Abstract
In 1998, the Board of Studies in Victoria, Australia announced the introduction of a new study called Outdoor and Environmental Education (OES). OES was to begin in 2001 and would replace the Victorian Certificate of Education (VCE) study Outdoor Education (OE) and Environmental Studies (ES). Since the inception of OES, there has been much debate in relevant education journals regarding the change, and in particular there have been frustrations shown by teachers in having to teach a more academically rigorous subject. My Masters degree research paper sought to answer two questions, firstly: What are some of the educational themes in the VCE study OES? And how do these themes differ from the old VCE study OE? Secondly, what types of pedagogical strategies are useful in delivering the VCE study OES? I employed narrative methodology in an attempt to provide meaning to my research questions and I have constructed a story based on a the personal experience of a teacher who has taught both the VCE OE and OES studies. John Geary, who teaches at Bendigo Senior Secondary College, agreed to be interviewed, and agreed to have his story used as part of my research. Furthermore, ‘John’s Story’ was to be (and has been) published in outdoor education journals in order for other teachers to understand some of the educational themes and pedagogical strategies of the study OES. The key findings of my research showed that the VCE study OES has shifted away from the VCE OE studys themes of risk, adventure, outdoor living and travel skills to educational themes of human nature relationships and their impact on nature. It also recommended three pedagogical strategies. These included, ensuring that classroom time before practicals are more academically focused, ensuring that practicals are lead by the teacher and not necessarily a tool for students to develop leadership skills, and the need to include a journal and journal writing on practical trips.
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