Advertisement
![](http://writinghelp.online/777/templates/cheerup/res/banner1.gif)
Outdoor learning and psychological resilience: making today’s students better prepared for tomorrow’s world
- Point and counterpoint
- Published: 01 April 2019
- Volume 39 , pages 67–72, ( 2019 )
Cite this article
- Tonia Gray 1
2227 Accesses
15 Citations
51 Altmetric
Explore all metrics
This is a preview of subscription content, log in via an institution to check access.
Access this article
Subscribe and save.
- Get 10 units per month
- Download Article/Chapter or eBook
- 1 Unit = 1 Article or 1 Chapter
- Cancel anytime
Price includes VAT (Russian Federation)
Instant access to the full article PDF.
Rent this article via DeepDyve
Institutional subscriptions
American Psychological Association (2010). The road to resilience . Retrieved from http://www.apa.org/helpcenter/road-resilience.aspx .
Australian Curriculum, Assessment and Reporting Authority (ACARA) (2017). Curriculum Connections: Outdoor Learning. Retrieved from https://www.australiancurriculum.edu.au/resources/curriculum-connections/portfolios/outdoor-learning/?searchTerm=outdoor+learning#dimension-content .
Black Dog Institute (2016). Mission Australia Youth Mental Health Report 2012–2016 . https://blackdoginstitute.org.au/docs/default-source/research/evidence-and-policy-section/2017-youth-mental-health-report_mission-australia-and-black-dog-institute.pdf?sfvrsn=6 .
Bonanno, G. A. (2004). Loss, trauma, and human resilience: Have we underestimated the human capacity to thrive after extremely aversive events? American Psychologist, 59 , 20–28. https://doi.org/10.1027/0003-066X.59.1.20 .
Article Google Scholar
Booth, J. (2015). Coping strategies and the development of psychological resilience in outdoor education . Honours Thesis, University of Canberra. http://www.canberra.edu.au/researchrepository/items/4cc8017a-3eef-46d6-8a8b-b410271dc7e2/1/
Boyle, I. (2003). The impact of adventure-based training on team cohesion and psychological skills development in elite sporting teams. (Doctoral Dissertation). Wollongong, Australia: University of Wollongong. Retrieved from http://ro.uow.edu.au/theses/984/
Braus, J., & Milligan-Toffler, S. (2018). The children and nature connection: Why it matters. Ecopsychology., 10 (4), 193–194. https://doi.org/10.1089/eco.2018.0072 .
Csikszentmihalyi, M., & Csikszentmihalyi, I. S. (1990). Adventure and the flow experience. In J. C. Miles & S. Priest (Eds.) Adventure education (pp. 149–155). State College: Venture.
Davies, M. (1996). Outdoors: An important context for young children’s development. Early Child Development and Care, 115 (1), 37–49.
Dickson, T., Gray, T. & Mann, K (2008). Australian Outdoor Adventure Activity Benefits Catalogue https://webcache.googleusercontent.com/search?q=cache:MlcPtL33910J:https://outdoorsvictoria.org.au/resources/australian-outdoor-adventure-activity-benefits-catalogue/+&cd=1&hl=en&ct=clnk&gl=au&client=safari .
Dowdell, K., Gray, T., & Malone, K. (2011). Nature and its influence on Children’s outdoor play. Journal of Outdoor and Environmental Education., 15 (2), 24–35 https://link.springer.com/article/10.1007/BF03400925 .
Ewert, A., & Yoshino, A. (2011). The influence of short-term adventure-based experiences on levels of resilience. Journal of Adventure Education and Outdoor Learning, 11 , 35–50. https://doi.org/10.1080/14729679.2010.532986 .
Ewing, R. (2018). Exploding some of the myths about learning to read: A review of research on the role of phonics . ISBN 978-0-6482555-6-7 Retrieved from https://www.alea.edu.au/documents/item/1869 .
Gray, T. (1997). The impact of an extended stay outdoor education school program upon adolescent participants. (Doctoral Dissertation). Wollongong, Australia: University of Wollongong. Retrieved from http://ro.uow.edu.au/theses/1799 .
Gray, T. (2017). A 30-year retrospective study of the impact of outdoor education upon adolescent participants: Salient lessons from the field. Pathways the Ontario Outdoor Education Journal, Spring, 29 (3), 4–15.
Google Scholar
Gray, T (2018a). Being in nature is good for learning, here's how to get kids off screens and outside. The Conversation. Retrieved from http://theconversation.com/being-in-nature-is-good-for-learning-heres-how-to-get-kids-off-screens-and-outside-104935 .
Gray, T. (2018b). Outdoor learning: Not new, just newly important. Curriculum perspectives . https://doi.org/10.1007/s41297-018-0054-x .
Gray, T., & Martin, P. (2012). The role and place of outdoor education in the Australian National Curriculum. Australian Journal of Outdoor Education, 16 (1), 39–50. https://doi.org/10.1007/BF03400937 .
Gray, T., & Perusco, D. (1993). Footprints in the sand—Reflecting upon the value of outdoor education in the school curriculum. Australian Council for Health, Physical Education and Recreation National Journal, 40 (1), 17–21.
Gray, T., & Pigott, F. (2018). Lasting lessons in outdoor learning: A facilitation model emerging from 30 years of reflective practice. Ecopsychology., 10 (4), 195–204. https://doi.org/10.1089/eco.2018.0036 .
Gray, T. Tracey, D., Truong, S., & Ward, K. (2017). Fostering the wellbeing of students with challenging behaviour and/or emotional needs through Acceptance Commitment Therapy and outdoor learning: Research report. Sydney, New South Wales: Centre for Educational Research, School of Education, Western Sydney University. https://doi.org/10.4225/35/5a961c414081
Gray, T., Truong, S., Reid, C., Ward, K., Singh, M. & Jacobs, M. (2018). Vertical Schools and Green Space: Canvassing the Literature . Western Sydney University. https://doi.org/10.26183/5bd93af6a3ca5 .
Haggerty, R. J., Sherrod, L. R., Garmezy, N., & Rutter, M. (1996). Stress, risk, and resilience in children and adolescents: Processes, mechanisms, and interventions. Cambridge . New York: Cambridge University Press.
Haidt, J. & Paresky, P. (2019). By mollycoddling our children, we're fuelling mental illness in teenagers. https://www.theguardian.com/commentisfree/2019/jan/10/by-mollycoddling-our-children-were-fuelling-mental-illness-in-teenagers?CMP=fb_gu&fbclid=IwAR1PhsqsxrXiYIXcFnT9BOtXtK37AKOJE0-V7XO-zCQojCsSFSyAev6Tp04 (Accessed January 28, 2019).
Hattie, J., Marsh, H. W., Neill, J. T., & Richards, G. E. (1997). Adventure education and outward bound: Out-of-class experiences that make a lasting difference. Review of Educational Research, 67 (1), 43–87. https://doi.org/10.2307/1170619 .
Hayhurst, J., Hunter, J., Kafka, S., & Boyes, M. (2015). Enhancing resilience in youth through a 10-day developmental voyage. Journal of Adventure Education and Outdoor Learning, 15 (1), 40–52. https://doi.org/10.1080/14729679.2013.843143 .
Henley, J. (2010). Why our children need to get outside and engage with nature. The Guardian , https://www.theguardian.com/lifeandstyle/2010/aug/16/childre-nature-outside-play-health Accessed 23 July, 2018.
Jew, C. L., & Green, K. E. (1998). Effects of risk factors on adolescents’ resiliency and coping. Psychological Reports, 82 , 675–678. https://doi.org/10.2466/pr0.1998.82.2.675 .
Kahn, P. H., & Kellert, S. R. (2002). Children and nature: Psychological, sociocultural and evolutionary investigations . Cambridge: MIT Press.
Book Google Scholar
Kaplan, R., & Kaplan, S. (1989). The experience of nature: A psychological perspective . Cambridge: Cambridge University Press.
Kellert, S. R. (1998). A national study of outdoor wilderness experience, Unpublished report, Yale University School of Forestry and Environmental Studies.
Kellert, S. R. (2005). Building for life: Designing and understanding the human- nature connection . Washington: Island Press.
Kellert, S. R., & Wilson, E. O. (1993). The biophilia hypothesis . Washington: Island Press.
Lloyd, A., Truong, S., & Gray. (2018). Take the class outside! A call for place-based outdoor learning in the Australian primary school curriculum. Curriculum Perspectives, 38 , 163–167. https://doi.org/10.1007/s41297-018-0050-1 .
Louv, R. (2011). The Nature Principle: Human restoration and the end of Nature-Deficit Disorder . Chapel Hill: Algonquin Books of Chapel Hill.
Maller, C. J., & Townsend, M. (2006). Children’s mental health and wellbeing and hands- on contact with nature: Perceptions of principals and teachers. International Journal of Learning, 12 (4), 359–372.
Malone, K. (2007). The bubble-wrap generation: Children growing up in walled gardens. Environmental Education Research, 13 (4), 513–527.
Neill, J. T. (2008). Enhancing life effectiveness: The impacts of outdoor education programs . (Unpublished doctoral dissertation), Faculty of Education, University of Western Sydney, NSW, Australia. Retrieved from http://wilderdom.com/wiki/Neill_2008_Enhancing_life_effectiveness:_The_impacts_of_outdoor_education_programs .
Neill, J. T., & Dias, K. L. (2001). Adventure education and resilience: The double-edged sword. Journal of Adventure Education & Outdoor Learning, 1 , 35–42. https://doi.org/10.1080/14729670185200061 .
Neill, J. T., & Heubeck, B. (1998). Adolescent coping styles and outdoor education: Searching for the mechanisms of change. In. Exploring the boundaries of adventure therapy: International perspectives. Proceedings of the International Adventure Therapy Conference (1st, Perth, Australia, July 1997) . Retrieved from: http://files.eric.ed.gov/fulltext/ED424067.pdf .
Neilson, T. & Hansen, K. (2007). Do green areas affect health? Results from a Danish survey on the use of green areas and health indicators. Health and Place, 13(4) 839-850. https://doi.org/10.1016/j.healthplace.2007.02.001 .
Nettles, S. M., & Pleck, J. H. (1996). Risk, resilience, and development: The multiple ecologies of black adolescents in the United States. In R. J. Haggerty, L. R. Sherrod, N. Garmezy, & M. Rutter (Eds.), Stress, risk, and resilience in children and adolescents: Processes, mechanisms, and interventions. (pp. 147–181). Cambridge . New York: Cambridge University Press.
Rutter, M. (1987). Psychosocial resilience and protective mechanisms. American Journal of Orthopsychiatry, 57 , 316. https://doi.org/10.1111/j.1939-0025.1987.tb03541.x .
Rutter, M. (1993). Resilience: Some conceptual considerations. Journal of Adolescent Health, 14 , 626–631. https://doi.org/10.1016/1054-139X(93)90196-V .
Rutter, M. (1996). Stress research: Accomplishments and tasks ahead. In R. J. Haggerty, L. R. Sherrod, N. Garmezy, & M. Rutter (Eds.), Stress, risk, and resilience in children and adolescents: Processes, mechanisms, and interventions (pp. 354–385). Cambridge: Cambridge University Press.
Rutter, M. (2006). Implications of resilience concepts for scientific understanding. Annals of the New York Academy of Sciences, 1094, 1–12. doi: https://doi.org/10.1196/annals.1376.002
Ryan, D., & Gray, T. (1993). Integrating outdoor education into the school curriculum - a case study. International Council for Health, Physical Education . Recreation, 29 (2), 6–13.
Scott, M. (2017). Preparing today’s students for tomorrow’s world. Speech delivered at the Trans Tasman Business Circle, 29 June, 2017. Retrieved From: https://education.nsw.gov.au/our-priorities/innovate-for-the-future/education-for-a-changing-world/thoughts-on-the-future/preparing-todays-students-for-tomorrows-world#The3 . Accessed January 28, 2019.
Selhub, E., & Logan, A. (2012). Your Brain on Nature: The Science of Nature's Influence on Your Health, Happiness and Vitality . Somerset, UK: Wiley.
Sheard, M., & Golby, J. (2006). The efficacy of an outdoor adventure education curriculum on selected aspects of positive psychological development. The Journal of Experimental Education, 29 , 187–209. https://doi.org/10.1177/105382590602900208 .
Shellman, A. (2009). Empowerment and resilience: A multi-method approach to understanding processes and outcomes of adventure education program experiences . (Unpublished doctoral dissertation). Indiana University, Indiana, MI, USA. Retrieved from http://gradworks.umi.com/33/54/3354905.html .
Sibthorp, J., Paisley, K., Furman, N., & Gookin, J. (2008). Long-term impacts attributed to participation in wilderness education: Preliminary findings from NOLS. In Ninth Biennial Research Symposium (p. 115).
Skehill, C. M. (2001). Resilience, coping with an extended stay outdoor education program, and adolescent mental health. (Unpublished thesis). University Canberra, Canberra, Australia. Retrieved from http://www.wilderdom.com/pdf/Skehill2001ResilienceCopingOutdoorEducation.pdf
Smith, B. W., Dalen, J., Wiggins, K., Tooley, E., Christopher, P., & Bernard, J. (2008). The brief resilience scale: Assessing the ability to bounce back. International Journal of Behavioral Medicine, 15 , 194–200. https://doi.org/10.1080/10705500802222972 .
Steinhardt, M., & Dolbier, C. (2008). Evaluation of a resilience intervention to enhance coping strategies and protective factors and decrease symptomatology. Journal of American College Health, 56 , 445–453. https://doi.org/10.3200/JACH.56.44.445-454 .
Taniguchi, S., & Freeman, P. A. (2004). Outdoor education and meaningful learning: Finding the attributes to meaningful learning experiences in an outdoor education program. The Journal of Experimental Education, 26 , 210–211 Retrieved from http://scholarsarchive.byu.edu/etd/164/ .
Townsend, M., & Weerasuriya, R. (2010). Beyond blue to Green: The benefits of contact with nature . Deakin University.
Truong, S., Singh, M., Reid, C., Gray, T., & Ward, K. (2018). Vertical schooling and learning transformations in curriculum research: Points and counterpoints in outdoor education and sustainability. Curriculum Perspectives. https://rdcu.be/5RhP .
Wilson, E. O. (1984). Biophilia . Cambridge: Harvard University Press.
Wilson, E. O. ( 2015). E.O. Wilson Explains Why Parks and Nature are Really Good for Your Brain . The Washington Post. Retrieved From: Http://Www.Childrenandnature.Org/2015 /10/01/E-O-Wilson- Explains-Why-Parks-And-Nature-Are-Really-Good-For-Your-Brain/ .
Download references
Author information
Authors and affiliations.
Centre for Educational Research, Western Sydney University, Sydney, Australia
You can also search for this author in PubMed Google Scholar
Corresponding author
Correspondence to Tonia Gray .
Additional information
Publisher’s note.
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and permissions
Reprints and permissions
About this article
Gray, T. Outdoor learning and psychological resilience: making today’s students better prepared for tomorrow’s world. Curric Perspect 39 , 67–72 (2019). https://doi.org/10.1007/s41297-019-00069-1
Download citation
Published : 01 April 2019
Issue Date : 15 April 2019
DOI : https://doi.org/10.1007/s41297-019-00069-1
Share this article
Anyone you share the following link with will be able to read this content:
Sorry, a shareable link is not currently available for this article.
Provided by the Springer Nature SharedIt content-sharing initiative
- Outdoor education
- Outdoor learning
- Coping skills
- Find a journal
- Publish with us
- Track your research
Academia.edu no longer supports Internet Explorer.
To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to upgrade your browser .
Enter the email address you signed up with and we'll email you a reset link.
- We're Hiring!
- Help Center
![dissertation on outdoor education paper cover thumbnail](https://0.academia-photos.com/attachment_thumbnails/3242668/mini_magick20180818-26501-xf4kkm.png?1534601378)
The Value of Outdoor Learning: Evidence From Research In the UK and Elsewhere
![dissertation on outdoor education Profile image of Dawn L Sanders](https://0.academia-photos.com/229183/62751/14811776/s65_dawn.sanders.jpg)
2006, School science …
Related Papers
Field Studies Council
Dawn L Sanders
![dissertation on outdoor education dissertation on outdoor education](https://a.academia-assets.com/images/loswp/related-pdf-icon.png)
In Rabensteiner , P-M & Repo, E. European Dimension in Education and Teaching vol. 4: Education and Nature in European Education, Baltmannsweiler: Schneider Verlag Hohengehren.
geoff cooper
International Journal of Science Education
Barbara Humberstone
Education 3-13: International Journal of Primary, Elementary and Early Years
Sarah MacQuarrie
In the UK, teachers are increasingly being encouraged to support and undertake outdoor learning. Despite such support there is a paucity of research that has considered how outdoor learning can be implemented and offered on a regular basis by teachers. The lack of empirical research that has centralised the role of the teacher is at odds with the interest in this topic and the need for theory-driven guidance suited to teachers. Research is reported that aimed to support the provision of outdoor learning opportunities for children aged between three and eleven at nine settings (pre- or primary schools) in Scotland and England. A set of flexible guidelines that link theory and practice were used by 14 teachers. This article focuses on teachers’ reports of their activity. The incorporation of outdoor learning within conventional teaching and learning approaches is found to be feasible and the implications for practice and future research are explored.
Nicol, R., Higgins, P., Ross, H., & Mannion, G. (2007) Outdoor Education in Scotland: A summary of recent research. Report Commissioned by Scottish Natural Heritage.
Greg Mannion
Carmen Byrne
Outdoor learning approaches in schools are becoming increasingly widespread across the U.K. There is a growing range of resources available to support teachers with ideas and ways of using the outdoor environment to enhance the curriculum, and some providers offer staff training to support the development of an outdoor learning curriculum
Educationalfutures: e-journal of the British …
Scottish Educational Review
Beth Christie
This paper examines the frequency and nature of outdoor learning provision in Scottish schools, with specific attention paid to teachers’ approaches to learning outdoors, and it considers what further support and professional development teachers need to progress their practice. This enquiry is timely as limited data has been gathered over the past ten years (see Higgins et al. 2006 and Mannion et al. 2007) and little is known about how the policy document Curriculum for Excellence through Outdoor Learning and associated Education Scotland support has influenced outdoor learning provision. Questionnaires were administered to primary and secondary schools (n=90 returns) across four local authority areas. The results indicate that secondary schools are keen to develop outdoor learning provision and they need support to do so. Also, there is an increased use of school grounds as a context for learning within the primary school sector. In light of these findings and recent developments ...
Education Sciences
Popular demand for school-based outdoor learning is growing throughout the world, but there is relatively little use of international comparisons to inform the development and support of this growth. Motivations for providing outdoor learning may vary within and across countries/areas. Through understanding how different purposes are being approached internationally, we can learn how outdoor learning might best be supported to achieve particular outcomes. Eighty expert commentators on outdoor learning from 19 countries/areas responded to a short online survey about motivations for and practices in school-based outdoor learning, based on their experience working in this field. The survey was designed using a conceptual framework of student outcomes from outdoor learning, derived from policy analysis and five major reviews of the field. The three most frequently reported forms of outdoor learning practiced in schools were field studies, early years outdoor activities, and outdoor and adventure education. Among identified purposes for outdoor learning provision within schooling, supporting environmental awareness and action and pupil health and well-being were the most common. Some alignment of forms of outdoor learning and specific outcomes are discussed and implications for future policy, practice, and research considered.
Loading Preview
Sorry, preview is currently unavailable. You can download the paper by clicking the button above.
![](http://writinghelp.online/777/templates/cheerup/res/banner1.gif)
RELATED PAPERS
Anders Szczepanski
Ian C Fuller
Glyn Thomas , Brendon Munge
Jonathan Lynch
Curriculum Perspectives
Son Vo Truong
Johan Faskunger
Journal of Outdoor and Environmental Education
Ian Neville
BERA annual conference, university of Warwick
Duncan Picknoll
Journal of Geography in Higher Education
Catherine Oliver
High-Quality Outdoor Learning
Erik Mygind
The Changing World of Outdoor Learning in Europe
Mark Leather
Annette Gough
James Neill
Norsk Geografisk Tidsskrift-norwegian Journal of Geography
Ellen Karoline Henriksen
Journal of Adventure Education & Outdoor Learning
Helen Little
Heriberto Rey Garcia
Alison Lugg
Journal on School Educational Technology
Thomas Firomumwe
Roxanne Cooksey
John H Falk
Dr Abdul Kahlid
RELATED TOPICS
- We're Hiring!
- Help Center
- Find new research papers in:
- Health Sciences
- Earth Sciences
- Cognitive Science
- Mathematics
- Computer Science
- Academia ©2024
This website uses cookies to ensure you get the best experience on our website. Without cookies your experience may not be seamless.
![dissertation on outdoor education institution icon](https://muse.jhu.edu/images/institution.png)
- Research in Outdoor Education
About this Journal
![dissertation on outdoor education journal cover image](https://muse.jhu.edu/journal/730/image/front_cover.jpg?format=180)
Research in Outdoor Education (ROE), the official journal of the Coalition for Education in the Outdoors ( http://www.outdooredcoalition.org ), is a peer-reviewed, scholarly journal seeking to support and further outdoor education and its goals, including personal growth and moral development, team building and cooperation, outdoor knowledge and skill development, environmental awareness, education and enrichment, and research that directly supports systematic assessment and/or evidence-based advances in outdoor education. The Journal is intended to appeal to researchers, practitioners, teachers and post-secondary students through the exploration and discussion of diverse perspectives on the theoretical, empirical, and practical aspects of outdoor education in its broadest sense.
![dissertation on outdoor education Cornell University Press](https://muse.jhu.edu/publisher/255/image/colophon.jpg)
published by
Available issues, table of contents.
- Volume 17, 2019
- Volume 16, 2018
- Volume 15, 2017
- Volume 14, 2016
- Volume 13, 2015
- Volume 12, 2014
- Volume 11, 2012
- Volume 10, 2010
Additional Information
Additional materials.
![dissertation on outdoor education external link](https://muse.jhu.edu/images/link_blue.png)
Additional Issue Materials
- Editorial Board -- Volume 17, 2019
- Editorial Board -- Volume 16, 2018
- Editorial Board -- Volume 15, 2017
- Editorial Board -- Volume 14, 2016
Project MUSE Mission
Project MUSE promotes the creation and dissemination of essential humanities and social science resources through collaboration with libraries, publishers, and scholars worldwide. Forged from a partnership between a university press and a library, Project MUSE is a trusted part of the academic and scholarly community it serves.
![dissertation on outdoor education MUSE logo](https://muse.jhu.edu/images/muselogo_notext.png)
2715 North Charles Street Baltimore, Maryland, USA 21218
+1 (410) 516-6989 [email protected]
©2024 Project MUSE. Produced by Johns Hopkins University Press in collaboration with The Sheridan Libraries.
Now and Always, The Trusted Content Your Research Requires
![dissertation on outdoor education Project MUSE logo](https://muse.jhu.edu/images/muselogoblack.png)
Built on the Johns Hopkins University Campus
- U of T Libraries
- U of T Home
- Campus Maps
![dissertation on outdoor education University of Toronto](https://tspace.library.utoronto.ca/image/UofTCrst.png)
- TSpace Repository
- School of Graduate Studies - Theses
- Doctoral and Master theses prior to ETD mandate (pre-2009)
Cognitive and affective learning in outdoor education
- NQ41587.pdf
Permanent link
https://hdl.handle.net/1807/12600
- Show complete metadata
- Show Statistics
Items in TSpace are protected by copyright, with all rights reserved, unless otherwise indicated.
Outdoor Learning in Early Childhood Education A Narrative Review
- 28(2):156-165
![dissertation on outdoor education Eila Lindfors at University of Turku](https://i1.rgstatic.net/ii/profile.image/1017615212376064-1619629781343_Q64/Eila-Lindfors.jpg)
- University of Turku
![dissertation on outdoor education Marja-Leena Rönkkö at University of Turku](https://i1.rgstatic.net/ii/profile.image/279474135420933-1443643235174_Q64/Marja-Leena-Roenkkoe.jpg)
Abstract and Figures
![dissertation on outdoor education Opportunities and challenges of implementing outdoor education in early childhood education. Note that some categories were seen as both opportunities and challenges. The differences are clarified in the text below this table.](https://www.researchgate.net/profile/Eila-Lindfors/publication/351333664/figure/tbl1/AS:1019795596124160@1620149625884/Opportunities-and-challenges-of-implementing-outdoor-education-in-early-childhood_Q320.jpg)
Discover the world's research
- 25+ million members
- 160+ million publication pages
- 2.3+ billion citations
![dissertation on outdoor education Lidon Lashley](https://i1.rgstatic.net/ii/profile.image/1156728653647876-1652797010528_Q64/Lidon-Lashley.jpg)
- Sarika Kewalramani
- Jyoti Senthil
![dissertation on outdoor education Virpi Yliverronen](https://c5.rgstatic.net/m/4671872220764/images/template/default/profile/profile_default_m.jpg)
- INT J TECHNOL DES ED
![dissertation on outdoor education Marja-Leena Rönkkö](https://i1.rgstatic.net/ii/profile.image/279474135420933-1443643235174_Q64/Marja-Leena-Roenkkoe.jpg)
- Tari Haahtela
![dissertation on outdoor education Lehte Tuuling](https://i1.rgstatic.net/ii/profile.image/272223013437472-1441914432802_Q64/Lehte-Tuuling.jpg)
- Recruit researchers
- Join for free
- Login Email Tip: Most researchers use their institutional email address as their ResearchGate login Password Forgot password? Keep me logged in Log in or Continue with Google Welcome back! Please log in. Email · Hint Tip: Most researchers use their institutional email address as their ResearchGate login Password Forgot password? Keep me logged in Log in or Continue with Google No account? Sign up
- Bibliography
- More Referencing guides Blog Automated transliteration Relevant bibliographies by topics
- Automated transliteration
- Relevant bibliographies by topics
- Referencing guides
![](http://writinghelp.online/777/templates/cheerup/res/banner1.gif)
IMAGES
VIDEO
COMMENTS
learn more about the pedagogical outcomes from outdoor activities and to improve understanding of the learning aspects in the outdoor environment (Jordet, 2007; Rickinson et al., 2004; Szczepanski, 2008). 1.2 Aim and research questions This thesis examines teachers' intentions and objectives for outdoor learning.
atic review process in an attempt to answer the main research questions. Additionally, this process set out to enhance 1) an understanding of how OE interlinks with environmental education; 2) the role OE plays in. developing connections between students and the natural environment, and3) the role that society and culture play in intro.
The phenomenological insights within this dissertation can lead towards OEE as a more prevalent approach to K-12 learning. ... And yet, if we look at two or more outdoor education curricula, we ...
An attempt to describe "outdoor teaching" The understanding and practice of outdoor education is diverse and is influenced by the sociocultural contexts of the regions in which it is practiced (Rea & Waite, Citation 2009).It has been difficult to define outdoor education or place it within a theoretical framework (Nicol, Citation 2002, Citation 2003) and practitioners still express ...
This. paper aims to discuss outdoor educa tion: an alternative approach in teaching and learning science in the. Malaysian context. In this 21 st century, the exposure and experience in the field ...
While many outdoor education programs may restrict students' use of mobile phones to limit immediate access to social media, it is much harder to restrict the focus students may still place on recording digital media in the field. For example, taking selfies, posing for profile pictures, posing for group pictures, or creating fabricated ...
A thesis submitted to the University of Birmingham for the degree of Doctor of Education: Learning and Learning Contexts ... Figure 1.1 The range and scope of outdoor education (Higgins and Nicol, 2002, p.1). 14 Figure 2.1 McCormack (2003). A framework for understanding causations of
ABSTRACT. The present study explored the impacts of a contextualised outdoor science curriculum on what and how elementary students learn when immersed in the local contexts in which natural phenomena occur. We conducted 63 individual interviews with fifth- and sixth-graders (between 10 and 12 years old) living in the inner city of Montréal, Québec province, Canada.
This study examines the context in which Irish outdoor ECEC learning is situated and examines insights from outdoor education practitioners. Using a qualitative lens, we look at 'quality' interactions and the scope which outdoor learning offers for impactful teaching and learning. Research was conducted during the first stages of the COVID ...
There is a growing body of empirical evidence documenting the positive effects associated with participation in environmental education and outdoor learning for students, teachers and the wider community. Despite this, there has been a substantial reduction in outdoor learning opportunities for school students, possibly due to the focus on evidenced-based outcomes, high-stakes standardised ...
The development of psychological resilience is one of the most popularly claimed benefits of outdoor education and learning (Gray and Pigott 2018; Neill 2008).Carefully designed and sequenced outdoor activities can increase students' repertoire of coping strategies and resilience (Booth 2015; Ewert and Yoshino 2011; Neill and Dias 2001; Neill and Heubeck 1998; Shellman 2009; Skehill 2001).
Outdoor Education. : A field of education that utilises both natural and urban environments for educative purposes. Experiential learning. : Is a theoretical construct that intends, through providing a range of experiences for the learner, a more relevant way of learning. Inquiry based learning.
Eaton, D. (2000) Cognitive and affective learning in outdoor education. Dissertation Abstracts International - Section A: Humanities and Social Sciences, 60, 10-A, 3595. Emmons, K. M. (1997) Perceptions of the environment while exploring the outdoors: a case study in Belize. Environmental Education Research, 3(3), 327-344. Harris, I. (1999 ...
The aim of the present dissertation project is to explore how the teachers perceive outdoor learning based on their experiences outdoors. This study explored the components ... Outdoor education can be described as a teaching and learning process that occurs in any out-of-door setting. However, it has been defined by various researchers over ...
increase children's ability to focus and enhances cog nit ive abilities (Wells, 2000). Outdoor education allows children to have a wide perspective about things, because there is a wide world ...
explanatory and classificatory information was put forward. However, priest's "outdoor education tree" is often used as it forms the first Systematics in the fieldwork (Figure 1). Figure 1. Outdoor education tree (Priest, 1986) As can be seen in the outdoor education tree (Figure 1), it is seen that outdoor education is an experience-
The Journal is intended to appeal to researchers, practitioners, teachers and post-secondary students through the exploration and discussion of diverse perspectives on the theoretical, empirical, and practical aspects of outdoor education in its broadest sense.
School-based outdoor learning involves 'play, teaching, and learning that take place in natural environments for children in formal education and care settings' (Waite, Citation 2020, p. 1).It provides memorable, authentic and contextualised experiences to extend classroom-based learning usually in local areas, school grounds and playgrounds (Chancellor, Citation 2013; James & Williams ...
RAOL 1472-9679 1754-0402 Journal of Adventure Education and Outdoor Learning, Vol. 1, No. 1, June 2009: pp. 1-15 Journal of Adventure Education and Outdoor Learning Inclusion through access to ...
Abstract (summary): The goal of this study was to determine whether an outdoor education experience would have a more positive impact on the cognitive achievement and environmental attitudes of junior-level students than in a traditional classroom setting. During the spring of 1997, six classes of junior-level students attended a half-day programme in beaver ecology at the Nonquon Outdoor and ...
The findings were as follows: 1. The Experiential Learning-based outdoor education programs showed significant effect on the participants' life effectiveness. 2. Time Management is the strongest outcome of the participants' life effectiveness in the study. 3. Outdoor Education program characteristic is a factor of life effectiveness. 4.
Outdoor learning environments hav e the potential to enable tr ansforming and. meaningful experiences with imagination and play as we ll as to e voke ideas for c raft, design, and. technology ...
The term 'outdoor learning' found more common parlance as a reflection of contemporary discourse with renewed focus on curricular breadth and progression in outdoor education. This thesis examines these changes through the lens of educational policy analysis.