Outdoor Education Research Articles

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.

Outdoor Educators' Perceptions of the Nature and Scope of Outdoor Education in Victoria, Australia from 1999–2013

Outdoor Educators' Perceptions of the Nature and Scope of Outdoor Education in Victoria, Australia from 1999–2013

THE COMBINATION OF OUTDOOR LEARNING METHOD WITH OBSERVE & REMEMBER GAMES IN TEACHING VOCABULARY AT EIGHT GRADE OF MTS MUHAMMADIYAH AIMAS

This study finds out whether or not the combination of Outdoor Learning Method with Observe & Remember Games on English vocabulary of 8th grade students of MTs Muhammadiyah Aimas is successful. This research is a quantitative research with Pre experimental research design. This research was conducted at Mts Muhammadiyah 02 Sorong Regency. The sample of this study was 22 eighth grade students consisting of 12 female and 10 male. The instrument of this research is a test. The test was divided into two tests, namely pre-test and post-test. based on calculations using the SPSS application, it can be obtained that the N-Gain result is 70.54 (70%) which is declared effective. In addition, the result of t-test shows the value of P (0.000) < ? (0.05), which means there is a significant difference between the pretest and posttest. Thus, the alternative hypothesis is accepted (the combination of outdoor learning method with observe & remember game is effective in teaching vocabulary) and the null hypothesis is rejected. In addition, the average score of pretest (41.36) increased to posttest (82.73). In general, the combination of outdoor method with observe & remember game can help students to be more active because students can organize their ideas in learning vocabulary and also remember vocabulary.

The iNaturalist Application in Biology Education: A Systematic Review

<p style="text-align:justify">The iNaturalist application has been gaining traction in both biodiversity research and education. Increasingly more research is being carried out, looking into using the iNaturalist application in biology education, to promote biodiversity and educate students about this topic. We used the PRISMA systematic literature review method to examine research carried out using the iNaturalist application in biology education by searching Web of Science and Scopus, and including citizen science in the process. We searched through the iNaturalist forum, where users contribute research performed using iNaturalist. We found that an increasing number of articles have been published on this topic over the years. Researchers are using iNaturalist to improve BioBlitz activities, to enhance outdoor education activities, and to help make herbaria. Summarizing the work performed in this area, we suggest guidelines for including and preparing the iNaturalist application in a school context to be used by teachers and researchers alike.</p>

Third space pedagogy and community-based park design in Austin, Texas

The complex, diverse, and embodied nature of Latin(o/a/x) placemaking calls for place-based pedagogy that foregrounds intimate learning outside the confines of the classroom. A ‘third space’ approach to landscape pedagogy seeks to facilitate co-production with residents in a variety of outdoor learning spaces, thus fostering landscape literacy by encouraging students to grapple with the multiple meanings of Latin(o/a/x) landscapes while challenging top-down, expert-driven placemaking discourses. We assess the learning outcomes from a one-year, two-semester studio sequence that produced a community-based design proposal for a neglected city park in Austin, Texas. The outdoor learning spaces provided diverse opportunities for critical and creative engagement, relationship building, and co-production of research processes, cultivating critical awareness of the complex social contingencies of places, actors, and placemaking practices. Such a third space approach to landscape studio pedagogy can contribute to more just, participatory place-based landscape design in Latin(o/a/x) landscapes.

Tondo Lino Ngata Toro Nature School: An Innovative Educational Model for Sustainable Cultural Transformation

This research aims to delve deeper into the process of cultural transformation through the educational system of Tondo Lino Ngata Toro Nature School. This research uses an inductive qualitative analysis. Inductive analysis is an approach that begins with field facts, analyzes them based on relevant theories and arguments, and ultimately yields a conclusion. The results show that the Tondo Lino Ngata Toro Nature School is an educational innovation that combines local wisdom values with interactive and experiential learning methods. Arising from the Ngata Toro indigenous people’s need to preserve their culture amidst modernization, this school adopts a holistic approach to education, enriching the curriculum with traditional values and local wisdom practices. The outdoor learning process, designed to involve students through a learn-through-play method actively, ensures that they acquire knowledge and develop deep connections with their environment and community. This initiative demonstrates that education rooted in local wisdom and implemented through direct experiences in the outdoors can be an effective tool for sustainable cultural transformation. Therefore, it is recommended that the Village Government, Traditional Institutions, Community Leaders, and the Ngata Toro indigenous people continue to support and develop the Tondo Lino Ngata Toro Nature School. Strengthening collaboration among various parties is necessary to enrich learning resources and ensure the sustainability of this program. Ideally, the local natural resources and wisdom should be utilized as significant assets in the curriculum by providing more outdoor learning opportunities and incorporating more aspects of local culture into the learning process. Additionally, developing training for facilitators and teachers on experiential learning methods and learn-through-play will enhance the quality of education and the learning experience for students. Finally, encouraging active community participation in the school program will strengthen the relationship between the school and the community and support transmitting cultural values to the younger generation.

Outdoor education in the post-pandemic era – experience and needs of animators-practitioners in working with children and young persons on the example of Polish NGOs

<b>Wprowadzenie</b>. Punktem wyjścia dla rozważań podjętych w artykule stały się doświadczenia dzieci i młodzieży w Polsce związane z popandemiczną rzeczywistością, takie jak osłabienie więzi społecznych czy zmniejszenie czasu spędzanego na świeżym powietrzu. W tym kontekście – wartościowe poznawczo zjawisko – stanowi edukacja outdoorowa, o czym świadczy także rosnące nią zainteresowanie wśród edukatorów, animatorów i nauczycieli. W pierwszej części opracowania autorka prezentuje ramy definicyjne pojęć związanych z outdoor education, istotnych dla dalszych rozważań, umiejscawiając je w kontekście przeciwdziałania skutkom pandemii. <b>Cel</b>. Celem artykułu jest zaprezentowanie wyników badań własnych dotyczących rozpoznania doświadczeń, możliwości i potrzeb w zakresie implementacji edukacji outdoorowej w środowiskach organizacji pozarządowych z perspektywy animatorów-praktyków. Główny problem badawczy był następujący: Jakie są możliwości i potrzeby w zakresie implementacji edukacji outdoorowej z perspektywy badanych animatorów? <b>Materiały i metody</b>. Badanie miało charakter jakościowy, a paradygmat badań stanowiły teorie interpretatywne (Denzin, Lincoln, 2005). Metodą badawczą były częściowo ustrukturalizowane jakościowe wywiady badawcze, przeprowadzone w oparciu o przygotowany przewodnik do wywiadu. Grupę osób badanych stanowiło pięciu animatorów (dwóch mężczyzn i trzy kobiety), pracujących w organizacjach pozarządowych o średniej wielkości w Polsce. Dobór osób badanych był celowy i uwzględniał specyfikę środowiska pracy oraz uprzednie doświadczenie w zakresie edukacji outdoorowej. Analiza miała charakter formalny i jakościowy. <b>Wyniki</b>. Wyniki badań ukazały pogłębione i złożone doświadczenia animatorów-praktyków w zakresie edukacji outdoorowej oraz ich potrzeby i możliwości w nawiązaniu do implementacji tej edukacji w pracy z dziećmi i młodzieżą w środowisku pozaformalnym. Model outdoor education, wyłaniający się z wypowiedzi osób badanych, ukazał bogate doświadczenie poparte refleksją nad specyfiką prowadzonych działań, szczególnie w kontekście: pracy w naturze, znaczenia indywidulanych przeżyć, stwarzania sytuacji umożliwiających budowanie samodzielności i doświadczania ryzyka oraz budowania relacji interpersonalnych w grupie. Artykuł powstał jako część projektu badawczego, koordynowanego przez Stowarzyszenie Edukacji Krytycznej w ramach “Programu Funduszu Pomocowego dla Organizacji Pozarządowych oraz Inicjatyw Obywatelskich 2022-2023”, finansowanego przez Polsko-Ame�ykańską Fundacja Wolności, a realizowanego przez Fundację Edukacja dla Demokracji.

Pemanfaatan Lahan Green House dengan Penanaman Bawang Merah sebagai Media Pembelajaran Panen Bawang Merah di Desa Purworejo

Purworejo Village, Ngantang District, Malang Regency is one of the onion producers in East Java. Purworejo Village has geographical and climatic conditions that support the growth of onions well. Fertile soil and sufficient rainfall enable farmers to obtain optimal harvest results. Agricultural knowledge and traditions that have been passed down from generation to generation have become valuable capital for local farmers in managing shallot crops well. In Purworejo Village there is agricultural land that uses a greenhouse system, however the green house has been unused and neglected because it is poorly maintained. The PPK HMD Management team is working together with the Karya Bakti 1 Farmers Group in Purworejo Village to revitalize and reuse greenhouse agricultural land for planting shallots. Methods used in revitalization include evaluating land conditions, soil analysis and fertilization, water management, and routine maintenance. The results of the revitalization of the greenhouse will be used as an outdoor education center which is useful for providing experience in raising shallots through to the harvesting process as an application of shallot farming theory.

Assistive Technologies and Participation of Students with Visual Impairments in Extra Curricular Activities - What Does the Literature Say?

The rapid growth of technological advancement has impacted teaching and learning at all levels of education. Like all other students, visually challenged students need information and communication technologies to bridge the gap from classroom learning to extracurricular activities (indoor and outdoor learning activities). Therefore, this study conducted an empirical literature review on how assistive technology devices enhance participation of students with visual impairments (SVI) in extracurricular activities (ECA). The study utilized peer-reviewed and scholarly articles that provided relevant insights regarding assistive technologies and participation of SVI in ECA. The review found that assistive technologies plays a great role in enhancing participation of SVI in ECA including provision of access to information and materials, navigation and mobility support, communication and social interaction, skill development and educational opportunities. The review also revealed challenges associated with the use of AT in participation of SVI in ECA that included lack of accessibility standards, limited availability and affordability, technological compatibility, and inadequate training and technical support. The review concludes that assistive technologies play a crucial role in enhancing participation of students with VI in ECA and that these students are prepared for better future roles as adults. It also calls for stakeholders to create more inclusive and equitable extracurricular environment through addressing the barriers that hinder SVI to participate in ECA.

Channeling Your Inner Sasquatch: Bringing Outdoor Adventure Learning to Elementary Physical Education

Outdoor adventure learning not only meets National Physical Education Standards but also has received accolades for its ability to cognitively engage students of all ages. The inclusion of outdoor pursuits and recreational activities has been shown to benefit students physically, socially and emotionally. Yet, few resources exist for physical educators who are interested in including outdoor adventure learning into their curricula. Currently, the resources that are available are tailored to secondary (high school and middle school) settings. Therefore, this article provides elementary-appropriate activity ideas to help physical education teachers capture the benefits of adventure lessons while eliminating barriers such as time, space and money.

The Effectiveness of Outdoor Learning to Improve English Skills at Aceh Islamic Nature School (AINS)

The existence of outdoor learning that began to be carried out by nature schools became an exciting learning method. This outdoor learning activity raises interest in students' enthusiasm for learning because students get new experiences and discover new things. This study used a qualitative method and was conducted at the Aceh Islamic Nature School (AINS) by examining students' understanding of English using outdoor learning. Data collection techniques were carried out by observing and interviewing English teachers at the school. As a finding, learning English with outdoor learning methods has various ways, such as inviting students to know directly in English. For each material, a song is sung together so they can remember the lesson and the material studied. Outdoor learning at AINS also has adequate supporting factors, such as the provision of vocabulary stickers on the walls of spaces/objects. The teacher gets used to speaking in English to improve students' listening so that they are used to it and can respond. Based on these results, From the data based on observations, interviews, and document analysis above, outdoor learning by inviting students to see material objects directly from nature is considered effective. What teachers apply with this method to students is successfully meeting all kinds of targets for each material, especially in increasing English language skills, which can be seen from their mastery of vocabulary. Apart from that, outdoor learning is also considered to prevent students from getting bored quickly and being enthusiastic about following all the material the teacher provides.

Call for Submissions for Special Issue Focused on School Community Health and Wellness

The Canadian Journal of Action Research (CJAR) and the Canadian Association of Action Research in Education (CAARE) invite manuscripts for a special themed issue that will focus upon school community health and wellness, and/or its related disciplines such as— but not limited to—physical education, health education, physical activity, sport, recreation, play, outdoor learning, social determinants of health, mental health literacy, and comprehensive school health/health promoting schools. Authors are encouraged to submit manuscripts that focus upon the application of action research related to any of these topic areas. Full final manuscripts are due by December 15, 2023. Authors should indicate in their accompanying letter to the editor that they wish for their manuscript to be considered for publication in the School Community Health and Wellness Special Issue. The anticipated publication date is spring/summer 2024. Please download the PDF for more information.

Collaboration and cross-pollination: teaching garden-based learning through PDS partnerships

PurposeSchool gardening and garden-based learning (GBL) have gained great popularity in recent years, and the COVID-19 pandemic forced many educators to think creatively about safe, outdoor education. Scholarship from diverse disciplines has demonstrated the positive impact of GBL on student learning, attitudes toward school and various health outcomes. Despite widespread interest in school gardening, GBL remains absent from most teacher education programs. This is a critical disconnect, as teacher education programs deeply inform the pedagogy of future teachers. In this article, the authors discuss an independent study course for pre-service teachers designed to bridge this gap and share the perspectives of the future teachers who completed the course.Design/methodology/approachTo understand and evaluate the experiences of the preservice teachers engaged in the GBL independent study course, the authors conducted an exploratory qualitative case study.FindingsThe authors argue that GBL curriculum integration in teacher education programs, along with garden-focused PDS partnerships, can be powerful levers in expanding gardening initiatives and preparing pre-service teachers to garden with their future students.Originality/valueThe authors also provide GBL suggestions for universities and partnership schools.

Capturing children's play behaviours in outdoor environments: A comparative analysis of play in early adolescence at primary school versus high school.

Transition from primary school to high school can be a time of significant stress for young people. Social connection may mitigate the stress experienced by young people, yet their play activities, which are a key source of connection and friendship, have not been examined. The aim of the study was to capture the play behaviours of children in outdoor school environments. Children's play behaviours in their final year of primary school and those in their first year of high school were captured using a standardised tool (Tool for Observing Play Outdoors). Observations occurred in school outdoor environments during break times in the South Australian autumn of 2021. Frequencies and types of play were compared between year levels using descriptive statistics and contingency tables. Data were collected from four schools (two metropolitan and two regional), which were all from a similar level on the Index of Educational Disadvantage. Four observation sessions were held at each school. Parents of 42 (16 girls) primary school students and 85 (33 girls) high school students gave permission for their children to participate. Physical play was the most frequent activity observed in both primary school and high school followed by expressive play. Year level was significantly associated with the type of play engaged in. Findings demonstrate children in the first year of high school continue to engage in physical and social play albeit less than those in the final year of primary school. Further research is needed to determine whether the physical and social environment or onset of puberty is more influential on changes in children's play.

Preservice Teachers’ Thoughts about Designing Science Activities in Informal Environments

Purpose: The main purpose of this research is to determine the perspectives of preservice science teachers who have taken and have not taken course on science teaching in informal environments, on the process of designing activities within the scope of science teaching in informal environments.
 
 Design & Methodology: This study used explanatory design, one of the mixed-method design types. The sample of the study consisted of 76 senior preservice science teachers at Science Teaching Department from two different universities in Turkey. While choosing the study group, stratified purposive sampling, one of the purposive sampling methods, was used. Outdoor Science Activities Performing Scale was used as a quantitative data collection tool and interviews were used as qualitative data collection tools.
 
 Findings: According to quantitative findings, when the dimensions of the Outdoor Learning Performing Scale were compared between the groups, no statistically significant difference was found in all dimensions. However, when the qualitative findings were examined preservice science teachers who have taken the course had enough knowledge about designing and performing science activities in informal learning environments.
 
 Implications & Suggestions: To sum up, preservice science teachers who have taken the course had enough knowledge about designing and performing science activities in informal learning environments. This directly emphasizes the importance of receiving instruction in this subject. In this study, the instruction received by the preservice teachers who have taken courses was one of the main reasons for them wanting to have their students experience this process by overcoming all the difficulties they might encounter. However, preservice science teachers who have not taken the course about informal science education did not have enough knowledge about designing and performing science activities in informal learning environments.

Outdoor play and learning practices from a comparative case study perspective

Outdoor play and learning (OPL) is emphasised differently across countries, and cultural aspects influence these practices. There are ongoing debates around outdoor learning in early years, and the communication of the value, effectiveness, and applicability of OPL across schools has encountered obstacles due to various factors. The diversity of implementations within different cultures is obvious, and there are even some variations within the same country in terms of practices and understanding of the philosophy of OPL. The current case study contributes to the gap in mapping OPL practices using a comparative approach in two types of case schools in three countries: England, Greece, and Türkiye. This study offers insights from both teachers’ and head teachers’ perspectives in addition to considering observation notes. Several themes emerged from the analysis, including ‘components of schools’ daily life outdoors, forest trips and excursions, from break time to their time, and the question of training’. In conclusion, school culture and the selected educational philosophy appear to have a more significant impact on OPL practices than environmental features alone. However, the findings indicate that schools lack a strategic and systematic approach to the deployment of OPL into the school philosophy. In terms of focusing more on the outdoors, personal values play a significant role, as does the support of stakeholders. The practical similarities and differences highlighted in this study can support the development of OPL practices and inform stakeholders in the early years to reconsider their contexts and potentially introduce transformative changes.

‘I'd rather learn outside because nature can teach you so many more things than being inside’: Outdoor learning experiences of young children and educators

Outdoor and nature-based activities promote better health and academic outcomes for children. The school context represents a critical opportunity to support increased outdoor time. Yet, outdoor learning (OL) is not being implemented consistently across school contexts, therefore, many students do not receive the opportunity to participate. This study was designed to support increased uptake of OL and explores young children’s perspectives of learning within an outdoor context and explores how educators support OL opportunities within an early learning context. This research places a focus on children’s voices in order to emphasize their perspective of the learning experience and to highlight experiential child-led processes within OL. We collected semi-structured interviews with students, their parents and school staff who were involved in OL. An exploratory thematic analysis was applied using QSR NVivo. Findings that emerged were organized under two main themes: Nature as the teacher and Child-led exploration of nature. Nature as a teacher contained three subthemes: 1) Seasonal change influencing inquiry, 2) Engagement with other living things in nature and 3) Dimensionality of the outdoors as an element that enhances learning – experiential immersive learning. Child-led exploration of nature contained one subtheme: Learning driven by play. These findings can be used to advocate for increased uptake of OL in education and to provide guidance to educators regarding how to include OL within their practice to enhance equitable access for children.

Children’s experiences outdoors: Education and community contexts

Children’s right to play is enshrined in Article 31 of the United Nations Convention on the Rights of the Child (Office of the United Nations High Commissioner for Human Rights, 1990). The early childhood period is a time when children’s values and dispositions towards outdoor play and environments are formed. Children have an intrinsic drive and natural curiosity to explore the world around them and outdoor environments are a key context for this exploration. Outdoor play and learning provide significant benefits for all aspects of children’s development - physical, cognitive, social and emotional (Brussoni et al., 2015).

Digital technology and environmental pedagogies in tertiary outdoor education: linking digital spaces to more-than-human places

ABSTRACT Digital technologies are receiving increased attention in outdoor and environmental education (OEE). Historically, debates on digital technology in these fields have tended to focus on how technology might hinder authentic relationships with the outdoors or how it might be used instrumentally to meet educational aims or support pedagogy. More recent postdigital perspectives understand digital technology as something that is deeply embedded, entangled, throughout society and by extension the daily life of OEE participants. The idea that we are entangled with technology is congruent with the emerging theories of new materialism; theories that are increasingly influencing OEE research and pedagogy. In this paper, we argue that new materialism is a useful way to conceptualise the entangled nature of digital technology in OEE. We show some ways we have tried to embrace technology as entangled in our OEE practice, drawing upon theoretical insights and practice-based examples from tertiary outdoor education contexts.

Learning landscapes through technology and movement: blurring boundaries for a more-than-human pedagogy

ABSTRACT Interest in the role of technology and movement is growing in outdoor environmental education (OEE) research. However, there are many unexamined assumptions involving both non-digital technology and movement for outdoor learners. In this paper, we explore learning landscapes through non-digital technology and movement involving canoe journeys in south-eastern Australia. We examine ways that technology and movement come together to help shape learning orientations through situated examples from OEE fieldwork. Our investigations utilise posthumanist and process-relational theories for exploring onto-epistemological dimensions of outdoor learning. We bring such theory into conversation with photos, videos and student essays to analyse our fieldwork contexts. We highlight that technology and movement cannot be taken for granted; rather, they help constitute the ways we come to know places. We also acknowledge some cultural and conceptual aspects that overlap to influence learning. This paper offers alternative insights for learning landscapes and the mediating influence of technologies.