Outdoor Education Research Articles

Travel patterns and factors explaining green space use for outdoor learning among school and preschool children

Purpose This study aims to examine travel patterns and factors that explain children’s use of green space for outdoor learning. This knowledge will be valuable for urban planners and policymakers to plan, design, develop and maintain green spaces that consider children’s interests. Design/methodology/approach The analysis consists of three steps. First, this paper performed a mapping analysis to explain the accessibility and services of green spaces in supporting children’s education. Second, using data from a survey distributed to school teachers, this paper explored factors affecting trip frequency, travel distance and walking when visiting green spaces. Third, this paper interviewed teachers and conducted observations and conversations with children to gain additional insights. Findings The quantitative analyses found that size, path network linkages, path length, use for nature observation, play features, path density, walking and biking may influence children’s preference for using green spaces. This study identified five factors (playing, socialising, exploring, biodiversity and accessibility) that drive children to visit green spaces. Originality/value There is limited knowledge of the links between green space and children’s travel patterns and factors explaining the use of green spaces. To the ebst of the authors’ knowledge, this study seems to be the first attempt to introduce a mix of methods containing mapping, qualitative and quantitative analyses to explain children’s use towards green spaces.

Peran Kegiatan Kursus Pembina Pramuka Mahir Tingkat Dasar (KMD) dalam membentuk karakter generasi muda

This research aims to determine the role of the Basic Level Scout Training Course (KMD) in shaping the character of Indonesia's young generation. Using a qualitative approach and literature study, this research highlights that KMD is not just a technical scouting course, but is also a concrete vehicle for the holistic character formation of participants. KMD integrates human values, unity, deliberation and social justice through various activities such as ceremonies, discussions and community service. The research results show that KMD is able to produce a young generation who is not only proficient in the field of scouting, but also ready to face various challenges in the future. In this context, research proposes increasing the integration of character values in KMD material as well as increasing aspects of personal guidance to ensure holistic growth. The ultimate goal of KMD is to produce scout leaders who are open to input, active in outdoor learning and coaching, work cohesively in groups, and have a positive orientation in all activities.

The effect of ethnography-based outdoor learning methods on elementary students’ activities and learning outcomes

The effect of ethnography-based outdoor learning methods on elementary students’ activities and learning outcomes

The ‘Welsh way’, outdoor learning within the primary curriculum: a ‘fringe add-on or mainstream pedagogical practice’?

The increasingly robust evidence base from across the globe highlights a range of potential benefits for children in engaging with outdoor environments including increased physical development, improved mental health and wellbeing, increased resilience and higher levels of engagement. However, children’s access to outdoor environments may be limited by factors such as a lack of available ‘safe’ spaces, concerns such as ‘stranger danger’ and a focus on more structured extra-curricular activities during ‘out of school’ hours. We suggest that schools therefore play a key role in providing opportunities for all children to engage in outdoor environments through outdoor play and learning. This paper provides a reflection of key policy and curriculum changes over the last 25 years in relation to outdoor learning within Wales. It identifies that professional learning is a key factor in ensuring that all primary school educators appreciate the value of outdoor learning. It highlights the need for consistency across primary school settings so that all children within Wales have access to high quality outdoor learning experiences as part of mainstream pedagogical practice. Moreover, it proposes that as we look forward to the next 25 years, accountability should be afforded via the Estyn inspection framework.

The ‘Welsh way’, outdoor learning within the primary curriculum: a ‘fringe add-on or mainstream pedagogical practice’?

Mae’r sylfaen dystiolaeth gynyddol gadarn o bob cwr o’r byd yn tynnu sylw at amrywiaeth o ffyrdd y gall plant elwa ar ymgysylltu ag amgylcheddau awyr agored, gan gynnwys cynnydd mewn datblygiad corfforol, gwell iechyd meddwl a lles meddyliol, mwy o gadernid a lefelau uwch o ymgysylltu. Fodd bynnag, gall mynediad plant i amgylcheddau awyr agored gael ei gyfyngu gan ffactorau fel diffyg mannau ‘diogel’ sydd ar gael, pryderon fel ‘perygl dieithriaid’ a ffocws ar weithgareddau allgyrsiol mwy strwythuredig yn ystod oriau ‘y tu allan i’r ysgol’. Awgrymwn felly fod gan ysgolion ran allweddol o ran darparu cyfleoedd i bob plentyn gymryd rhan mewn amgylcheddau awyr agored trwy chwarae a dysgu yn yr awyr agored. Mae’r papur hwn yn bwrw golwg ar y newidiadau allweddol i bolisi a’r cwricwlwm dros y 25 mlynedd diwethaf mewn perthynas â dysgu yn yr awyr agored yng Nghymru. Mae’n nodi bod dysgu proffesiynol yn ffactor allweddol wrth sicrhau bod pob addysgwr ysgol gynradd yn gwerthfawrogi gwerth dysgu yn yr awyr agored. Mae’n amlygu’r angen am gysondeb ar draws lleoliadau ysgolion cynradd fel bod gan bob plentyn yng Nghymru fynediad at brofiadau dysgu awyr agored o ansawdd uchel fel rhan o ymarfer addysgeg prif ffrwd. Ar ben hynny, wrth i ni edrych ymlaen at y 25 mlynedd nesaf, mae’n cynnig y dylid sicrhau atebolrwydd drwy fframwaith arolygu Estyn.

The effectiveness of outdoor education on positive youth development and 21st century skills

Background Problems: Adolescents face various social challenges, such as the need to succeed in a competitive environment, cope with stress, face a global pandemic, and must develop in the future as adults. Research Objectives: The purpose of this research is to create an outdoor program integrated with PYD and 21st century skills that form a generation of young people who are resilient and ready to face global challenges. Methods: The method used in this study was the quasi-experimental design research method. The design used in this study was Pretest-Posttest Control Group Design With More Than One Experimental Group. The research instrument to measure 21st century skills is the 21st century skills questionnaire, and to measure positive youth development (PYD) using the PYD 7Cs questionnaire. Findings and Results: There was a significant difference in the effect of the outdoor education program of PYD integration with the control group with a calculated f value of 17,993 and a sig value of 0.000. Similarly, there are differences between the 21st century skill integration group and the control group with a calculated f value of 15.579 and a sig value of 0.000. Conclusion: The results show that outdoor education that integrates PYD and 21st century skills has a better impact so that youth have excess energy if not channelled into positive activities. Youth needs in outdoor education activities are still an attractive choice. In the 21st century, outdoor education activities become meaningful learning with the condition that there is an integration concept both in 21st century skills and positive youth development.

Mathematical Modeling Approach and Exploration of Geometric Properties as Part of an Outdoor Activity for Primary-School Pupils in Out-of-School Learning

School-age children and being outdoors are intrinsically linked. Education and the outdoors offer unique opportunities to extend the learning potential of children at this age in a more engaging way. From the point of view of mathematics, this way of learning is very suitable and certainly motivating for the pupils since mathematics, especially geometry, is not very popular among pupils. Therefore, in this article, we describe how we used an out-of-school learning experience for second-level primary school pupils (sixth to ninth grade) to link mathematics to outdoor learning. Activities that we solved with pupils in the outdoor environment were solved in the teaching process using only modeling. Practical applications were illustrated through interesting topographic fieldwork, which we analyzed for their appropriate integration into the teaching process by means of a priori analysis. The inclusion of these practical problems was preceded by research on 781 pupils of primary schools who solved application problems related to the circle and the square. It was clear from the research that pupils have a significant problem with the geometric interpretation of simple geometric concepts, which can be improved with the use of mathematical modeling and the linking of similar problems that can be carried out in a non-school environment.

Climate Change Impact on Outdoor Organizations Today.

Outdoor recreation and tourism providers, education programs, and outdoor recreation facilities are experiencing the effects of climate change and severe weather firsthand. This research assessed the impact that climate change was having on these operations in 2023. Respondents from 127 outdoor organizations completed an online survey assessing the impacts of climate change and severe weather. Any outdoor operation that owed a duty of care to clients who they take outdoors or host at their facilities was invited to participate. This included outdoor tourism and recreation providers, outdoor education programs (both school and expedition based), groups involved in conservation work, and facilities such as parks, ski areas, and other outdoor recreation facilities. Respondents were from Canada's far north to Mexico, with 14% from further international locations. Climate change is having moderate to serious impacts on outdoor operations. Extreme heat and air quality were of primary concern, with storm event flooding, wildfires, snowpack, and changes in the ranges of disease-carrying insects top concerns. Fewer than half the operations have established criteria to aid in decision making, yet most had to revise operational plans in 2023 due to extreme weather. There was pervasive uncertainty regarding decisions involving extreme heat and air quality, particularly the short-term health impacts on clients and the long-term health impacts on workers. There was uncertainty regarding trusted sources for guidance and the many overlapping or contradictory jurisdictional recommendations. Practical direction is required for operations and decision makers, as is further research specific to this sector's needs.

An Outdoor Educational Experience in Health Professions Education: Beyond a Focus Group Study

Outdoor learning can relate students with environment, community, society and themselves. It can benefit students of all ages and successful in a variety of settings. Furthermore, it can enrich the curriculum and improve educational attainment. So, the present study has tried to explore experience of PhD candidates in Medical Education through a focus group. Data were collected from PhD students in medical education after participating in an outdoor session through a focus group which is frequently used as a qualitative approach to gain an in-depth understanding of social issues. Data were analyzed through conventional content analysis approach. Fifteen PhD candidates participated in focus group. Most of them aged above 35. The majority of them were working at Education Development Center (EDC), the rest were clinical practitioner, faculty member and people involved with educational activities. As to conventional content analysis of data, two main categories of instructional and inspirational sides of outdoor learning had emerged with three (Different physical space, Environmental distractors, and Innovative teaching method) and four subcategories (Informal communication, Attractive learning environment, inducing reflection, and making a new viewpoint) respectively. It is recommended to include the outdoor learning experience to provide situations for research and practice. It should be noted that curriculum reform might be necessary for planning the Outdoor learning environments and associated teaching learning methods.

Enhancing students reflective thinking through outdoor play and game-based contextual learning

Integrating cognitive, affective, physical, and social aspects of learning helps introduce new ideas and consolidate existing thinking. Games and play can enhance reflective thinking skills in mathematics education. Games in mathematics teaching contribute to cognitive development and provide dynamic strategies for learning. Reflective thinking is one of the essential skills that mathematics students must possess. One method to foster reflective thinking is by applying outdoor contextual learning activities. This study aims to determine reflective thinking and the factors influencing through play and games-based contextual learning. This research method is descriptive and quantitative, with subjects of as many as 231 mathematics students determined based on a purposive sampling technique. The instrument used to collect data was the reflective thinking instrument developed by Kember. Data analysis was carried out using SEM modeling assisted by SmartPLS. Based on the data analysis results, it is known that understanding is the most influential indicator of reflective thinking, with a path coefficient value of 0.404 and a t-statistic > t-table of 19.430 > 1.653. Meanwhile, habitual action is the indicator with the lowest influence, with a path coefficient value of 0.129 and t-statistic > t-table of 3.818 > 1.653. In addition, critical reflection and reflection have a significant effect based on the path coefficient values of 0.330 and 0.381, respectively. This shows that the four indicators significantly influence the reflective thinking of mathematics teacher students.

Advances, Hotspots, and Trends in Outdoor Education Research: A Bibliometric Analysis

Utilizing the Web of Science database as a retrieval source, this study employs CiteSpace software to conduct a visualization analysis of 8380 documents related to outdoor education published from 1994 to 2023. The findings reveal a phased increase in the volume of outdoor education research, with a shift in research themes from environmental governance to environmental education, ultimately concentrating on education for sustainable development that is characterized by significant temporal features. Initially dominated by publications from Europe and North America, the geographical distribution of research has gradually expanded globally. The core research theme centres around environmental education, with experiential education, outdoor learning, and education for sustainable development evolving concurrently. The network structure of research collaboration predominantly involves higher education institutions, with a noticeable shift from limited disciplinary research to interdisciplinary integration across multiple fields.

Preschool Teachers Perspectives on Outdoor Play Among Malaysia’s Preschoolers

This study investigates the significance of outdoor play environments for preschool children in Malaysia. Utilizing a qualitative approach, the research explores how preschool teachers and children promote outdoor activities within school curricula, while also examining barriers and concerns surrounding outdoor play provision. While international research suggests weather significantly influences perceptions of outdoor play, limited Malaysian perspectives exist. This study addresses this gap by exploring the perspectives of Malaysian preschool teachers, parents, and children, discussing strategies for promoting outdoor learning. Focusing on the physical, emotional, and well-being dimensions associated with young children's physical activity, the study highlights the importance of outdoor play in their learning and development. It examines how practitioners and parents perceive outdoor play, analyzes barriers hindering its provision, and assesses whether these barriers justify limited outdoor play opportunities. Findings reveal distinct perspectives on outdoor play between teachers and parents, yet a shared recognition of its importance and benefits. The study also identifies concerns regarding potential risks associated with insufficient physical activity and reflects on adult awareness and involvement in promoting outdoor play. Notably, the research incorporates children's voices, ensuring their perspectives are acknowledged and valued. This study has implications for early childhood teachers’ practices and offers recommendations for future research. It aims to encourage increased outdoor play integration in preschools and motivate Early Childhood Care and Education (ECCE) organizations to prioritize outdoor learning. By exploring practitioner and parental perspectives on the importance of outdoor play and examining how adults plan and promote it in children’s lives, this research contributes valuable knowledge to the field of early childhood education.

Influence of outdoor education learning models and mental toughness on cardiorespiratory fitness levels

Influence of outdoor education learning models and mental toughness on cardiorespiratory fitness levels

Physical education teachers’ experiences during the COVID-19 pandemic: conceptualizing outdoors as a job demand and resource for school wellbeing

ABSTRACT Education systems across the world were significantly impacted by the disruptions of the COVID-19 pandemic. To accommodate physical distancing requirements mandated by public health authorities, many school gymnasiums were co-opted to become classrooms, consequently displacing many physical and health educators to teach in outdoor contexts. Through semi-structured interview methods, this research unpacked the perspectives of 10 Canadian physical and health educators’ experiences teaching outdoors during the pandemic. Findings indicated that: (a) physical educators struggled to navigate COVID-19 school protocols; (b) outdoor learning environments mitigated the strain of these regulations; (c) outdoor contexts benefited the wellbeing of staff and students; and (d) there were challenges associated with teaching outdoors. Utilizing the job demands-resource theoretical framework, this study illuminated a novel concepetualization of how teaching in outdoor spaces served as both a challenging job demand, but also a valuable job resource to support school wellbeing.

Optimizing Outdoor Thermal Comfort for Educational Buildings: Case Study in the City of Riyadh

In hot, arid climates, educational buildings often face the challenge of limited outdoor space usage. This research, through comprehensive simulation, aims to propose practical solutions to enhance outdoor thermal comfort, particularly during school break times and student dismissal periods, thereby fostering more comfortable and functional outdoor school environments. That will happen through achieving the main objective of the study, which is evaluating the suggested passive strategies. Riyadh was selected as the case study, and four representative schools were analyzed through simulation and optimization processes to identify key areas for improvement. The research leveraged simulation tools such as Ladybug and Grasshopper in Rhino, highlighting the practicality and impact of this approach. Simulations were performed to assess the existing outdoor thermal conditions using the universal thermal climate index (UTCI) and to pinpoint regions with elevated thermal discomfort. Passive design interventions, such as shading devices and vegetation, were explored and optimized using the Galapagos in Grasshopper. This methodology supports the originality of this research in its integration of simulation tools, such as Ladybug and Grasshopper, with optimization techniques using the Galapagos plugin, specifically applied to the unique site-specific context of educational outdoor environments in a hot, dry climate in Riyadh. Additionally, insights for urban planners and architects demonstrate the possibility of integrating passive design principles to improve the usability and sustainability of outdoor spaces. The findings indicated that fewer apertures in shade devices combined with greater tree canopies might double the effectivity in lowering UTCI values, thereby enhancing thermal comfort, especially during peak summer months.

A Data-Based Discussion About Land Management Decisions That Limit Access to Protected Areas

Outdoor educators rely on access to protected natural areas to provide transformative learning experiences, yet increasing recreational use threatens this access due to ecological harm and resulting management interventions. This paper explores the ecological impacts of non-motorized outdoor recreation and the implications for outdoor educators’ access to protected areas, using the Manistee River Trail in Michigan as a case study. Drawing on academic literature and field observations, this commentary highlights the adverse impacts of quiet recreation, such as erosion and campsite proliferation, and the challenges faced by conservation agencies in managing overuse. The commentary includes a brief overview of data collection methods used to assess the MRT’s condition and offers recommendations for collaborative approaches between curricular and co-curricular outdoor education programs and conservation agencies to address these challenges. By emphasizing the importance of data-driven management decisions and partnerships, this paper underscores the need to balance conservation efforts with access to outdoor classrooms.

Turning Science Lessons Inside Out: Professional Development for Elementary School Teachers' Outdoor Instruction

Despite the growing field of research focusing on the benefits of learning science in the outdoors where students have direct connections with the natural world, teachers report that challenges such as time and test preparation discourage outdoor science instruction. Additionally, many teachers feel ill-equipped and a lack of support from administrators to teach science and enact outdoor instruction. We present research collected during a series of professional development workshops at two elementary schools designed to help teachers recognize the potential for teaching science outdoors and provide strategies for adapting their existing lessons to include schoolyard experiences. Through observation and interview data with teachers and school leaders, we document teachers’ views of and experiences with outdoor teaching and learning. Interview data document four major themes that include teachers’ outdoor experiences, outdoor connections with science and other subjects, benefits and barriers of outdoor teaching and learning, and teachers’ impressions of students and outdoor science. While teachers report that the year-long professional development experience provided a strong introduction to outdoor instruction, they need continued support to enact authentic science instruction situated in the schoolyard.

Barriers and Strategies for Utilizing School Outdoor Spaces: Exploring the Experiences of High School Teachers in the Southeastern U.S.

School outdoor spaces provide many mental and physical benefits for students. Yet, teachers may not have the opportunity to conduct lessons in these outdoor spaces due to personal or systemic barriers. While K-8 teachers’ perceptions of barriers have been well explored, there is currently a lack of research investigating high school teachers’ perceptions. This study used an online survey to explore the barriers and strategies of 154 high school teachers in using their schools’ outdoor spaces. These results showed that there were differences between barriers from previous studies that could affect how high school teachers overcome them. Knowing these barriers and some strategies teachers have used to overcome them can play a major role in increasing the use of school outdoor spaces to meet the needs of today’s high school students.

Evaluating the Development of Pre-Service Primary School Teachers’ Competences in the Context of a Student-Centred Science Visits Course

The student-centred approach emphasises active learning, where students take responsibility for their own learning process, in which they are actively involved and integrate new information into their existing knowledge framework. Combining this approach with outdoor learning provides an even more effective teaching strategy. When combining these approaches, the individual needs and interests of the students must be taken into account. The research was conducted as part of The Science Visits Course among 30 prospective primary school teachers in their final years of study. The focus of the study was on the students’ self-assessment of their competences in science education and on the implementation of a student-centred teaching process, including outdoor teaching. Data were collected using online questionnaires and a structured evaluation form to assess students’ plans for a science visit. The research findings suggest that students find this type of work engaging and that it encourages their self-engagement, taking responsibility and working together in a group through sharing ideas and opinions. On the other hand, the student competences important for outdoor education have come to the fore to some extent, but there are still areas that can be improved, especially in the area of science content knowledge.

Do You Want to Make a Battery? Insights from the Development and Evaluation of a Chemistry Public Engagement Activity.

Chemistry is often associated with formal learning environments and has been described as overly serious by the general public, lacking some of the fun and energy of other sciences. However, it is difficult to provide hands-on chemistry activities outside the lab and other formal learning environments. Here, a simple electrochemistry based activity has been used for public engagement using household items and play dough to create a fun and playful experience for all ages. The benefits afforded by outdoor learning for developing curiosity and interest in science has also been explored through different event formats. The use of a "Smiley Stand" with "emojis" for gathering participant feedback was successfully deployed alongside interviews with the "Ambassadors" who facilitated the activity. Overall, it was found that the activity encouraged two-way conversations between the participants and the ambassadors, with few negative responses and many positive ones received. The activity also impacted the ambassadors' own view of science.