Outdoor Education Research Articles

Utilization of Historical Sites as a Learning Source Based on Outdoor Learning

History learning should be a serious concern in the world of education. In practice in the field, especially at the high school level, it is very difficult to achieve the planned indicators, goals and competencies of history learning. Moreover, if history learning takes place in the classroom, the learning activities of students may be less effective compared to other learning, and the students may be less than optimal in participating in their learning. Therefore, this article offers an alternative solution by utilizing local historical sites as learning resources. The research model used was the historical method for the content of the historical material and the qualitative model for the preparation of learning schemes. Given the many abandoned historical sites around us, this article explores the use of the Cunggrang Inscription as a learning resource with activities based on outdoor learning.
 Keywords: learning history, learning Resources, outdoor learning

Rajeboning Infographic Project Based Outdoor Learning: Efforts to Use the Liang Ulin 2 Site as a History Learning Source

Interaction with many learning resources and motivated students are some of the indicators of ideal historical learning. The concept of Rajeboning (infographic project based outdoor learning) can be used to support historical learning. Furthermore, examining Liang Ulin 2 (which is still unexplored) and its artifacts can help to spur historical learning. This research involved the five steps of historical research (topic selection, heuristics, criticism, interpretation and historiography), as well as a qualitative research-based literature study. The archaeological and historical potential of Liang Ulin 2 can be reviewed from the findings of artifacts which include: stone artifacts (lithic), earthenware shards, jewelry, shells, bones, teeth, and ochre. The utilization of the Liang Ulin 2 Site as a historical source using the concept of Rajeboning consists of three stages: session 1 (orientation); session 2 (execution); and session 3 (appreciation). The three sessions are expected to motivate students and thus realize the real purpose of historical learning.
 Keywords: Liang Ulin 2, learning resource, Rajeboning, outdoor learning, projectbased learning

Exploration of adventure therapy community and practice in Aotearoa New Zealand

This research explored the use of adventure therapy in Aotearoa New Zealand, how practitioners have learned their skills, and what they perceive the field needs to support its development. The mixed methods study used interpretive description methodology to analyse focus group and survey data. The field is diverse and includes practitioners from outdoor education, youth work, and therapy professions. They share common understanding of, and passion for adventure therapy practices. Formal learning opportunities are limited, and a Community of Practice model exists. Practitioners should use adventure therapy strategies within their discipline boundaries and practice with a trauma informed lens. The field would benefit from more education and training opportunities, from intentionally strengthening the Community of Practice model, and from Māori research to enhance appropriateness of practice for the unique cultural context of Aotearoa New Zealand.

Teacher’s Strategies in Teaching Speaking to Students Third Grade at SMAN 1 Taliwang

Speaking instruction is a major concern in many language programs, and instructional strategy cannot be used to influence learning outcomes. In terms of teaching speaking strategies, it is paradoxical that the majority of students in third grade were unable to speak English. This study aims to determine the strategies used by teachers at SMAN 1 Taliwang in teaching speaking skills. This thesis used a qualitative descriptive method. The subjects of this study were two English teachers at SMAN 1 Taliwang. Data were collected by observing and interviewing teachers. Then, the data analysis procedures in this study include data compaction, data presentation, and drawing conclusions. The results of this study there are three types of strategies used by teachers, namely cognitive strategies, metacognitive strategies, and social strategies. The cognitive strategies used by the teacher’s consist of memorizing and drilling. Which are included the metacognitive strategies that the teacher uses are questions, outdoor learning, pre-evaluation, and giving stimulus. Included in the social strategies used by teachers are peer-to-peer, presentations and assignments, dialogues, and discussions and presentations.

A Follow-Up Review on the Impact of a Participatory Action Research Regarding Outdoor Play and Learning

The aim of the study is to examine educators’ reflections on their practices and views regarding outdoor play and learning (OPL) and unveil the impact and sustainability of participating in participatory action research (PAR). The study draws back on the findings of a PAR conducted three years ago in two different school units that aimed to support children’s OPL. In the current research, we return to the research field, and with the participating educators we attempt to shed light on their experiences after the formal research came to an end. The research has a socio-cultural perspective on outdoor play and learning with references to participative and active relationships between cultural, social, spatial, and psychological factors. Participating in research where all participants were agents of the change (PAR) enabled the educators to enrich their pedagogical agendas and respect children’s need to play outdoors; it further helped them feel confident and develop competencies in designing outdoor activities. However, the findings unveil the challenges that educators face in creating sustainable outdoor landscapes due to the lack of sufficient supervision and governmental support. The study adds new data regarding the release of sustainable long-term changes both in outdoor pedagogies and settings.

The Effect of Outdoor Education Through Hiking and Camping on Confidence

Education, in general, has a meaning as a life process in developing each individual to live and carry out daily life. Each student has a different environment and background, which affects their personality and the formation of their self-confidence and interaction with or environment. Self-confidence will arise if there is a need to be respected and appreciated because this will grow the strength, ability, and feeling of being valuable that other people need. This study aims to determine outdoor education through hiking and camping on self-confidence. The research method used is an experimental design with a pretest, post-test two experimental design. The sample in this study was 39 students divided into two groups at SMA PGRI 1 Subang; the data collection technique used a questionnaire. This study revealed that the average results of self-confidence increased, outdoor education can increase self-confidence, and it is recommended to be part of student education in schools.

Adventures at break time

A programme called Outdoor Play and Learning (OPAL) has transformed the play experiences of children at many primary schools, finds Annette Rawstrone

Implementation of Outdoor Learning Methods in Improving Student Learning Outcomes in Islamic Religious Education Subjects at MAN 1 Medan

Formal education systems often face challenges associated with monotonous and rigid learning processes, which prioritize standardization over individual creativity. This research aims to address these issues by exploring the implementation of outdoor learning methods as a means to enhance student learning outcomes. Focusing specifically on Islamic Religious Education subjects at MAN 1 Medan, the study seeks to investigate the planning, execution, monitoring, and evaluation of outdoor learning methodologies. By adopting an outdoor learning approach, this research endeavors to introduce a more dynamic and experiential learning environment, breaking away from the constraints of traditional indoor pedagogy. Through observation, interviews, and documentation, the study assesses the effectiveness of outdoor learning methods in stimulating student engagement, fostering critical thinking skills, and enhancing overall learning outcomes. The findings of this research contribute valuable insights into the potential benefits of outdoor learning approaches in formal education settings. By offering an alternative to conventional classroom-based instruction, outdoor learning methodologies have the potential to promote creativity, curiosity, and active participation among students, thereby enriching their educational experiences and improving academic performance.

Come Rain or Shine: The Swedish Preschools Philosophy on Learning in Nature

Swedish preschools are known worldwide as they are built on democratic values and love for play and explorative learning. The recent civilization leap is a sign that we should be familiar with other alternatives for child development, such as the Swedish “Come Rain or Shine” philosophy and its approach to learning in nature. The aim of this conceptual article is to describe the outdoor learning philosophy by sharing good practices worked out in Swedish preschool pedagogy over the last century. Our knowledge is largely based on limited data collected through a narrative literature review, dedicated to the topic. This type of knowledge can be seen as a valuable lesson for those countries that are in a need of systematic solutions concerning preschool education.

Applying behaviour analysis to team-building in outdoor learning

ABSTRACT This conceptual article examines the role of team-building in outdoor learning, reviews group development theory in relation to teamwork, and outlines the Behaviour Analysis model as a tool to facilitate team-building. Working with this foundation, the theory and model are combined with discussion about team, leader, and facilitator behaviours at each stage of group development. The applications are valid for all clientele in all outdoor settings. Several strong recommendations for practitioner behaviours and future research are presented.

Increasing Sustainability Literacy for Environmental Design Students: A Transdisciplinary Learning Practice

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.

Introducing the Home Learning Environment Questionnaire and examining the profiles of home learning environments in Greece

The Home Learning Environment (HLE) plays a prominent role in children’s development. Several measures have been developed to assess its quality; however, most of them seem to mainly focus on specific aspects of the HLE construct. The aim of this study was to develop and validate the Home Learning Environment Questionnaire (HLEQ); and to examine the characteristics of the HLE and the HLE profiles using the new instrument in the Greek educational context. The HLEQ is a parent-reported measure addressing both activities and interactions, comprising of six factors that are considered key elements of the HLE: indoor, outdoor, and digital learning activities, warmth/support, conflict, and inconsistent discipline. The development of HLEQ followed a robust methodological approach, including the collection of an initial pool of items, expert review to examine its content validity, and piloting. The HLEQ was administrated to 814 parents (Mage = 37.86 years, SD = 4.84) of children (Mage = 64.12 months, SD = 7.19) attending 84 state funded kindergartens in Greece. A cross-validation approach was used to examine the factor structure of the HLEQ. Exploratory and confirmatory factor analysis and exploratory structural equation modeling procedures were implemented. Latent profile analysis was employed to identify the HLE profiles. Results provided initial support for the factor structure, reliability, and validity of the HLEQ. The HLEQ displayed good psychometric properties for measuring the quality of home learning activities and home learning interactions in the contemporary early HLE. Four HLE profiles were revealed, representing different parent-child interaction patterns during the learning activities. Limitations and implications for policy and practice are discussed.

Digital technology and networked spaces in outdoor education: reflections upon presenting at an international webinar

ABSTRACT This paper draws on a webinar on digital technology and networked spaces in outdoor education, where three researchers presented their work through responses to two discussion statements: First, ‘the use of digital technology in outdoor education is fundamentally contrary to all its values.’ Second, ‘if we accept that digital technology is embedded in outdoor education, what do we know about its potential? And what are key areas to explore more deeply?.’ Despite there being no advance planning to produce a research output from the webinar, the organisers’ basic analysis of the webinar’s frontchannel and backchannel revealed areas of the conversation that may merit targeted empirical attention. Three principal themes emerged from participants' responses during the webinar: the need to move beyond binary thinking; the importance of considering digital technology in regard to specific learning objectives and contexts; and to inform oneself about the affordances of digital technology, while thinking critically about its applications.

Where’s the E in OE? The McDonaldization of Irish outdoor education

ABSTRACT This paper presents key findings from a study that aimed to critically examine the practice of outdoor education in the Republic of Ireland. It consisted of 10 months of fieldwork across four public Outdoor Education and Training Centres (OETCs). Data were generated through participant observation, informal conversation, as well as centre websites. Findings from the thematic analysis are presented in the form of a creative non-fiction story—principally to protect the identities and centres involved. The findings were then interpreted through the theoretical lens of McDonaldization. Considering the dearth of outdoor education research in Ireland, McDonaldization provided a lens through which it was possible to more deeply understand how rationalisation has affected Irish public outdoor education practices. The discussion explores practices inconsistent with the stated Irish definitions of public outdoor education and the paper concludes with suggestions as to how the McDonaldization of outdoor education may be countered.

Correction to: Outdoor education in Canadian post-secondary education: common philosophies, goals, and activities

Correction to: Outdoor education in Canadian post-secondary education: common philosophies, goals, and activities

The Multiplicative Effect Interaction between Outdoor Education Activities Based on the Sensory System

Background: The present paper initiates the introduction of physical education activities within the Transylvania University of Brașov, aiming at a new strategy. The purpose is identifying the level of knowledge and the level of perception regarding the extent to which outdoor activities are viewed and implemented, and the effects that the latter has on them by tracking certain variables of a sensory nature, comprised of visual, auditory, kinesthetic and digital areas. Methods: This research aims to analyze if the type of sensory channel is influenced by the type of sport and the environment (urban/rural) of that practiced sport. We also analyzed the benefits offered by different sports and if these benefits influence the type of activity. Data were collected using an online survey, a questionnaire, using a Likert scale, with subjects having to choose between multiple answers. In addition, data were allocated and reviewed based on a sample of 100 students who have the habit of practicing outdoor activities. Results: The results of the study significantly show that the objectives were met and as such it can be concluded that outdoor activities, from the point of view of perception systems, can be classified according to the method of ordering the rank of activities by the dominant kinesthetic sensory channel.

Implementation of E-Comics to Grow Environmental Literacy using Outdoor Learning Methods in the New Normal Time

The implementation of e-comic development is based on the low level of environmental literacy due to the lack of training and incomplete material in the textbook, so that students are not accustomed to being skilled in carrying out environmental literacy in the surrounding environment, especially during the COVID-19 pandemic and in inclusive education. The research method in this article is a systematic literature review. The purpose of developing e-comic is to produce learning media used independently by students to foster environmental literacy in grade 4 Elementary School. This environmental literacy hopes that students can achieve goals such as: (1) Awareness (increasing individual awareness, and sensitivity to the environment), (2) Knowledge (gaining experience in gaining a basic understanding of the environment), (3) Attitude (increasing feelings and values of caring for the environment, as well as motivation to actively participate in environmental protection), (4) Skills (increasing skills to solve environmental problems), (5) Participation (actively involved in the community in efforts to solve environmental problems). The achievement of problem-solving skill competencies can also help students to support other skills such as reading and writing. In addition, it also applies a project-based learning model. This is because there is a problem that problem solving abilities are still low, so a Project Based Learning model is needed

Namibian secondary-level school learners’ lived experiences of Physical Geography

In Namibian schools, structured and organised outdoor learning opportunities are not accessible to everyone or equally distributed. All Namibian learners do, however, have access to lived experiences outside of school and are exposed to different everyday environments. Learners’ lived experiences are not always recognised by teachers as a potential and relevant geographical resource for teaching and learning. The aim of this research was to analyse the reported geographical lived experiences of secondary school learners from Namibia to establish the role of their lived experiences in the acquisition of geographical consciousness. In total, 28 Grade 11 learners from five Namibian government secondary schools in Otavi, Rundu, Keetmanshoop, Walvis Bay and Windhoek were involved in the research. Attention was paid to whether and how exposure to lived experiences led to the visualisation and awareness of geographical place, space, concepts, and processes. The findings revealed that each participant’s lived experiences and the interpretations of their lived experiences are unique.

A Decision Support Toolkit for the Design of Children-Oriented Urban Outdoor Learning Environments

Urban rapid development has created poor open spaces and fewer outdoor learning environments for children. This issue highlights the quality design of urban public and open spaces that can significantly help children’s healthy growth and development. The urban plaza is one of the potential urban open spaces that positively affect the development of talent and creativity in children and develop their physical, social, emotional, and cognitive skills. As public art is an encouraging landscape medium, integrating public art in urban plazas can aid substantially in achieving this goal. The lack of a decision support tool for designing inclusive learning environments at urban plazas has persuaded us to develop the children-oriented urban plaza design (COUP) Toolkit. The COUP Toolkit is a universal tool that can aid design professionals and children’s therapists in assessing and evaluating the impact of urban plaza design on children’s skills growth. By applying the analytical hierarchy process (AHP) method, it was found that the Urban Oasis type of urban plaza contributes the most to skills development in children (WAlt.3 = 0.336), compared to other types (i.e., street plaza, corporate foyer, transit foyer, street, and grand public place). The COUP toolkit has 14 features for designing the urban plazas embedding the public art. Applying AHP indicated that performance art (W2.2 = 0.106), interactive instrument art (W2.3 = 0.106), and spatial composition (W1.1 = 0.103) are most vital in the design of a children-oriented urban plaza. The COUP toolkit was validated through a case study, the Musical Swings (i.e., 21 Balancoires) urban plaza in Montreal, Canada. The COUP toolkit is a rating system and proposes four grading labels based on the scores earned during the assessment process: gold, silver, bronze, and not-certified. The COUP toolkit determined that Musical Swings is ranked as silver; hence, it needs minor improvements, particularly in providing fountains (WSMC2.5 = 0.57) and wading pools (WSMC2.6 = 0.60) to create a proper learning environment for children.

Analysis of Singgahan-Tuban Karst Geopark as a Social Science Learning Resource Facility in Outdoor Learning Activities

This study aimed to explore the potential of geopark karst as a source of social studies learning in outdoor learning activities. The subjects of the study were 25 social studies teachers. Primary data in the form of direct observation and participation in the field, as well as the results of interviews with several key informants and supporters. Data analysis was obtained through three stages: data reduction, data presentation, and concluding. The following analysis technique uses SWOT analysis which produces a strategy formulation in utilizing the karst potential of the Singgahan Geopark as a source of social studies learning in outdoor learning activities. The most significant potential strength factor is the many variations of population adaptation to karst phenomena in outdoor learning locations, so it is interesting to study from the aspect of social interaction and the environment.