is performed using different quantitative and qualitative approaches. The results show that the teachers studied have benefited from professional development, which is evident in the expansion/evolution of their knowledge from a content, pedagogical, and technological perspective. Finally, we formulate consequences for professional development in STEM education, and conclude the paper with limitations to be drawn and a perspective for further research.
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Makarskaitė-Petkevičienė, Rita. "LAUKO EDUKACINĖS ERDVĖS: IDĖJOS IR NAUJOS UGDYMO GALIMYBĖS [OUTDOOR EDUCATIONAL ENVIRONMENTS: IDEAS AND NEW EDUCATIONAL POSSIBILITIES]." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 10, no. 2 (December 5, 2018): 75–90. http://dx.doi.org/10.48127/spvk-epmq/18.10.75.
Повний текст джерелаАнотація:
Educational environments – both natural, and internal, and virtual, digital – help to implement education content, motivate education process participants. Lithuanian students’ non-formal education centre has been working purposefully for eight years seeking for the outburst in the country schools creating educational environments and using them for educational needs. In this article impressions and discoveries are generalised, experienced participating in the national evaluation commission work of the Republic school educational environment contest of 2018 and recommendations are presented for the school outdoor educational environment creation and activity development. Corresponding to the aim, it was sought to answer the following questions: 1) Why is Republic school educational environment contest so important and what is its mission? 2) What are the tendencies of fostering and use of Lithuanian school outdoor educational environments for education? 3) What should be recommended for schools, willing to maximally use outdoor educational environments for educational purposes? Positive 33 school experience is discussed, creating outdoor educational environments and applying them for education. It is examined, why it is useful to have an outdoor educational environment plan; why outdoor classes are necessary and what they could be; what environments meant for games, languages, artistic education the researched schools have established; how outdoor educational environments are used for natural science education and so on. It is discussed, what else the visited schools lack in outdoor educational environments, how one should supplement them. Recommendations are given, what direction school communities should go, so that outdoor educational environments are maximally employed in the child’s education. Keywords: educational environments, educational needs, comprehensive school.
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Hsiao, Yu-Hsiang, and Guan-Ting Chen. "Listening to Customer Kansei for Restaurant Location Evaluation." Journal of Hospitality & Tourism Research 44, no. 4 (May 2020): 666–93. http://dx.doi.org/10.1177/1096348020919024.
Повний текст джерелаАнотація:
Location plays a major role in outdoor atmospherics, which can provide an opportunity for the restaurant owner to create a strong first impression on consumers. This study investigated customer perspectives regarding the placement of cafés by employing a Kansei engineering–based approach. In this approach, the location-related features that are of concern to customers and Kansei words that are used by customers to express their impressions regarding a café’s outdoor atmospherics were identified through a customer survey and feature fatigue analysis. The associations between the location-related features and café impressions and their effects on customers’ visiting intention were also examined based on the stimulus–organism–response model. This approach achieved a customer Kansei–oriented location evaluation for cafés. The findings provide café proprietors a preliminary guideline for using location-related outdoor atmospherics as a strategy to produce the desired customer Kansei and reactions.
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Samsudin, Shamsulariffin, Tengku Fadilah Tengku Kamalden, Azlizam Aziz, Mohd Hafizal Ismail, Sam Shor Nahar Yaakob, and Noor Hamzani Farizan. "The Impact of Outdoor Education Camp Program in Building Resilience among University Students." Asian Journal of University Education 17, no. 4 (November 25, 2021): 71. http://dx.doi.org/10.24191/ajue.v17i4.16185.
Повний текст джерелаАнотація:
Abstract: Resilience is gained through life experiences that local university students lack from a classroom environment. This study investigated the effect of outdoor education camp programs on the levels of resilience among Physical Education students from two selected universities in Malaysia. A questionnaire was utilized as the primary research tool in this study to assess the participants' perceptions and knowledge acquisition as well as their level of resilience toward the outdoor education camp programs. A total of 162 undergraduate students were studied using a pre-test and post-test approach and a modified version of the Connor-Davidson in a 25 items self-report scale. Analysis of paired t-test showed differences in factors involved in resilience variables, personal competence, instincts and tolerance of negative behavior, positive acceptance of change, control, and spiritual influence. The findings indicated a positive effect towards resilience upon completion of the 14-day outdoor education camp program. A multivariate analysis of variance (MANOVA) was carried out to evaluate if participation in the outdoor education program influenced participants' perceived level of resilience. Overall, there were statistically significant increases in resilience levels from the pre-test to the post-test stage. These results lead to the need for in-depth research into the assessment of internal factors in an outdoor camp program to provide valuable information on the effect of the intervention and implications towards enhancing resilience of the participants in low to high-risk activities.
Keywords: Outdoor education, Personal Development, Program Evaluation, Physical Education, Resilience
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Neill, James T. "Reviewing and Benchmarking Adventure Therapy Outcomes: Applications of Meta-Analysis." Journal of Experiential Education 25, no. 3 (September 2003): 316–21. http://dx.doi.org/10.1177/105382590302500305.
Повний текст джерелаАнотація:
This article summarizes evidence from meta-analyses of outdoor education, psychotherapy, and education which can he used to help determine the relative efficacy of adventure therapy programs. The major outdoor education meta-analysis by Hattie, Marsh, Neill, and Richards (1997) cites an effect size of .34 for immediate program effectiveness. Meta-analytic studies of innovative education programs in school settings report similar effects (Hattie et al., Hattie, 1992, 1993), while psychological training meta-analyses report slightly higher effects (Lipsey & Wilson, 1993), and meta-analyses of psychotherapy effectiveness find stronger effects (Casey St Berman, 1985; Smith, Glass, & Miller, 1980). This article derives outcome benchmarks for adventure therapy program outcomes taken from existing outdoor education, psychological, and educational meta-analyses, and recommends that the benchmarks be used in adventure therapy research and evaluation to allow for more accurate assessments of program's effectiveness. The suggested benchmarks should be used only as guides, and should be refined in future by meta-analyses of adventure therapy outcomes.
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Cooley, Sam Joseph, Jennifer Cumming, Mark J. G. Holland, and Victoria E. Burns. "Developing the Model for Optimal Learning and Transfer (MOLT) following an evaluation of outdoor groupwork skills programmes." European Journal of Training and Development 39, no. 2 (February 16, 2015): 104–21. http://dx.doi.org/10.1108/ejtd-06-2014-0046.
Повний текст джерелаАнотація:
Purpose – This paper aims to evaluate the perceived efficacy of outdoor groupwork skills programmes for the undergraduate and postgraduate students, and the factors that influence its success. It also illustrates the use of Kirkpatrick’s (1994) 4-level model of training evaluation as a framework for qualitative investigation of learning and transfer, from the perspective of key stakeholders. Design/methodology/approach – Over 24 hours of recorded data were collected using a video diary room, one-to-one interviews and focus group discussions. Participants were current students (n = 66), alumni (n = 12), outdoor education instructors (n = 6) and academic staff (n = 5). The data were transcribed, and then analysed by conducting conventional content analysis. Prolonged engagement, triangulation, peer debriefing and referential adequacy were used to establish the trustworthiness and reliability of the analyses. Findings – Outdoor groupwork skills programmes were widely viewed as being effective for developing interpersonal skills, attitudes and knowledge that were then further developed and applied during degree courses and later in the workplace. Four of the main perceived benefits were increased social integration amongst peers, academic success, personal development and employability. A range of psychological and environmental factors were reported to influence the extent of skill development and transfer, and are presented in the Model for Optimal Learning and Transfer. Practical implications – This study supports outdoor groupwork skills programmes as an effective method of groupwork skills training during higher education, and offers recommendations for promoting learning and transfer following training courses. Originality/value – This is the first study to systematically evaluate the long-term impact of outdoor groupwork skills programmes in higher education. A novel methodological approach is also demonstrated, which can be replicated in other contexts of training evaluation.
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Moffett, Pamela Valerie. "Outdoor mathematics trails: an evaluation of one training partnership." Education 3-13 39, no. 3 (June 2011): 277–87. http://dx.doi.org/10.1080/03004270903508462.
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Hakim, Nasrul, Yudiyanto Yudiyanto, Halimah Sa’diah, and Eka Putri Setiana. "Manual Book Biology Scientific Camp: Pengembangan Pendidikan Karakter Berbasis Outdoor Approach." BIODIK 6, no. 1 (March 1, 2020): 12–22. http://dx.doi.org/10.22437/bio.v6i1.8458.
Повний текст джерелаАнотація:
This research aimed to develop a manual book for the implementation of a biology scientific camp to develop the character education of biology students. This book was developed with an outdoor approach. This research uses the ADDIE development model which includes the Analysis, Define, Design, Implementation and Evaluation. This research data were obtained from the results of the validation of material experts and media experts as well as the results of small group trials. The results showed the results of the material expert validation obtained a score of 92% and included in category of highly validated media expert validation obtained a score of 91% included in very valid category. The results of small group trials showed a score of 95% included in very good category, while the results of the large group trial obtained a score of 92% and included in very good category. The results showed that the manual book of Biology Scientific Camp that was developed was appropriate to be used as the development of character education based on an outdoor approach.
Keywords: Character Education, Outdoor Approach.
Abstrak
Penelitian ini bertujuan untuk mengembangkan buku panduan (manual book) pelaksanaan kemah ilmiah biologi (biology scientific camp) sebagai upaya untuk mengembangkan pendidikan karakter mahasiswa biologi. Buku ini dikembangkan dengan pendekatan outdoor approach. Penelitian pengembangan ini menggunakan model pengembangan ADDIE yang meliputi tahap Analysis, Define, Design, Implementation dan Evaluation. Data penelitian diperoleh dari hasil validasi ahli materi dan ahli media serta hasil ujicoba kelompok kecil. Hasil penelitian menunjukkan hasil validasi ahli materi diperoleh skor 92% dan termasuk dalam kategori sangat valid validasi ahli media diperoleh skor 91% termasuk dalam kategori sangat valid. Hasil ujicoba kelompok kecil menunjukkan skor 95% termasuk dalam kategori sangat baik, sedangkan hasil ujicoba kelompok besar diperoleh skor 92% dan termasuk dalam kategori sangat baik. Hasil penelitian menunjukkan bahwa manual book Biology Scientific Camp yang dikembangkan layak digunakan sebagai pengembangan pendidikan karakter berbasis outdoor approach.
Kata kunci: Pendidikan Karakter, Outdoor approach.
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Harianto, Eko, La Ode Nursalam, Fahrudi Ahwan Ikhsan, Z. Zakaria, D. Damhuri, and Andri Estining Sejati. "THE COMPATIBILITY OF OUTDOOR STUDY APPLICATION OF ENVIRONMENTAL SUBJECT USING PSYCHOLOGICAL THEORIES OF INTELLIGENCE AND MEANINGFUL LEARNING IN SENIOR HIGH SCHOOL." Geosfera Indonesia 4, no. 2 (August 28, 2019): 201. http://dx.doi.org/10.19184/geosi.v4i2.9903.
Повний текст джерелаАнотація:
The problem in this research relates to the learning theory that rarely considered as a basis in learning in Indonesia. learning plans and syllabus structure in the national curriculum is not included learning theory point. learning theory only has been less studied in the subjects in geography education undergraduate. This makes learning theory material less explored. Learning theory is also often forgotten in educational research undergraduate and postgraduate programs. Many research did not allude to the relevance of learning theory in learning. After graduating, they less develop or linking learning theory with the teaching profession. That condition makes learning essence should be strengthened to become weak or even disappear.This research aims to describe the compatibility when applying outdoor study environment subjects with the psychological theories of intelligence and meaningful learning theory in senior high school. This research used a qualitative methodology with the type of descriptive exploitative research. Data sources are students and geography teachers. The process of collecting data uses the method of observation and interviews. Data were analyzed with the 6 Cresswell's qualitative analyzing steps. The results show that the application of outdoor study is suitable both the psychological theories of intelligence and meaningful learning. The compatibility is reflected in the learning activities, there are: before, during, and after working in the outdoor. The teacher's ability to implement the basis of psychological theories of intelligence and meaningful learning makes learning more easily understood and meaningful for students.
Keywords: meaningful learning, outdoor study, psychological theories.
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Herring, Tracy E., Lindsey M. Knowles, and Kevin N. Alschuler. "Outdoor Adventure Programs for Persons with Multiple Sclerosis." International Journal of MS Care 23, no. 4 (July 1, 2021): 186–92. http://dx.doi.org/10.7224/1537-2073.2020-066.
Повний текст джерелаАнотація:
CME/CNE Information Activity Available Online: To access the article, post-test, and evaluation online, go to https://www.highmarksce.com/mscare. Target Audience: The target audience for this activity is physicians, physician assistants, nursing professionals, rehabilitation professionals, mental health care clinicians, and other health care providers involved in the management of patients with multiple sclerosis (MS). Learning Objectives: 1) Describe the potential benefits of outdoor adventure programs as well as the similarities and differences between outdoor adventure programs and established nonpharmacologic treatments for mood, function, and quality of life in MS. 2) Describe future directions for research on outdoor adventure programs tailored to individuals with MS. Accreditation Statement: In support of improving patient care, this activity has been planned and implemented by the Consortium of Multiple Sclerosis Centers (CMSC) and Delaware Media Group. The CMSC is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team. Physician Credit: The CMSC designates this journal-based activity for a maximum of 0.75 AMA PRA Category 1 Credit(s)™. Physicians should claim only the credit commensurate with the extent of their participation in the activity. Nurse Credit: The CMSC designates this enduring material for 0.75 contact hour (none in the area of pharmacology). Disclosures: Francois Bethoux, MD, Editor in Chief of the International Journal of MS Care (IJMSC), has served as Physician Planner for this activity. He has disclosed relationships with Springer Publishing (royalty), Qr8 (receipt of intellectual property rights/patent holder), Biogen (receipt of intellectual property rights/patent holder, speakers’ bureau), GW Pharmaceuticals (consulting fee), MedRhythms (consulting fee, contracted research), Genentech (consulting fee), Helius Medical Technologies (consulting fee), Osmotica (consulting fee), Ipsen (consulting fee), and Adamas Pharmaceuticals (contracted research). Laurie Scudder, DNP, NP, has served as Reviewer for this activity. She has disclosed no relevant financial relationships. Tracy E. Herring, PhD, has disclosed no relevant financial relationships. Lindsey M. Knowles, PhD, has disclosed no relevant financial relationships. Kevin N. Alschuler, PhD, has disclosed no relevant financial relationships. The peer reviewers for IJMSC have disclosed no relevant financial relationships. The staff at IJMSC, CMSC, and Delaware Media Group who are in a position to influence content have disclosed no relevant financial relationships. Note: Financial relationships may have changed in the interval between listing these disclosures and publication of the article. Method of Participation: Release Date: August 1, 2021 Valid for Credit Through: August 1, 2022 In order to receive CME/CNE credit, participants must: 1) Review the continuing education information, including learning objectives and author disclosures.2) Study the educational content.3) Complete the post-test and evaluation, which are available at https://www.highmarksce.com/mscare. Statements of Credit are awarded upon successful completion of the evaluation and the post-test with a passing score of >70%. The post-test may be retaken if necessary. There is no fee to participate in this activity. Disclosure of Unlabeled Use: This educational activity may contain discussion of published and/or investigational uses of agents that are not approved by the FDA. The CMSC and Delaware Media Group do not recommend the use of any agent outside of the labeled indications. The opinions expressed in the educational activity are those of the faculty and do not necessarily represent the views of the CMSC or Delaware Media Group. Disclaimer: Participants have an implied responsibility to use the newly acquired information to enhance patient outcomes and their own professional development. The information presented in this activity is not meant to serve as a guideline for patient management. Any medications, diagnostic procedures, or treatments discussed in this publication should not be used by clinicians or other health care professionals without first evaluating their patients’ conditions, considering possible contraindications or risks, reviewing any applicable manufacturer’s product information, and comparing any therapeutic approach with the recommendations of other authorities.
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Fox, Paul, and Elias Avramidis. "An Evaluation of an Outdoor Education Programme for Students with Emotional and Behavioural Difficulties." Emotional & Behavioural Difficulties 8, no. 4 (November 1, 2003): 267–83. http://dx.doi.org/10.1177/136327520384002.
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Fox, Paul, and Elias Avramidis. "An evaluation of an outdoor education programme for students with emotional and behavioural difficulties." Emotional and Behavioural Difficulties 8, no. 4 (January 2003): 267–83. http://dx.doi.org/10.1080/13632750300507025.
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Gómez-Ruiz, María-Luisa, Francisco-José Morales-Yago, and María-Luisa de Lázaro-Torres. "Outdoor Education, the Enhancement and Sustainability of Cultural Heritage: Medieval Madrid." Sustainability 13, no. 3 (January 21, 2021): 1106. http://dx.doi.org/10.3390/su13031106.
Повний текст джерелаАнотація:
Education has a crucial role to play in helping meet the Sustainable Development Goals, for which the initial training of university teachers, and its evaluation, are all essential. In this context, the authors developed an outdoor work task, consisting of an orientation game in ‘medieval Madrid’. The main objective was to show future teachers how they can enable their own students to value cultural heritage in order to acquire sustainability competencies. The task was evaluated by participants using a questionnaire, in order to make them aware of the acquired competencies. A gamification component was added to the outdoor task to create a healthy competitive environment. In this way, future teachers were able to observe how a teaching activity is evaluated; learn how to organize a didactic activity that can be extrapolated to other territorial and heritage realities; and employ their mobile devices to learn the foundations of sustainability in heritage management. Additionally, they acquired teaching competencies that promoted quality education and contributed towards two of the Sustainable Development Goals, specifically: 4 “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” and 11 “Make cities and human settlements inclusive, safe, resilient and sustainable”.
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Pombo, Lúcia, Margarida Morais Marques, Luís Afonso, Paulo Dias, and Joaquim Madeira. "Evaluation of a Mobile Augmented Reality Game Application as an Outdoor Learning Tool." International Journal of Mobile and Blended Learning 11, no. 4 (October 2019): 59–79. http://dx.doi.org/10.4018/ijmbl.2019100105.
Повний текст джерелаАнотація:
There is a discussion on the potential of augmented reality (AR), mobile technologies to enhance learning. This article presents: 1) the EduPARK project's first cycle of design-based research for the development of a mobile AR game-like app that aims to promote learning in an urban park, and 2) an experience of students using it in loco. The focus is the students' perceptions regarding the usability and functionality of the app. Data collection involved focus groups, questionnaires and app usage information. Data was submitted to content analysis and descriptive statistics. Results revealed an excellent usability of the EduPARK app, with an average system usability scale of 85.6. Overall, students reported that the app was enjoyable, easy to use and promoted learning; however, improvements and more evaluation experiences are needed to better understand mobile AR game-like learning in urban parks.
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Tan, Tan-Hsu, Tsung-Yu Liu, and Chi-Cheng Chang. "Development and Evaluation of an RFID-based Ubiquitous Learning Environment for Outdoor Learning." Interactive Learning Environments 15, no. 3 (December 2007): 253–69. http://dx.doi.org/10.1080/10494820701281431.
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Christie, Beth, and Peter Higgins. "Residential outdoor learning experiences and Scotland’s school curriculum: an empirical and philosophical consideration of progress, connection and relevance." Scottish Educational Review 44, no. 2 (March 13, 2012): 45–59. http://dx.doi.org/10.1163/27730840-04402005.
Повний текст джерелаАнотація:
This paper explores the role and policy context of residential outdoor learning experiences within Scotland’s school curriculum, and demonstrates that there are fundamental aspects of outdoor learning that have relevance beyond the educational framework of the time. We introduce an on-going example of such provision, Aiming Higher with Outward Bound (an educational initiative developed in 1998 and introduced into 26 secondary schools in North Lanarkshire, Scotland), and review the programme’s evaluation (Christie 2004; Christie, Higgins and McLaughlin in review). Using central themes of progression, connection and relevance we examine that study and the role of residential outdoor learning more generally to consider its continuing curricular relevance. Furthermore we consider the philosophy and theory underpinning outdoor learning and begin to articulate the links to the current educational framework in Scotland (Curriculum for Excellence). In doing so we review recent research and highlight contemporary changes in the structure and nature of the education system, such as the implications of the Learning and Teaching Scotland (LTS) policy document ‘Curriculum for Excellence Through Outdoor Learning’ (LTS 2010a). The paper concludes by offering potential suggestions for future research and development that take account of emerging policy contexts.
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Nugroho, Prasetyo, Rany Juliani, Apriliyanti Dwi Rahayu, Indarto Indarto, Nida Ankhoviyya, and Alfian Dwi Cahyo. "Environmental education for the younger generation at the Taman Keanekaragam Hayati Subang." KAIBON ABHINAYA : JURNAL PENGABDIAN MASYARAKAT 4, no. 2 (July 2, 2022): 207–13. http://dx.doi.org/10.30656/ka.v4i2.3512.
Повний текст джерелаАнотація:
The integration of learning activities in schools and environmental education is considered capable of increasing students’ knowledge, understanding, and positive behavior towards the environment. The aim of the environmental education program at Taman Kehati Subang was to investigate its role in supporting environmental education activities of the students of SMK Tri Surya Bangsa, Subang. It was conducted on August 21, 2020 and was attended by 10 representatives’ students of class X, XI, and XII and 2 accompanying teachers. Outdoor activities, games, and field practice were used to deliver the material. It includes organic cultivation, biodiversity conservation, nurseries and compost making, cipondoh water sources, and soil and water conservation. Our evaluation showed that students hold high agreement that Taman Kehati has various types of plants and suitable to support environmental education activities in schools. Students assessed that a visit to Taman Kehati provided new experiences that could increase their knowledge of environmentally natural resource management. Delivering material with a combination of outdoor activities, field practice, and games makes them easy to be understood and can be practiced daily. It can be concluded that students and teachers generally consider that Taman Kehati is suitable to support the integration of learning in schools and environmental education. Students were very satisfied with the environmental education activities at Taman Kehati, Subang
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Nguyen Ha, My, Ngoc Tran Thi Bich, and Phuong Nguyen Minh. "Organizing environmental education activities in 1st grade inclusive classroom that having students with learning disability by the 2018 general education program." Journal of Science Educational Science 66, no. 4AB (October 2021): 233–41. http://dx.doi.org/10.18173/2354-1075.2021-0078.
Повний текст джерелаАнотація:
The General education program in 2018 at elementary level implements integrated education through different subjects and educational activities in order to promote awareness of environmental education for students. However, there is a lack of research on adjusting the way of organizing environmental education activities for students with disabilities, especially students with learning disabilities at inclusive classroom in elementary schools. The article researches on the issue of environmental education through subjects and educational activities at 1st grade inclusive classroom in the General education program (2018) and provides some suggestions for adjustment in the organization of activities for students with learning disabilities at 1st grade inclusive classroom. Specifically, combining with outdoor activities and implementing the process of organizing environmental education activities for students with learning disabilities at 1st grade inclusive classroom in 5 steps: (1) Participation, (2) Discovery, (3) Explaination, (4) Application, and (5) Evaluation.
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Junaedah, Junaedah, Syamsul Bahri Thalib, and Muhammad Arifin Ahmad. "The Outdoor Learning Modules Based on Traditional Games in Improving Prosocial Behaviour of Early Childhood." International Education Studies 13, no. 10 (September 21, 2020): 88. http://dx.doi.org/10.5539/ies.v13n10p88.
Повний текст джерелаАнотація:
Working outside can be harder than inside; one may be physically more active, regularly battling against the elements and often more alert – watchful for potential dangers. Overall education out of doors is physically and mentally taxing. We have to be convinced all the effort is for a good reason (Bilton, 2010, p. 12). The researchers applied the mixed method with covergent parallel design (Creswell, 2016). The results showed that 1) The initial description of prosocial behaviour of young children in Joy Kids Kindergarten, Mangasa Subdistrict, Tamalate Makassar District, showed that teachers paid attention to improve and look for activities in the form of play so that things that were worse towards prosocial behaviour of children could be avoided. 2) The traditional game-based outdoor learning module produced has been accepted from the results of an assessment of the utility, feasibility and accuracy, carried out by two experts in the field of education and an education practitioner. 3) The traditional game-based outdoor learning module that is produced affects the development of prosocial behaviour of young children. Based on the validator’s evaluation, it is declared valid to be used, its practical value is feasible to be used in the field without the need for revision, and all the devices previously presented can be declared valid for use.
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Arslan, Yasin, and Faruk Albay. "The Effect of Outdoor Sports as Undergraduate Elective Course on Environmental Sensitivity." Journal of Education and Learning 8, no. 4 (June 13, 2019): 52. http://dx.doi.org/10.5539/jel.v8n4p52.
Повний текст джерелаАнотація:
This study aims to examine the views of students who take or do not take outdoor sports as undergraduate elective course at different departments of Tokat Gaziosmanpaşa University on environmental sensitivity. The study group consists of 288 undergraduate students with a mean age of 20.9 ± 2.19 studying at the Faculty of Education, Vocational School of Higher Education, Faculty of Dentistry, and Faculty of Engineering and Natural Sciences. Of the students, 140 (90 males and 50 females) take Outdoor Sports as an elective course. Scanning method was employed in the study. A questionnaire on environmental sensitivity to determine the students’ knowledge, sensitivity and attitudes was conducted randomly as data instrument. In the evaluation of data, aside from descriptive statistical methods (arithmetic average, standard deviation, frequency-percentage), normality test was made for all variables in the research. All the variables comply with the normal distribution at p < 0.05 significance level. T-test was conducted for the independent variable in between-group comparisons of the parameters, with a statistical significance at p < 0.05 level. Within this study, a statistically significant difference was found between the general score averages of student views on environmental sensitivity by gender (p = 0.047). However, as far as taking Outdoor Sports as elective is concerned, there was not a statistically significant difference between the general score averages of student views on environmental sensitivity (p = .693). There was also no statistically significant difference between the general score averages of the views on environmental sensitivity of students who take and do not take the elective outdoor sports course (p < 0.05).
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Townsend, PhD, CTRS, Jasmine, and Marieke Van Puymbroeck, PhD, CTRS. "Development and evaluation of a family recreation intervention for families with an adolescent with an autism spectrum disorder." American Journal of Recreation Therapy 11, no. 4 (October 1, 2012): 27–37. http://dx.doi.org/10.5055/ajrt.2012.0032.
Повний текст джерелаАнотація:
Families with an adolescent with an autism spectrum disorder (ASD) face a variety of barriers in their attempts to participate in recreation activities in their communities, including the fact that few family recreation programs exist for these families. The purpose of this article is to describe the development and evaluation of a family recreation program for families with an adolescent with an ASD. Families participated in an overnight camp experience centered on outdoor recreation activities such as canoeing, fishing, archery, and a challenge course. Parents participated in two leisure education sessions aimed at developing their understanding of family recreation. Results from an importance-performance analysis indicated that parents evaluated the program positively—rating clean facilities, having a fun and relaxing experience, and having a peaceful outdoor experience as highly important aspects of the program that also performed well. Areas for concentration included staff training, specialized instruction, flexibility in programming, and variety in activities, among others. Implications for practice stem from the results of the evaluation and indicate that, as designed, this camp provided an enjoyable family recreation experience for these families, yet areas for improvement remain.
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Baseer, Mohammed Abdul, Khusroo Ahmed Ansari, and Anant A. Takalkar. "Infrastructure evaluation of anganwadi centres in Kalaburagi city: a cross sectional study." International Journal Of Community Medicine And Public Health 9, no. 1 (December 27, 2021): 149. http://dx.doi.org/10.18203/2394-6040.ijcmph20214858.
Повний текст джерелаАнотація:
Background: ICDS scheme represents one of the largest programmes, which is a symbol of India’s commitment to its children, providing pre-school education on one hand and breaking the today vicious cycle of malnutrition, morbidity, reduced learning capacity and mortality on the other hand.Methods: The present study was taken up to assess the infrastructure and services of anganwadi centers. Community based cross sectional observational study was conducted by involving 92 anganwadi centers in Kalaburagi city.Results: Out of 92 AWCs studied, 52 (56.5%) were belonged to Government set up whereas 40 i.e.; 43.5% were on rental basis. Safe drinking water was available in 81 i.e.; 88% of AWCs, toilet facility was available in 34 i.e.; 37% of AWCs. Adequate outdoor space was available in 54 i.e.; 58.7% of AWCs. Adequate indoor space was available in 72 i.e.; 78.3% of AWCs. Adequate kitchen space was available in 65 i.e.; 70.7% of AWCs. Adequate food storage facility was available in 70 i.e.; 76.1% of AWCs and in 22 i.e.; 23.9% it was not adequate. In 30 i.e.; 32.6% of AWCs, source of fuel use was LPG.Conclusions: Safe drinking water was available in majority of AWCs. Almost one third of anganwadi have inadequate space. Majority of anganwadi have maintained sufficient number of registers. Outdoor and indoor game kits and equipment’s were available at majority of AWCs.
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Weir, Erica, David M. Stieb, Alan Abelsohn, Manson Mak, and Tom Kosatsky. "Design, delivery and evaluation of an email-based Continuing Professional Development course on outdoor air pollution and health." Medical Teacher 26, no. 2 (March 2004): 166–73. http://dx.doi.org/10.1080/01421590310001653937.
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Tzima, Stavroula, Georgios Styliaras, and Athanasios Bassounas. "Revealing Hidden Local Cultural Heritage through a Serious Escape Game in Outdoor Settings." Information 12, no. 1 (December 25, 2020): 10. http://dx.doi.org/10.3390/info12010010.
Повний текст джерелаАнотація:
Escape Rooms are presently considered a very popular social entertainment activity, with increasing popularity in education field, since they are considered capable of stimulating the interest of players/students and enhancing learning. The combined game mechanics have led to blended forms of Escape Rooms, the Serious Escape Games (SEGs) and the hybrid type of Escape Rooms that uses Augmented Reality (AR)/Virtual Reality technology, a type that is expected to be widely used in the future. In the current study, the MillSecret is presented, a multi-player Serious Escape Game about local cultural heritage, where the players must solve a riddle about the cultural asset of watermills. MillSecret uses AR technology and it was designed to be conducted in the real-physical environment and in an informal educational context. The paper describes the game, its implementation, the playing process, and its evaluation, which aimed to study the feasibility of game conduction in outdoor settings and the views and experience of players with the game, the local cultural heritage and local history. Evaluation results reveal, among other findings, a very positive first feedback from players that allows us to further evolve the development of the game.
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Глоба, Г. В. "EVALUATION OF EFFICIENCY OF ONLINE EDUCATION IN SPHERE OF PHYSICAL EDUCATION OF COLLEGE LEVEL STUDENTS DURING THE COVID-19 QUARANTINE IN UKRAINE." Духовність особистості: методологія, теорія і практика 96, no. 3 (June 29, 2020): 124–33. http://dx.doi.org/10.33216/2220-6310-2020-96-3-124-133.
Повний текст джерелаАнотація:
The unexpectedly rapid transition to online education in the 2nd semester of 2020 due to the COVID-19 outbreak became a challenge for the domestic educators in Physical Education. Despite the abundance of newest health-tracking and sports devices, apps, and online platforms and channels, appropriate sport facilities and equipment are still necessary due to safety restrictions and for conduction of good quality PE and sports classes. Ukrainian climate conditions do not allow a year-round outdoor training in the public premises. Lack of sports equipment in private apartments, insufficient supply of Ukrainian families with computers and telephones of the new generation, lack of Internet access in 35% of families, inability to use sports facilities even for teachers for shooting video lessons, etc. resulted in a drop in the success of university students of PE departments. The failure of half-a-year PE classes’ results on the state level was eloquently pronounced with the Ministry of Education official recommending assessment of students’ year PE results by the I-st semester grades. Thus, the need to analyze the efficiency of online-teaching experience in domestic physical education arose. The article analyses the pitfalls of the introduction of distance education in the field of physical education of students of Ukrainian universities according to the criteria of effectiveness proposed by A. Veremchuk (effectiveness, accessibility to all segments of the population, resource intensity, efficiency, democratic communication "teacher-student", and comprehensive software technologies) and recommendations for compensation of the mentioned problem.
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Rahman, Mohammad Motiur, Suzauddin Talukder, Issa Muhammad Baker, Anupam Das, Md Abdul Baset, and Farjana Najnin. "Clinical Evaluation of Predisposing Factors of Hypoglycaemia in Diabetic Patients." TAJ: Journal of Teachers Association 35, no. 2 (January 4, 2023): 143–49. http://dx.doi.org/10.3329/taj.v35i2.63763.
Повний текст джерелаАнотація:
Background: Hypoglycemia is a common medical problem in diabetic patients, and the potential range of morbidity and mortality in diabetic patients exposed to hypoglycemia is significant. The study was conducted to evaluate the predisposing factors of hypoglycemia in diabetic populations.
Methods: This is a descriptive cross-sectional study carried out in the indoor and outdoor patient department of BIRDEM hospital, Dhaka, Bangladesh, from July 2009 to December 2009 after ethical approval in conformity with the revised 1964 Helsinki declaration. Following informed written consent, a total of 50 diabetic patients having hypoglycemia were finally included. Data analysis was done using SPSS 17.
Results: In the study population, significant members of hypoglycemic episodes were found in middle age (31-70) insulin-treated patients and poor diabetic education and in those who had other concomitant diseases. Poor dietary compliance (Reduced meal intake in 50% of cases and missed meal in 34% of cases) and lack of proper diabetic education about early recognition and treatment of hypoglycemia also appeared as important contributory factors. Noncompliance with regular exercise (40%) and unaccustomed exercise (4%) contribute to hypoglycemia. A significant number of hypoglycemic patients have chronic renal insufficiency (68%).
Conclusion: Hypoglycemia is common in the diabetic population who have poor knowledge and practice about diet, drug exercise technique of, use of insulin devices, and have an underlying systemic illness. So more rational education system and appropriate management of systemic diseases regarding the prevention and treatment of hypoglycemia is demanded by our diabetic patients.
TAJ 2022; 35: No-2: 143-149
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Michalakis, Vyron Ignatios, Michail Vaitis, and Aikaterini Klonari. "The Development of an Educational Outdoor Adventure Mobile App." Education Sciences 10, no. 12 (December 16, 2020): 382. http://dx.doi.org/10.3390/educsci10120382.
Повний текст джерелаАнотація:
This article focuses on the development of an educational outdoor adventure mobile app while presenting findings that were derived from various case studies that we conducted using it. The mobile application, called RouteQuizer, is complemented by a web application and a database, forming a system that enables teachers to create educational treasure hunt activities for their students and monitor their performance. The aim of the research was to create a system that would exploit all possible Outdoor Adventure Education (OAE) and treasure hunt benefits while excluding possible smartphone use negative consequences. The development of the system took place in Greece and began in December 2017, by conducting a nation-wide research examining Greek secondary teachers’ Information and Communication Technology (ICT) literacy and perceptions on smartphone use and outdoor activities. By June 2018, 700 questionnaires were collected. In order to test the system, in March 2018, we conducted a pilot case study in Lesvos island Greece and between July 2018 and February 2020, we conducted four additional case studies and a teacher training program, all of which took place in Lesvos island Greece. During the development process of the mobile application, we focused on the participatory aspect of the process, paying special attention to the teacher and student evaluation during the design and prototyping phases. Considering that the system is educational we research whether the mobile application provided effective learning outcomes and whether it benefited students’ social and physical skills. The results that we collected suggest that the mobile application is an effective learning tool while mobile learning and treasure hunt benefits have been repeatedly confirmed during the case studies. Greek teachers and students also proved to be capable smartphone and computer users, and reported being willing to participate in similar activities in the future.
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Lin, Jiawei, and Robert D. Brown. "Integrating Microclimate into Landscape Architecture for Outdoor Thermal Comfort: A Systematic Review." Land 10, no. 2 (February 15, 2021): 196. http://dx.doi.org/10.3390/land10020196.
Повний текст джерелаАнотація:
Global climate change and urban heat island intensification are making many cities dangerously hot during heat waves and uncomfortably hot much of the time. Research has identified ways that urban environments can be designed to reduce the heat, but much of the information is too technical or has not been interpreted or communicated so as to be available to landscape architects. This study identifies ways that landscape architecture researchers have applied microclimate information in design to proactively create more thermally comfortable outdoor environments. A systematic review that assessed the growing recognition of microclimatic factors in design revealed four main approaches: principles and guidelines, strategies, mapping, and evaluation. The advantages and limitations of each have been noted, and a diagram has been developed that matches each approach with specific steps in the landscape architectural design process. The study also identified four areas where microclimate has potential for use in landscape architecture but that are currently not being very actively studied: education, modeling and visualization, policy, and ideation. Microclimatic design has the potential to enhance the health and well-being of the public through the design of thermally comfortable outdoor environments.
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Potsikas, Michail, Konstantina Prouska, George Efthimiou, Katerina Plakitsi, Eleni Kolokouri, and Athina-Christina Kornelaki. "Marble Sustainability Matters: an Educational Programme on Marble, Integrating Science, Culture and the Environment." Regional Formation and Development Studies 37, no. 2 (July 18, 2022): 132–46. http://dx.doi.org/10.15181/rfds.v37i2.2428.
Повний текст джерелаАнотація:
This study presents the qualitative and quantitative evaluation of an educational programme that combines an online game and an outdoor activity with mobile learning in science education. The object of the study is to test the capacity of the programme to integrate science, culture and the environment, while transferring knowledge about marble. To this end, we align our theoretical orientation with the overall project design to devise an initial scheme that is pilot-tested by 155 university students of early childhood education and evaluated through a questionnaire. Qualitative data through participants’ feedback after the programme, observation notes and data from video recordings supplement the overall assessment. The results show high levels of satisfaction among the participants in terms of the quality of the activities, the distance between stations, the duration and structure of the programme, contact with marble, and the knowledge acquired.
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Silva Santos, Mário Alberto, Maria Da Gloria Franco, Natalie De Nobrega Santos, and Elisabete Porto Silva. "“OUTDOOR TRAINING COMO METODOLOGÍA PARA POTENCIAR LA INTELIGENCIA EMOCIONAL EN NIÑOS DE 1.º CICLO”." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 2, no. 1 (September 18, 2016): 429. http://dx.doi.org/10.17060/ijodaep.2014.n1.v2.458.
Повний текст джерелаАнотація:
Abstract:Supported by a change of mentality, which coincides with the entry of the century, the investigations begin to question the intelligence quotient as a predominant factor in achieving social and professional success, going to defend the emotional quotient. Thus, we advocate its improvement in children and young people to equip them with differentiating competencies. Outdoor Training, which places individuals in natural settings outside their comfort zone, is shown as a methodology to better and faster learning than the traditional model. For this reason, it is being developed at this time a research project that aims to assess whether the methodology of outdoor training, used to work socio-emotional skills in executives, is also valid for working competences in children in basic education. For this, we chose an experimental study, which includes 162 students from two public schools in 1.º cycle of basic education Funchal Council, a group operating as an experimental group ( 83 students ) who participate in outdoor training activities during the academic year 2013/2014, and a control group (79 students). Children will be assessed at two points, at the beginning and end of the school year through the following instruments: the Bar -On Emotional Quotient Inventory test: Youth Version (Candeias & Rebocho, 2007), the Test of Emotional Comprehension (TEC, Ponst , Harris, & de Rosnay, 2004), the questionnaire Socially in Action (Socialmente em Acção, SA, Candeias, 2008), Social Cognitive Test Inteligência (Prueva Cognitiva de Inteligência Social, PCIS, Candeias, 2007); Raven’s progressive matrices (Simões , 2000) and the Piers-Harris Children’s Self-Concept Scale (PHCSCS -2, Veiga , 2006). By now it was made the first evaluation and are being developed outdoor training activities with the experimental group. In this paper, we present some qualitative results of the developments observed in the students who are participating in these activities.Keywords: Outdoor Training, Emotional Intelligence, Social IntelligenceResumen:Apoyados por un cambio de mentalidad, que coincide con la entrada del siglo XXI, las investigaciones comienzan a poner en duda el coeficiente de inteligencia como factor predominante para alcanzar éxito social y profesional, pasando a defender el coeficiente emocional. Así, defendemos su perfeccionamiento en niños y jóvenes para dotarlos de competencias diferenciadoras. El Outdoor Training, que coloca a los individuos en contextos naturales fuera de su zona de conforto, se ha mostrado como una metodología que permite mayor eficacia y rapidez de aprendizaje que el modelo tradicional. Por esta razón, está siendo desarrollado en este momento un proyecto de investigación que pretende evaluar si la metodología de outdoor training, utilizada para trabajar competencias socioemocionales en empresarios, es también válida para trabajar competencia de niños de educación básica. Para tal, optamos por un estudio experimental, que incluye 162 alumnos de dos escuelas públicas de 1.º ciclo de educación básica del Concejo de Funchal, funcionando un grupo como grupo experimental (83 alumnos), que participará en actividades de outdoor training durante el año lectivo 2013/2014; y un grupo de control (79 alumnos). Los niños serán evaluados en dos momentos, al inicio y al final del año lectivo a través de los siguientes instrumentos: el test Bar-On Emotional Quotient Inventory: Youth Version (Candeias & Rebocho, 2007); el Test of Emotional Comprehension (TEC, Ponst, Harris, & de Rosnay, 2004); el cuestionario Socialmente em Acção (SA, Candeias, 2008); la Prueba Cognitiva de Inteligência Social (PCIS, Candeias, 2007); las matrizes progressivas coloridas de Ravem (MPCR, Simões, 2000) y el Piers-Harris Children’s Self-Concept Scale (PHCSCS-2 Veiga, 2006). En este momento ya fue realizada la primera evaluación y están siendo desarrolladas las actividades de outdoor training con el grupo experimental. En esta comunicación presentaremos algunos resultados cualitativos de la evolución observada en los alumnos que están participando en estas actividades.Palabras Clave: Outdoor Training, Inteligencia Emocional, Inteligencia Social
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Shou, Jie. "College Female Students’ Physical Health Evaluation Index Correlation Research Based on the PDCA Cycle Model." Advanced Materials Research 989-994 (July 2014): 1107–10. http://dx.doi.org/10.4028/www.scientific.net/amr.989-994.1107.
Повний текст джерелаАнотація:
With internet and computer abundantly available, most of college female students become “indoor woman”, immerse into network environment and ignore outdoor activities as well as physical exercise. The above phenomenon is the main factors that cause college female student’s physique drop. College female student self-good health is education department main control aspect .In order to get clear understanding of college female students group physical conditions, college would carry out physical health test to students every year. Based on learning some related quality management theory and the PDCA management model, this paper makes use of the principle component analysis to conduct discussion on China's college female students’ physique health test management mechanism design so as to further perfect current procedure of China's college female students’ physique health test work, improve the quality of management work, improve the college female students’ physique and truly reach the target for the college female students’ overall development.
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Rahmat, Mohd Khairul Azlan, and Siti Zuraida Maaruf. "The Evaluation and Implementation on the Development of Stimulation Setting using CTML Model." Social and Management Research Journal 16, no. 1 (June 26, 2019): 41. http://dx.doi.org/10.24191/smrj.v16i1.6080.
Повний текст джерелаАнотація:
This research aimed to identify the possibility and opportunity to implement the stimulation room courseware for drawing studies method in additional and substitute for the outdoor learning and indoor learning method in the teaching and learning of Drawing Studies subject in tertiary level of art education in Malaysia. Thus, this research is conducted in order to develop the stimulation room courseware for drawing studies that will be an optional teaching aid for the subject. This courseware and method will be an integrated use of ICT in the Visual Art Education field. This research was conducted by utilising the design development research (DDR) that consisted of three (3) phases. Phase 1: Needs Analysis, Phase 2: Design and Development and Phase 3: Implementation and Evaluation. However, for the purposed of this article, the researchers will only discuss Phase 3, that is the Implementation and Evaluation phase. The data was collected by the usability test form that has been given to three (3) experts in different fields; one (1) expert on videography, one (1) expert on interface design and one (1) expert on graphic design. The purpose of having this three (3) experts was to evaluate and provide feedbacks on the stimulation room courseware for drawing studies. Pre-test and post-test were carried out by eight (8) students of Art and Design that have undergone the subject of Drawing Studies using open-ended questionnaire. The feedbacks were then subjected to evaluation and assessment by two (2) experts in Drawing Studies. Based on the findings, the development of the stimulation method and the courseware is relevant and has possibilities for implementation in tertiary level art education in Malaysia.
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Pombo, Lúcia, Margarida Morais Marques, Margarida Lucas, Vânia Carlos, Maria João Loureiro, and Cecília Guerra. "Moving learning into a smart urban park: students' perceptions of the Augmented Reality EduPARK mobile game." Interaction Design and Architecture(s), no. 35 (December 20, 2017): 117–34. http://dx.doi.org/10.55612/s-5002-035-006.
Повний текст джерелаАнотація:
The EduPARK game is developed under a game-based learning methodology. It is designed for outdoor learning settings by employing geocaching principles and mobile Augmented Reality technologies. The game aims to develop users’ authentic and autonomous learning about diverse interdisciplinary themes in a smart urban park. It integrates learning guides for different target groups of basic education. The purpose of this paper is to present the game prototype development, and its first cycle of refinement, as the study followed a design-based research approach. The game evaluation involved 74 students from two school levels (aged 9-10 and 13-14). They explored and evaluated the game. Participant observation and focus groups were conducted. The evaluation allowed identifying positive characteristics of the game, such as immediate feedback and collaborative dynamics. Some questions included in the learning guides were perceived as difficult to understand and also some features came out to be considered for future improvements.
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Herrington, Susan, Ivana Lexa-French, and Mariana Brussoni. "Rewilding Play: Design Build Interventions." Education Sciences 12, no. 10 (September 27, 2022): 653. http://dx.doi.org/10.3390/educsci12100653.
Повний текст джерелаАнотація:
Research on physical interventions installed in outdoor environments and their impacts on children’s play and development is a growing area of study. This paper focuses on the design and installation of outdoor interventions at early childhood education centres in Vancouver, Canada and the impact that theses interventions had on play affordances. With the aim of intervening with inexpensive natural materials and loose parts, graduate students designed, built, and installed interventions and using the Seven Cs evaluation form they scored the play spaces pre- and post-installation. Design methods included the Seven Cs design guidelines and the Two-Eyed Seeing model. Students also sought the insights of Early Childhood Educators, maintenance staff, licensing officers, the British Columbia Cancer Agency, and an Indigenous herbalist/educator. They also examined and addressed solar modifications to create dappled light. To understand the impacts of the student interventions researchers compared the pre- and post-intervention Seven Cs scores, which increased by 20 to 30 points. Researchers seeking to replicate this type of project in their own institutions should carefully consider the impact of climate change on construction timing and material selection, and sensitivity to the diversity of socio-cultural values embedded in the community and within design decisions and the interventions themselves.
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McManus, Jill. "Special Edition paper: The Thurston Family Project: Working with families through outdoor activities and resiliency training." Psychology of Education Review 36, no. 2 (2011): 40–45. http://dx.doi.org/10.53841/bpsper.2011.36.2.40.
Повний текст джерелаАнотація:
This paper is an overview of a pilot project aimed at improving the mental well-being of young people through outdoor activities and resiliency training for the whole family. The Thurston Family Project was part of the Targeted Mental Health in Schools (TaMHS) programme in a local authority in the north-east of England. At the core of the project was the aim of teaching resiliency skills to the whole family in response to concerns that mental well-being issues in young people were frequently associated with adverse family circumstances. The project, therefore, aimed to address mental wellbeing needs through working with whole families rather than with young people in isolation. An outdoor education centre was chosen as a residential setting for delivering this training in order to provide an opportunity for families to apply resilience skills to challenging activities and to provide a supportive environment for them to explore new experiences and ideas. Evidence from the project evaluation indicated many of the young people reported more positive attitudes towards school and their home environment while their teachers noted reductions in anxiety, less disruptive behaviour at school and higher levels of pro-social behaviours. Parents reported making positive changes in family life and some showed greater engagement with opportunities in the community.
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Morgenthaler, Thomas, Christina Schulze, Duncan Pentland, and Helen Lynch. "Environmental Qualities That Enhance Outdoor Play in Community Playgrounds from the Perspective of Children with and without Disabilities: A Scoping Review." International Journal of Environmental Research and Public Health 20, no. 3 (January 18, 2023): 1763. http://dx.doi.org/10.3390/ijerph20031763.
Повний текст джерелаАнотація:
For children, playgrounds are important environments. However, children’s perspectives are often not acknowledged in playground provision, design, and evaluation. This scoping review aimed to summarize the users’ (children with and without disabilities) perspectives on environmental qualities that enhance their play experiences in community playgrounds. Published peer-reviewed studies were systematically searched in seven databases from disciplines of architecture, education, health, and social sciences; 2905 studies were screened, and the last search was performed in January 2023. Included studies (N = 51) were charted, and a qualitative content analysis was conducted. Five themes were formed which provided insights into how both physical and social environmental qualities combined provide for maximum play value in outdoor play experiences. These multifaceted play experiences included the desire for fun, challenge, and intense play, the wish to self-direct play, and the value of playing alone as well as with known people and animals. Fundamentally, children wished for playgrounds to be children’s places that were welcoming, safe, and aesthetically pleasing. The results are discussed in respect to social, physical, and atmospheric environmental affordances and the adult’s role in playground provision. This scoping review represents the valuable insights of children regardless of abilities and informs about how to maximise outdoor play experiences for all children.
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Gibbs, Jenna, Kayla Walls, Carolyn Sheridan, David Sullivan, Marsha Cheyney, Brandi Janssen, and Diane Rohlman. "Evaluation of Self-Reported Agricultural Tasks, Safety Concerns, and Health and Safety Behaviors of Young Adults in U.S. Collegiate Agricultural Programs." Safety 7, no. 2 (June 3, 2021): 44. http://dx.doi.org/10.3390/safety7020044.
Повний текст джерелаАнотація:
Young adults enrolled in collegiate agricultural programs are a critical audience for agricultural health and safety training. Understanding the farm tasks that young adults engage in is necessary for tailoring health and safety education. The project analyzed evaluation survey responses from the Gear Up for Ag Health and Safety™ program, including reported agricultural tasks, safety concerns, frequency of discussing health and safety concerns with healthcare providers, safety behaviors, and future career plans. The most common tasks reported included operation of machinery and grain-handling. Most participants intended to work on a family-owned agricultural operation or for an agribusiness/cooperative following graduation. Reported safety behaviors (hearing protection, eye protection, and sunscreen use when performing outdoor tasks) differed by gender and education type. Male community college and university participants reported higher rates of “near-misses” and crashes when operating equipment on the roadway. One-third of participants reported discussing agricultural health and safety issues with their medical provider, while 72% were concerned about the health and safety of their family and co-workers in agriculture. These findings provide guidance for better development of agricultural health and safety programs addressing this population—future trainings should be uniquely tailored, accounting for gender and educational differences.
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Barger-Anderson, Richael A. "Project K.I.D.S. C.A.N.: Service-Learning in the Classroom and Community." Rural Special Education Quarterly 21, no. 2 (June 2002): 29–33. http://dx.doi.org/10.1177/875687050202100204.
Повний текст джерелаАнотація:
Project K.I.D.S. C.A.N. (Keep Involving Dassa Students in Community and Nature) offered the opportunity for many to serve the needs of each other through restoring an outdoor nature trail and beautification projects on school and community properties. The sites of the project were Dassa McKinney Elementary School, the community nature trail, and the Veteran's Memorial in the local town of West Sunbury, Pennsylvania. Students in the learning and emotional support classrooms at Dassa McKinney Elementary school were the primary participants. General education peers, along with high school students, teachers, administrators, parents, and community members were partners. In this article, sustainability and evaluation methods are discussed. Definitions of service-learning and evidence of support are offered. Through the use of service-learning, this article demonstrates how Project K.I.D.S. C.A.N. strengthened ties in a rural community along with meeting curricular objectives.
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Rodríguez-Rodríguez, Fernando Javier, Cristian Curilem Gatica, Francisco José Berral de la Rosa, and Atilio Aldo Almagià Flores. "Evaluación de la educación física escolar en Enseñanza Secundaria (Evaluation of physical education in secondary school)." Retos, no. 31 (July 7, 2016): 76–81. http://dx.doi.org/10.47197/retos.v0i31.49097.
Повний текст джерелаАнотація:
El objetivo de este estudio, fue destacar qué otros elementos contextuales son más importantes que la evaluación de la condición física, para evaluar la calidad de la educación física a nivel escolar. Teniendo esto en perspectiva, se diseña un nuevo instrumento que permita determinar la percepción de los escolares de acuerdo a su proceso de formación en educación física. Se aplica el instrumento a 174 escolares de ambos sexos (80 hombres; 94 mujeres) con una edad media de 13,8 + 0,7 años, pertenecientes a Octavo año de Enseñanza Básica de colegios de distintos contextos económicos. Los resultados muestran diferencias en el “desarrollo de vida activa”, “desarrollo de autocuidado” y en “didáctica de la clase”, donde los colegios municipales presentan un valor más bajo que los particulares privados. Entre hombres y mujeres existen algunas diferencias en sus respuestas, pero que no permiten obtener conclusiones claras. No obstante, los valores más bajos se dan en “expresión motriz” y “actividades en el entorno natural”, esenciales para una vida activa, pero que parecen no estar tratándose en el currículo de educación física. Este instrumento puede ser una valiosa estrategia de evaluación del contexto escolar de educación física.Abstract. The aim of this study is to highlight which contextual elements are more important than physical fitness evaluation in the assessment of the quality of physical education in schools. From this perspective, a brand new instrument was designed to determine students’ perception of their educational development in physical education. The instrument was applied to 174 eight-graders (94 girls, 80 boys) with an average age of 13.8 ± 0.7 years, enrolled in primary schools from different socioeconomic contexts. The results show differences in "Developing active life", "self-development", and "in-class pedagogy", public schools obtaining lower scores than private ones. Differences were also found in the responses of boys and girls, however, they do not allow for clear conclusions. The lowest scores were obtained in "Motor Expression" and "outdoor activities". Despite being essential for an active lifestyle, these activities do not seem to be used within the physical education curriculum. This instrument can represent a valuable means for evaluating school physical education context.
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Kwok, Coco Yin Tung, Man Sing Wong, Sion Griffiths, Fiona Yan Yan Wong, Roy Kam, David C. W. Chin, Guanjing Xiong, and Esmond Mok. "Performance Evaluation of iBeacon Deployment for Location-Based Services in Physical Learning Spaces." Applied Sciences 10, no. 20 (October 13, 2020): 7126. http://dx.doi.org/10.3390/app10207126.
Повний текст джерелаАнотація:
Bluetooth Low Energy (BLE) is a wireless network technology used for transmitting data over short distances. BLE maintains a data transmission range comparable to the regular Bluetooth transmission, but consumes less energy and cost. iBeacon technology refers to BLE mobile devices, which allow mobile applications to receive signals from iBeacons in both indoor and outdoor environments. It is commonly used nowadays for positioning, location services, navigation and marketing, for the sustainable development of smart cities. The applications, however, can be further enhanced for use in many disciplines, such as education, health sector, and exhibitions for disseminating information. This study performed a set of robustness and performance tests on BLE-based iBeacons in the teaching and learning environments to evaluate the performance of iBeacon signals for positioning. During robustness testing, positioning accuracy, signal availability and stability were assessed under different environmental conditions, and the findings suggested pedestrian traffic blocking the line of sight between iBeacon and receiver, causing the most signal attenuations and variation in RSSI. In performance testing, a series of tests was conducted to evaluate the deployment of the iBeacons for positioning; leading to recommendations of iBeacon deployment location, density, transmission interval, fingerprint space interval and collection time in physical learning spaces for sustainable eLearning environments.
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Yli-Panula, Eija, Eila Jeronen, and Piia Lemmetty. "Teaching and Learning Methods in Geography Promoting Sustainability." Education Sciences 10, no. 1 (December 23, 2019): 5. http://dx.doi.org/10.3390/educsci10010005.
Повний текст джерелаАнотація:
Understanding and learning geographic knowledge and applying it to sustainable development (SD) depends not only on the knowledge itself, but also on how it is taught and studied. The teaching and learning methods for promoting sustainability in geography have not been thoroughly studied. This qualitative study examined articles on geography teaching and SD. The material was selected using keywords related to geography education. The study describes 17 articles published in peer-reviewed scientific journals from 2008 to 2018. The focus group varied from primary to higher education. The proportion of teaching and learning methods were determined. The data were analyzed using qualitative content analysis. The foci of the analyses were the teaching and learning methods, topics, goals, and levels of thinking skills. Additionally, features of the teaching methods used in geography education, including outdoor education, to achieve the sustainable development goals (SDGs) were investigated. Different teaching methods used together and interactive learning were the most often preferred. Group work and teachers’ presentations were mentioned in 12 articles, and inquiry-based learning and argumentation in half of the articles. The most often written expressions promoting SD in geography education concerned environmental sustainability (42%), followed by social (25%), economic (19%), and cultural sustainability (14%). The most emphasized features of the current teaching methods were active participation, thinking skills, animation, evaluation, dialog, demonstrations, and information and communication technology skills. The whole school approach and forward-looking perspective in geography should be implemented in school education to reach the SDGs and to support SD.
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Warner, Laura A., Anil Kumar Chaudhary, and Sebastian Galindo-Gonzalez. "Extension Participants and Nonparticipants Differ in Water Conservation Normative Beliefs, Intentions, and Behaviors." HortTechnology 26, no. 6 (December 2016): 852–61. http://dx.doi.org/10.21273/horttech03484-16.
Повний текст джерелаАнотація:
Uncertain future availability of water is one of the most critical current issues, and outdoor water use contributes substantially to the strain on water resources. Much of the nation’s outdoor water use is through urban landscape irrigation, and one solution for conservation of this limited resource is to change home landscape irrigation practices. Thus, households that use landscape irrigation are an important audience for Florida extension programs. Complex, statewide water conservation programs are difficult to evaluate because of program variability and limited resources, yet evaluation is an important task that reveals the success, or failure, of a program. This study compared factors between people who have or have not engaged in Florida extension programs. The targeting outcomes of programs model and theory of planned behavior were used as a basis for measuring different levels of possible outcomes. There were no differences in attitudes toward good irrigation practices and perceived ability to adopt them between extension participants and nonparticipants. There were differences between the two groups in perceived normative attitudes, intent to adopt good irrigation practices, and actual engagement in landscape water conservation practices. Findings demonstrate a relationship exists between these characteristics and engagement with extension. The greatest differences were stronger social norms and more engagement in complex conservation behaviors among people who had attended extension programs. It is not known how much externalities play a role in leading certain people to seek out extension education. Extension professionals should use the findings of this study to target nonparticipants and deliver more impactful programs.
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Tehupeiory, Eclesia, and Bambang Suteng Sulasmono. "EVALUASI STRATEGI BERSAING SMA KRISTEN 1 SALATIGA." Kelola: Jurnal Manajemen Pendidikan 2, no. 1 (June 7, 2015): 59. http://dx.doi.org/10.24246/j.jk.2015.v2.i1.p59-71.
Повний текст джерелаАнотація:
<p>This study aims to evaluate the competitive strategies of SMA Kristen 1 Salatiga. The type of this study was a qualitative evaluation, through data collection by means of interviews, questionnaires, observation and documentation study. Data obtained and analyzed by an evaluation component based on Rumelt (2000) were consistency, consonance, advantage and feasibility. The results showed that: (1) Consistency evaluation of competitive strategy applied by SMA Kristen 1 Salatiga has shown consistency with the goals, values and policies of the school. (2) Consonance evaluation of competitive strategy has demonstrated suitability with the needs of society, while for competition with other schools, the school programs such as Peduli Kasih program, Sekolah Lima Hari, moving class, SMUQI Radio and multimedia extracurricular namely cinematography and photography are not appropriate. (3) Advantage evaluation of competitive strategy in the school programs such as Peduli Kasih, moving class, and Sekolah Lima Hari do not excel the resources, skills and superior positions. Other programs such as multimedia Extracurricular namely photography and cinematography is not superior to the superior position. Meanwhile, special programs such as the education expo, parenting day, career day and the Field Trip program through Live In and outdoor study do not excel in superior skills. (4) Feasibility evaluation shows that multimedia extracurricular programs have not showed the feasibility of the physical resources which involves computer supporting facilities and Wi-Fi. Suggestion to school in order to maintain the consistency that was owned, suitability to the needs of society as well as pay attention to competition with other schools also enhance the achievement of advantage and checking of IT facilities.</p>
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Ma, Jianqing, and Huixia Jin. "Increasing Sustainability Literacy for Environmental Design Students: A Transdisciplinary Learning Practice." Sustainability 14, no. 19 (September 29, 2022): 12379. http://dx.doi.org/10.3390/su141912379.
Повний текст джерелаАнотація:
Nowadays, the urban water system is facing many challenges which affect the sustainable development of society. This requires higher education institutions to develop people with a diversity of knowledge and complex problem-solving capacities. This paper presents a practical case of transdisciplinary learning for junior students of environmental design at NingboTech University (Ningbo, China). The course “Environmental Engineering and Technology” ran from 1 March to 24 April 2022. A total of 25 students were instructed in the theories of urban water environmental engineering and then worked in groups to complete a design project for a river ecological restoration. The outcomes were analyzed from the perspective of combining engineering and landscape design. At the end of the course, students volunteered to take an online questionnaire about course evaluation. Students responded highly positively to the course, achieved growth in sustainability literacy, and developed skills in transdisciplinary learning. It also confirms the importance of outdoor education and project-based teaching. Additionally, the lowering of the requirement for mathematical skills through the internet tools usage and the formation of multidisciplinary teams are expected to improve future teaching outcomes. These results provide new insights for educators into the integration of the disciplines between design and engineering.
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Borghese, Michael, Melissa Brooks, Steven Earl, and Jennifer Naddaf. "Ride Forward – An Evaluation of Cycling in Two Ottawa Neighborhoods." Revue interdisciplinaire des sciences de la santé - Interdisciplinary Journal of Health Sciences 2, no. 2 (October 1, 2012): 11. http://dx.doi.org/10.18192/riss-ijhs.v2i2.1516.
Повний текст джерелаАнотація:
Outdoor cycling (bicycling) is a low-impact form of exercise that improves cardiovascular fitness, muscle tone, range of motion and flexibility. It is an activity that may be beneficial to one’s physical, emotional, and mental health and well-being. The benefits to one’s social and emotional health and wellness may be derived from the social networking associated with being a member of a cycling community. The purpose of this project is to provide recommendations to improve the current and future state of cycling in the Sandy Hill Community Centre’s catchment areas of Old Ottawa East and Sandy Hill, two communities in Ottawa, Ontario, Canada. A preliminary needs assessment was conducted, and recommendations were generated from the information gathered. In order to begin the needs assessment we required much information, such as the opinions and attitudes of community members regarding cycling. Through the extensive research of other current programs and groups of- fered both in Ottawa and other cities such as Montreal, Quebec, Canada and Portland, Oregon, United States we have found that the best cities provide a wide-range of cycling utilities for its citizens to accommodate different lifestyles. From the general knowledge that we gained from the research of other cities we designed a survey to identify the specific needs of Ottawa, and more specifically our target population of Sandy Hill and Old Ottawa East catchments areas. Information was then synthesized into a list of recommendations, as well as solutions to current problems. The recommendations generated from the data gathered from the needs assessment include the development of various community programs, such as a cycling resource centre, cycling buddy system, cycling groups, safe-cycling education, and a bike share initiative. The data gathered from the needs assessment also indicated a priority need for the regular maintenance of roads and bicycle lanes.
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Meenan, Richard T., Kim D. Reynolds, David B. Buller, Kim Massie, Julia Berteletti, Mary K. Buller, Jeff Ashley, and Xia Liu. "Economic Evaluation of a Sun Protection Promotion Program in California Elementary Schools." American Journal of Health Promotion 34, no. 8 (February 13, 2020): 848–56. http://dx.doi.org/10.1177/0890117120905217.
Повний текст джерелаАнотація:
Background: An economic evaluation of Sun Safe Schools intervention designed to aid California elementary schools with implementing sun safety practices consistent with local board–approved policy. Design: Program cost analysis: intervention delivery and practice implementation. Setting: California elementary schools (58 interventions and 60 controls). Principals at 52 intervention and 53 control schools provided complete implementation data. Participants: Principals completing pre-/postintervention surveys assessing practice implementation. Intervention: Phone-based 45-minute session with a project coach on practice implementation, follow-up e-mails/phone contacts, $500 mini-grant. Schools chose from a list of 10 practices for implementation: ultraviolet monitoring, clothing, hats, and/or sunscreen recommendations, outdoor shade, class education, staff training and/or modeling, parent outreach, and resource allocation. The duration of intervention was 20 months. Rolling recruitment/intervention: February 2014 to December 2017. Measures: Intervention delivery and practice implementation costs. Correlations of school demographics and administrator beliefs with costs. Analysis: Intervention delivery activities micro-costed. Implemented practices assessed using costing template. Results: Intervention schools: 234 implemented practices, control schools: 157. Twenty-month delivery costs: $29 310; $16 653 (per school: $320) for project staff, mostly mini-grants and coaching time. Administrator costs: $12 657 (per school: $243). Per-student delivery costs: $1.01. Costs of implemented practices: $641 843 for intervention schools (per-school mean: $12 343, median: $6 969); $496 365 for controls (per-school mean: $9365, median: $3123). Delivery costs correlated with implemented practices (0.37, P < .01) and total practice costs (0.37, P < .05). Implemented practices correlated with principal beliefs about the importance of skin cancer prevention to student health (0.46, P < .001) and parents (0.45, P < .001). Conclusion: Coaching of elementary school personnel can stimulate sun safety practice implementation at a reasonable cost. Findings can assist schools in implementing appropriate sun safety practices.