Outdoor Class Research Articles

Assessing 7-year heat-stress exposures and adaptation strategies for children using a real-time monitoring network in Taiwan

Wet-bulb globe temperature (WBGT) serves as a suitable heat-stress indicator not only for outdoor workers but also for the general public. However, studies on WBGT exposure among the general population are scarce. This research represents the first attempt to assess WBGT exposure of school-aged children. Utilizing a real-time monitoring network in Taiwan, WBGT exposure of school-aged children (7–15 years) were estimated during May to October from 2016 to 2022. Important determinants and spatiotemporal variability of WBGT levels were explored, with hot spots and peak hours of WBGT identified. Macro- and micro-scale adaptation strategies applicable at schools were also evaluated for their effectiveness in reducing heat stress for students. Results showed that the mean daily maximum WBGT (WBGTmax) was 33.1 ± 3.8 °C at 20 stations across Taiwan but could reach/exceed 36 °C (threshold of the dangerous category) at certain hot spots for 42.3–52.0 % of days between May and October. Local geographic features sometimes outweigh the latitude in explaining the spatial variations. Contrary to temperature, WBGT peaked during 10 am to noon rather than from noon to 1:59 pm in most schools, due to clouds blocking solar radiation in the afternoon. This finding has significant implications for scheduling outdoor physical classes/activities to reduce children's heat-health risks. Setting up on-site WBGT monitoring on surfaces that children mostly encounter at schools or utilizing data from nearby weather stations could provide a near real-time heat-health warning. Moreover, providing shades outdoors, relocating outdoor classes indoors, and using air-conditioning would reduce WBGT by 2.1–5.8, 3.7–7.3, and 2.5–5.9 °C, respectively; and would significantly decrease the percentages of WBGT ≥34 °C, which is associated with increased heat-related emergency visits among children in Taiwan. The methodology applied serves as a useful reference for assessing WBGT exposure and adaptation strategies, providing the scientific foundation for heat-health adaptation measures.

Da sobrevivência à resiliência: práticas de gestão nas academias em período de crise pandêmica

The study deals with how fitness centers are coping with the COVID-19 pandemic. The aim was to investigate the management practices most used to deal with the pandemic crisis. To this end, a qualitative, descriptive study was carried out using a literature review (GERHARDT; SILVEIRA, 2009). Searches were carried out in the Scientific Electronic Library Online (SciELO) and in the journal ACAD, due to their outstanding relevance in the fitness field. The selection criteria were based on the relevance of the texts found, which were analyzed using the following criteria: a) central discussion relating gyms to the context of the pandemic crisis; b) content related to management in gyms; c) real contributions to the development of gym management. Bardin's (2011) content analysis was used to gain a deeper understanding of the data obtained. As a result, were found 2661 scientific articles. Of these, 24 were pre-selected, of which 14 participated in the discussion of this work. The findings suggested that academies were significantly impacted by the decrees that ordered their closure. The lack of preparation and infrastructure to deal with crises, as well as the excessive reliance on face-to-face activities and the lack of diversification of the services offered, contributed to the sector's vulnerability. It was clear that some gyms were unable to overcome the reduction in revenue and ended up closing down, while others invested in live or recorded classes and outdoor classes in order to keep customers engaged and generate revenue, overcoming the adversity. The management practices most present in this context were: strategic planning; safety, risk and hygiene management; financial management; crisis management; people management; human resources management; partnership management and digital marketing; project management and information technology; and innovation management. As final considerations, the study revealed the significant impact of the pandemic on Brazilian academies. In addition to the total closure phase, gyms were also affected by the public's negative perception of the risks of contamination in closed environments and with crowds. Those that managed to stay in business had to reorganize their spaces to ensure social distancing, implement hygiene and safety measures and look for innovative ways to generate revenue. The management practices identified not only enabled them to survive, but also showed the way to the gyms' resilience and ability to reinvent themselves.

Improving The Descriptive Writing Skill Through Outdoor Class Learning

In this research, the researchers used Outdoor Class Learning to overcome the students’ problem in descriptive writing. The researchers designed the research problem as: (1) How the process of teaching descriptive writing through Outdoor learning in the classroom is, and (2) How the Outdoor learning can improve the students’ writing skill. The researchers used mastery learning to analyze the score and the result in cycle I is 65.1%. It is still under average. So, the researchers continued the cycle II and the result of students’ score is 75.5%. The result is upper of average target that is 70 %. Finally, Outdoor class learning is effective in teaching English descriptive writing. Outdoor class learning is required in teaching writing especially descriptive writing. It can improve students’ writing skill on descriptive text.

A Research On Outdoor Classrooms Design In School Gardens

Outdoor classrooms, one of the oldest educational approaches that have existed, bringing learning through the common denominator with nature to the agenda, first emerged in England as a reform movement in education at the end of the 1950s. Outdoor classrooms are a rare educational structure allowing students to interact with nature and experience the opportunities of this interaction with their fully digitalised interaction potentials. In the study, examples of open-air classrooms, which are almost nonexistent in Turkey, have been analysed with inductive content analysis by understanding them with the semi-structured interview technique conducted with architects and landscape architects who are teachers and practitioners. In the end, considering all the evaluations, it was determined that the effects of outdoor classes on students were grouped into four categories; effects on cognitive, psychomotor, development, affective and social development. Beyond only using a theoretical approach, exemplary outdoor classroom models were developed and interpreted.

Outdoor Learning Model by Utilizing Mount Penanggungan Cultural Heritage to Realize Education for Sustainable Development

The cultural heritage of Gunung Penanggungan has the potential to become a space for education for sustainable development. But it has not been optimally utilized by formal schools. This study aims to construct a learning model that can contribute to realizing the SDGs through education for sustainable development by utilizing the potential that exists in Mount Penanggungan. Design-based research is used in the development of this outdoor learning model. There are three stages of development: 1) analysis and exploration; 2) design and construction; and 3) evaluation and reflection. The subject of this study was the development of a one-day outdoor learning model involving two experts for qualitative product validation. Research data collection methods are adjusted to the research objectives, including: 1) literature studies, journals, proceedings, and relevant research books; 2) expert review; and 3) a validation sheet of the learning model draft.The data analysis used in this study is a qualitative-verifiable data analysis strategy. The results of this study show the components of the outdoor learning model, which consist of: 1) impact; 2) syntax; 3) the role of the teacher; 4) a support system; and 5) the principles of learning, have been worth testing. The outdoor learning model developed is considered to be in conformity with the objectives of ESD. School support, teacher competence and technical preparation are key to successful learning. The advantage of this model lies in the process of exploration, collaboration and reflection carried out directly in an outdoor class.

Have teachers’ opinions about outdoor education changed after the pandemic?

ABSTRACT The pandemic had a huge effect on education all over the world. Online education is not really effective at bringing students closer to nature, so spending quality time in nature has become very important as many believe it is essential for the students’ normal physical and psychological development. Parents and teachers play a vital role in this process by holding outdoor classes. In our work, 372 working teachers from three countries (Serbia, Croatia, and Hungary) were asked to present their opinions about outdoor education. The results were analysed and compared between countries and with data collected four years ago. They considered it essential to hold as many outdoor classes as possible. However, they could only sometimes implement such intentions because of issues beyond their control.

Investigating the links between outdoor class and learning in primary school students (case study of a male-school in Shiraz)

ABSTRACT The current study investigates the effects of outdoor classrooms on the third-grade male students learning in science lessons. A pre-test and post-test quasi-experimental field research are conducted using experimental and control groups. A study sample of 54 male students at a school in Shiraz was selected by the non-random multi-staged sampling method. Exams developed by the researchers were taken from both groups of students on two occasions, before and after they received nine consecutive science lessons within their respective learning environments. The results evaluated by Multivariate Covariance Analysis (MANCOVA) revealed that students` exam performance in open space increases up to 17.36%, 20.72%, and 21.15% for ‘advanced,’ ‘proficient,’ and ‘below basic’ students, respectively. There is a meaningful relationship between having classes in an open space and students’ exam scores. This relationship depends on their performance and complexity and comprehension of the question levels.

Older Adults’ Physical Activity and Social Participation During COVID-19

ABSTRACT COVID-19 disrupted older adults’ physical and social participation. We examined changes in social participation and physical activity during COVID-19 and perceptions of precautionary measures and online or outdoor classes in 155 older adults (M age = 70.50 ± 4.62 years). Patrons at Calgary recreation centers ≥ 65 years recruited via e-mail were surveyed between August-September 2020. Social participation (p <0.01) and resistance (p <0.01) and flexibility (p =0.03) physical activity declined. Mild physical activity increased (p =0.03). 33.57% attended online classes. Most precautionary measures were endorsed. Understanding behavior and receptivity to precautions helps providers adapt to COVID-19.

Implementation Of Kiai's Leadership Style In Improving Teacher Creativity At The Jawahirul Hikmah Islamic Boarding School Tulungagung

The research in this dissertation is motivated by the kiai as the leader of the pesantren which is an interesting leadership phenomenon. Kiai and teachers innovate with various forms of activities. Kiai improves the quality of Human Resources (HR) for teachers/asatidz and administrators, by instilling faith in the hearts of every student, administrator and board of Asatidz with a sincere attitude of lillahi ta'ala, riyadhoh, uswatun hasanah (exemplary) and patient; changing the mindset of asatidz, developing teacher skills and introducing and strengthening all institutional rules, duties, rights and obligations of asatidz, both as citizens of Islamic boarding schools, communities and citizens. The research approach uses qualitative methods. Data collection techniques are participant observation, in-depth interviews and documentation. The data analysis techniques used are l) data condensation 2) data presentation, 3) conclusion drawing/verification. From the results of this study, it can be concluded that: 1) Ithe implementation of the kiai leadership style in increasing teacher creativity at the Jawahirul Hikmah Islamic Boarding School Tulungagung is carried out by: a) Visionary leadership style is carried out with the kiai being the direction setter, agent of change,good mentor and role modelthe spirit of jihad and the spirit of fighting for and advancing the Jawaahirul Hikmah Islamic boarding school by forming a team in the management of educational institutions and collaborating with external parties in learning activities. b) The entrepreneurial leadership style is carried out by the kiai forming an entrepreneurial organization for Marble mining, carp and catfish farming, freshwater lobster cultivation, AQUAQY Factory to increase teacher creativity. c) Style,Innovative leadership by: (1) Kiai forming Marble mining entrepreneurship organizations, carp and catfish farming, freshwater Lobster cultivation, AQUAQY Factory to increase teacher creativity, (2) Kiai providing guidance by forming small groups with a quarantine model, (3 ) Outdoor class by making small groups in learning. d) Charismatic leadership style consists of: (1) belief in the kiai in providing policies, there are directions and instructions for program implementation to teachers/asatidz and administrators. (2) the kiai in his leadership involves members/followers and gives confidence to his members through all activities. (3) Leaders focus on the performance of their subordinates by providing motivation by providing complex, challenging, initiative, risk so that members become more responsible and diligent. e) The democratic leadership style provides the freedom to accept suggestions, thoughts, ideas from teachers to improve the existing programs at the Jawaahirul Hikmah Islamic Boarding School.

Trainee teachers’ perceptions of outdoor education

Getting pupils closer to nature seems essential, even more, after the pandemic. Therefore, schools and teachers have to take active part in this process trying to hold as many outdoor classes as possible. The implementation of this methodology requires well prepared teachers, which depends on teacher training institutions. In this regard, 551 trainee teachers from Serbia, Croatia, Hungary, Spain and Norway were surveyed in order to analyse their perceptions about outdoor education (OE), filling out a questionnaire composed of 11 questions, most of them were Likert-scale. The aim was to determine whether the students considered OE effective and important, and whether they are satisfied with the knowledge they get during their studies. The results were analysed separately by countries and were compared among the five countries. They show that trainee teachers find OE important and effective to get pupils familiar with nature. Trainee teachers are planning to use this method; however, they are not satisfied with the knowledge received during their studies. There are significant differences on trainee teachers’ perceptions depending on which country they study in. These findings give a good basis for further research, and help universities to prepare their students more effectively for using this method.

Emergent Curriculum in the Form of Creative Class in Kindergarten

The implementation of an emergent curriculum that is developed spontaneously based on children's interests needs to be balanced by a creative class so that learning in class will be very fun for children. This study aims to analyze the potential for implementing an emergent curriculum based on creative classes in kindergarten. This type of research is a qualitative case study approach with data sources derived from observations, interviews, and documentation. The unit of analysis in this study were teachers, principals, and children with a total of 210 people. The data analysis used adopted the Miles and Huberman analysis model which was carried out in four steps, namely data collection, data reduction, data presentation, and verification or concluding. The results showed that the emergent curriculum based on creative classes in terms of indoor classes was found not to be dynamic, conducive, and ideal to be able to increase children's creativity, but the institution had used the area learning model but it was not optimal in its realization. While the outdoor class has been done neatly and beautifully, but the children have not been well organized when playing in the schoolyard, even though the development of children outdoors is good stimulation for children so that they can be stimulated in various conditions while in kindergarten institutions. -child. In addition, the classroom atmosphere has not been developed creatively and imaginatively even though many parts of the class can be maximized, such as walls being used to periodically display children's works. For this reason, principals and teachers need to be given self-development in the field of the creative classroom-based emergent curriculum so that principals and teachers can carry out the learning process in a spontaneous atmosphere but still on target and according to the interests of the child's potential.

The Independent Learning (Nature-Based Learning): Outdoor Study Arabic Learning Nature School Jambi City

This study describes nature-based learning as an offer of new learning outside the classroom for Arabic learning at the Jambi City Natural School to implement independent learning in Indonesia. Field research used a qualitative approach rooted in natural settings as data integrity. Well, interviews, observations, and documentation as a comprehensive data collection technique. The findings of the research, which located at the al-Fath natural school in Jambi, show that nature-based fig language learning is carried out by (1) an integrative curriculum of three curricula: Nature, Integrated Islam, and the National Education by applying the spirit of independent learning and make nature. 2) outdoor class based on contextual approach with the application of the saung mode backpacker and live-in. Program career days and Quran week used active learning methods Implemented in Arabic learning. 3). Supporting factors: open learning places and teachers applying various variations of teaching methods. Furthermore, the inhibiting factors: the use of big themes, combining Arabic language material with other materials, teacher competence, and parental cooperation. Arabic based on an integrative curriculum is a new paradigm in outdoor class-based Arabic learning, which is currently primarily taught in class as a unit of mainstream language learning theory.

What can be done to increase future teachers’ plant knowledge?

ABSTRACT Plant blindness is becoming a universal phenomenon among both students and adults. They do not know the names of the plants in their immediate environment, nor are they interested in familiarising themselves with the plants that surround them. Teachers and outdoor education can play a vital role in reversing and preventing this phenomenon; however, many teacher-training universities do not believe that this issue is important. Future teachers do not know the names of the plants in their environment, nor are they inclined to hold outdoor classes. This study examines the relevance of outdoor classes in university education as well as the plant knowledge of trainee teachers at universities in three countries, namely Serbia, Hungary, and Croatia. The results show that students who attended classes held in a natural outdoor environment had better plant identification knowledge. Students’ plant identification knowledge was found to be at the same level in each of the three countries that were examined.

Walking the Land

Outdoor Class Day changes the usual undergraduate learning space into an outdoor experience. It provides a “visual-spatial” and “bodily-kinesthetic” way to introduce students to the land of the Bible as well as the book of Joshua. Students follow their instructor around the campus, visiting locations on campus which are re-imagined through role-play and visual association as parts of the biblical land and the story of Joshua 1-8. Research into Howard Gardner’s “visual-spatial” and “bodily-kinesthetic” “intelligences” suggests they are not separable intelligences or styles of learning, but the terms provide helpful descriptors of the dynamics and benefits to active learning out of doors, including decreased abstraction of the biblical text, increased sense of the relevance of academic biblical study, increased memorable integration of the material, and increased religious literacy.

Character Education Strategies of Eating in Indonesian Schools

Character education is an effort to develop characters so that the desired character values can be achieved. Character education strategies of eating are important and strategic to ensure a balanced, halal, thoyib, and civilized nutritional intake. Therefore, this study aimed at examining the character education strategies of eating in Indonesian schools. The method of study used Systematic Review. The data sources of this study were in the form of journal articles and relevant sources both online and even offline, in which it was related to eating character education. Data analysis methods used in this study were meta-analysis for quantitative data and meta-synthesis for qualitative data. Based on the study results, it can be concluded that there are 6-character education strategies of eating in Indonesian schools, namely: reinforcement of daily meal policy, reinforcement of eating manners, learning of halal and thoyib food, reinforcement of healthy eating habits, reinforcement of healthy canteens and nutrition programs, and reinforcement of outdoor class activities. Those six-character education strategies of eating are mostly done by full-day schools, featured schools, favorite schools, and model schools at both the primary and secondary education levels in Indonesia.

РОСЛИНИ-РЕПЕЛЕНТИ ТА ЛАНДШАФТИ УРБОПРОСТОРІВ В УМОВАХ ПАНДЕМІЇ

The article deals with estimation on project level the possibilities of creating several outdoor classrooms for the Taras Shevchenko National University of Kyiv. The aim of the work was to summarize the materials of photo and video recording of mass media, initiatives of educational institutions in relation to organization of outdoor training, analyze phytotherapeutic properties of plants for the development of functional spaces in the educational complexes of Kyiv National University to reduce anticipated pandemic risks. Given the natural conditions of Ukraine, which allow for outdoor classes for about one-third of the time in semesters, the organization of the educational process in the open air is promising. Taras Shevchenko National University of Kyiv has the opportunity to create a number of classrooms in open spaces. For creating "green" auditoriums there were proposed to use spaces in front of the western facade of the Red Building of the Taras Shevchenko National University and the roofs of the ESC "Institute of Biology and Medicine". The projects comply with the quarantine requirement for social distancing and government recommendations. Each outdoor educational space according to the project is equipped with elbow awnings and removable trellises. Phytotherapeutic effect within the green auditoriums can be provided with plants-repellents, which were commend to use in order to create color fulspots on the lawns in front of the western facade of the Red Building, the design of the stemcircle sand decorating the barebushesat the bottom part. For land scaping of a site with a firm covering (classroom on roofs) use of modular container culture with participation of plants – repellents is being offered.

REFLEXÕES DOCENTES SOBRE PRÁTICAS DE ENSINO DA DISCIPLINA DE GEOGRAFIA EM UMA ESCOLA PÚBLICA DE MATO GROSSO

O estudo analisa, a partir das reflexões docentes, as práticas de ensino da disciplina de Geografia em uma escola pública de Mato Grosso. A pesquisa, de cunho qualitativo, apoiou-se em revisão bibliográfica e na realização de entrevistas com professores. Os resultados evidenciam que, frente à ausência de materiais e equipamentos, de recursos financeiros, de qualificação stricto sensu e de formação continuada e, ainda, desinteresse dos alunos a essa área de saber, a docência é um desafio. Para a superação propõem maior investimento. Apontam que o livro didático é importante instrumento de ensino, mas é necessário aprofundar com o uso de outros materiais e metodologias diversificadas. Consideram que trabalhar a realidade local é essencial para o aluno compreender a Geografia como instrumento de interpretação crítica do seu mundo, mas expressam que há ausência de materiais bibliográficos e não há destinação de recursos a atividades fundamentais como visitações e aulas de campo.

Why Wait for Warm Weather?: Adventure in the Wintertime

Adventure units that are included within an encompassing physical education curriculum are often structured during warm-weather months when conditions are “ideal” for outdoor class time. This article describes how to implement an adventure education curriculum in a cold-weather outdoor environment that may provide additional welcoming challenges for their students.

The Analysis of Morbidity among Civil and Military University Students in Kaliningrad

The objective of the study was to analyze disease incidence and prevalence rates among university students in the city of Kaliningrad. Materials and methods. We analyzed morbidity among first to fifth year students of a civil (No. 1) and two military universities (Nos. 2 and 3) including its structure per 1,000, trends, annual incidence and prevalence rates among local and nonresident students. Results and discussion: The overall prevalence rates were higher in the military universities (1,474.9 ± 14.5 ‰ and 930.4 ± 5.2 ‰ in Nos. 2 and 3, respectively) than in the civil one (802.1 ± 10.3 ‰). In universities Nos. 1 and 3, the prevalence rates of diseases of the skin and subcutaneous tissue were similar while the rates of diseases of the genitourinary system were higher than those in university No. 2. We observed a higher disease prevalence rate among unacclimated students: the smaller was their percentage, the lower was the overall rate. In the universities 1–3 the prevalence rates in local and nonresident students were 779.1 ± 11.8 ‰ and 918.9 ± 17.0 ‰ (p = 0.000), 921.5 ± 13.5 ‰ and 1,548.1 ± 16.9 ‰ (p = 0.000), and 719.5 ± 12.7 ‰ and 906.2 ± 9.6 ‰ (p = 0.000), respectively. The nonresident students of the civil university were healthier: their prevalence rates of diseases of the eye and adnexa, mental and behavioral disorders, and diseases of the musculoskeletal system and connective tissue were, respectively, 2.8, 1.9 and 4.2 times lower than those in non-local students of the military establishments. Conclusions. Respiratory diseases and diseases of the skin and subcutaneous tissue generally prevailed among the students. The excess of the upper limit of the annual incidence rate in the same seasons and months of the year proves the role of body resistance in disease pathogenesis. The observed disease rates were higher in the military universities than in the civil one due to the specific features of nutrition, accommodation, and the educational process (curricula, indoor and outdoor classes at the training ground). The analysis of morbidity rates among students of each year is essential for the development of efficient preventive measures. General measures shall include ways and means of boosting the immune system as well as proper sanitary and hygienic conditions of students’ accommodation and learning facilities. Key words: students, local, nonresident, incidence, Kaliningrad.

SOLUTIONS FOR IMPROVING THE QUALITY OF INTEGRATING SOFT SKILLS INTO TEACHING SPECIALIZED KNOWLEDGE AT TRA VINH UNIVERSITY

This article analyzes essential conditions for integrating soft skills into teaching specialized knowledge. The data was surveyed on 529 college and university level students from 1st to 4th year of five faculties at Tra Vinh University. The results show that there are 401 students (76%) agreing that the number of a soft skills class with 15 to 25 students is appropriate; Besides, in order to organize students’ interest in learning soft skills and learning effectively, teachers need to combine many methods and means: lectures, projectors, group activities, pictures, photos, tables (rate of 46%) and organized outdoor classes account for 47%; teaching methods and teaching equipments relatively meet students’ learning needs.