Outdoor Education Research Articles

Towards kinship literacies: attending to place relations in a play-based library program

ABSTRACT Kinship relationality understands the world as alive and sentient, and positions humans as participants within interconnected ecological networks. Inherently, this worldview can challenge how many educators and learners have been trained in extractive, transactional, and sedentary cultures; that is, separated out of relationship. This article shares the work of a large urban public library in western Canada, and their ‘Play Professor,’ as they built and facilitated an outdoor play-based literacy program. Following the program, amid subtle and stark reminders of ecological disaster, we noted the possibilities and complexities when moving literacy learning outdoors. Guided by kinship relationality [Donald. 2021. “We Need a New Story: Walking and the wâhkôhtowin Imagination.” Journal of the Canadian Association for Curriculum Studies 18 (2): 53–63. https://doi.org/10.25071/1916-4467.40492], this article centres how conceptions of literacies might be expanded and nuanced to engage languages and stories already alive within the place-based ecologies where the learning occurs. Sharing vignettes of how the program unfolded, we sketch shifts in facilitation as other life forms came into the storied play. To support relational renewal in and through literacy practices we then bring forward the notion of kinship literacies and articulate three catalysts to support its growth: attuning to ecological stories, enhancing holistic practices, and expanding dialogue.

Benefits of Time Spent Outdoors in Early Childhood Education: A Systematic Review

Several studies have provided evidence that time spent in nature (i.e., in natural environments or the outdoors) plays a beneficial role in child development by positively influencing children’s cognitive processes and states (Bowler et al., 2010; Bratman et al., 2012; 2014; Cameron-Faulkner et al., 2018; Kaplan, 1995; Mitchell et al.). However, to date, no study has looked systematically at the overall literature addressing the benefits nature plays in early childhood education, primarily through outdoor learning or time spent outside in natural environments. The purpose of the current study is to provide a systematic review of the empirical literature evaluating outcomes linked to children spending time outdoors through outdoor play, forests, gardens, or school playgrounds. A systematic search of PsycINFO was conducted to identify critical studies linking the outdoors with outcomes during early childhood. Inclusion criteria were as follows: research studies conducted with children enrolled in early childhood education programs (age 2-5-year-olds) related to nature base experiences in the United States and peer-reviewed articles written in English. This search yielded 12 empirical studies. Codes were developed to examine a) what outcomes have been measured for children spending time outdoors in their early childhood education settings and b) what approaches were used to measure these outcomes. The two most measured outcomes included in studies were children’s behavior (N = 3; 25%) and educational or learning outcomes (N = 3; 25%). Most activities were child-led (N= 6, 50%) while children engaged in free-play (N = 5, 29%) and physical activities (N= 5, 29%). The most common method utilized was a quasi-experimental design (N=5, 29%), followed by secondary research designs (N=2, 16%). A few studies used rigorous methods to examine the links between children spending time outdoors and their specific beneficial outcomes. Implications for future research in this area are discussed.

India’s emerging trends and meanings in healthy human-nature relationships: Indian outdoor education practitioner perspectives

ABSTRACT Using a descriptive, exploratory study of recent developments in outdoor adventure education (OAE) fields in India, the authors report on the significant contributions of Indian OAE practitioners in promoting healthy human-nature relationships. Semi-structured interviews with Indian OAE practitioners revealed an underlying interconnectedness between OAE, environmental education, and experiential education. Findings show that OAE practitioners in India represent new genres of practice diversifying into nature-based sports, therapeutic adventure, experiential activities, and more to help individuals develop positive relationships with nature, emphasising reciprocity and mutual respect. Drawing from the historical, spiritual, and cultural aspects of nature-relatedness in Indian culture, OAE practitioners bridge the gap between traditional knowledge and contemporary practices to foster deeper connections with the natural worlds. This study postulates that Indian OAE practitioners, with their understanding of nature’s therapeutic effects, play vital roles in guiding people towards a holistic and sustainable relationship with nature that contributes to individual well-being and environmental preservation.

Assessing outdoor and environmental education threshold concepts in Australian universities

AbstractCommunicating tertiary graduate skills and knowledge to employers is a contemporary issue in Australian outdoor education. Threshold concepts have been proposed as a positive way forward to a shared understanding between Higher Education (HE) professionals, students, graduates, employers, and other outdoor education stakeholders. While threshold concepts can offer a curriculum development framework that highlights the graduate capabilities of an HE outdoor educator, they do not specify how these concepts are assessed. In this paper, we explore the assessment of threshold concepts in HE degrees and then examine current assessment practices in HE outdoor education degrees. We highlight selected literature on assessing outdoor education in HE and then explore how other professions assess threshold concepts. Specific professions included have (a) identified threshold concepts and (b) considered the ability to practice upon graduation, as this has the most significant alignment with the professional role of an outdoor educator. We then describe current outdoor education HE assessment practices at selected Australian universities, highlighting the breadth and range of assessment methods incorporated in existing degrees. We conclude with a discussion of the role of authentic assessment and provide five recommendations for how academics might assess the seven HE outdoor education threshold concepts described by Thomas et al. (2019) to support communication of graduate capabilities to employers, students, graduates, and other outdoor education stakeholders.

Presence and (dis)connectedness – the influence of smartphones usage on human–nature and human–human interactions in outdoor studies

Interactions between students and nature and students and their peers are central to learning processes in outdoor studies programs. This paper draws on symbolic interactionist social theory to interpret participants’ experiences of smartphone usage and its impact on human–nature and human–human interactions. The findings are derived from a collective case study using semi-structured interviews with educators and focus group interviews with students enrolled in outdoor studies programs in Norway. Two primary themes were identified through reflexive thematic analysis: perceptions of nature and attentiveness to peers. Each of these themes illustrates the fluctuating presence and (dis) connectedness of students and the implications of this for learning out-of-doors. On the one hand, the findings suggest that the use of smartphones reduces students’ sensory perception of nature and their attentiveness to interactions with their peers. On the other hand, smartphones and their access to online networks can contribute to the continuity of learning experiences between indoor and outdoor learning, as well as beyond the formal learning environment. Taken together, this inquiry offers new insights into the challenges of tertiary level teaching and learning outdoors in spaces that are mediated (at times) by interactions with smartphones and associated media infrastructures.

Studi Evaluasi Pengelolaan Kelas pada Pembelajaran Outdoor di Kelas VA SDN 08 Kota Bengkulu

This study aims to evaluate classroom management in outdoor learning at SD Negeri 08 Bengkulu City. This research is an evaluation research using the discrepancy evaluation model. The subjects of this research were VA class teachers and VA class students. Qualitative data were obtained from observation sheets, interviews and documentation. This study uses a qualitative selection of considerations and uses the Miles and Huberman model of analysis techniques. The results show that the arrangement of students and facilities in the implementation of classroom management in learning outside the classroom (outdoor learning) has been successful because it has implemented the set standard. The number of occurrences of each indicator is mostly (5) very good, (4) good, and (3) sufficient. Therefore the implementation of classroom management in learning outside the classroom can be said to have been successful. The implementation of learning outside the classroom (Outdoor Learning) is in accordance with the provisions that are enforced even though there are several descriptors that do not appear.

Utilization Of Jenggala Natural Attractions As An Outdoor Activity Infrastructure

Outdoor education is an effort to increase children's learning capacity through learning outside of school. To support the achievement of learning outside the classroom, it is necessary to pay attention to the supporting infrastructure for these activities. The aim of this research is to find out how the Jenggala natural tourist attraction is used as infrastructure for learning activities outside the classroom. This research is quantitative descriptive. The research was carried out at the Jenggala natural tourist attraction, with a sample of 32 PJOK teachers in Baturaden sub-district. This research uses an instrument in the form of a questionnaire regarding the use of tourist objects as infrastructure for outdoor activities, with a reliability value of 0.919 as a data collection tool. Data analysis uses quantitative descriptive with the help of SPSS. The results of the research show that the use of Jenggala natural tourist attractions has been carried out well and fulfills the basis for structuring infrastructure for out-of-class activities. Security indicators obtained an average of 82.5% (excellent). The specification indicator for the out-of-class learning environment obtained an average of 80.5% (very good). The standard size indicator obtained an average of 80.7% (very good). The appropriate land contour indicator obtained an average of 75.8% (good). Based on the results of research data analysis, Jenggala natural tourist attractions have been used as infrastructure for out-of-class activities because Jenggala natural tourist attractions have foundations or indicators that support the achievement of out-of-class activities such as safety indicators, specifications for the out-of-class learning environment, standard sizes, and good land contours. in accordance.

Fostering Eco-literacy and Naturalistic Intelligence through Environmentally Based Education in Coastal Preschool

This research aims to analyze environmental-based education to increase environmental literacy and naturalistic intelligence. This research uses a qualitative descriptive method with interviews, observation, and document analysis as data collection techniques. Informants were selected using purposive sampling techniques. The criteria for selecting informants are teachers who have a minimum of five years of teaching experience and the ability to make environment-based learning plans. The sampling results were 15 teachers from five kindergartens in the coastal area. The research results show that Environment-Based Education (EBE) can increase children's eco-literacy and naturalistic intelligence which focuses on four main dimensions, such as knowledge, understanding, skills, values ​​, and attitudes. Increasing children's positive attitudes and behavior towards the environment can increase awareness of coastal environmental preservation. Results also show increased acquisition of practical knowledge, skills, and positive attitudes towards the preservation and sustainability of the coastal environment. The findings of the above studies allow recommendations for understanding the long-term impact of such teaching on environmental literacy in children that requires long-term studies. A more organized learning model that other educational institutions may employ, and includes the creation of unique curricula, including outdoor education programs, and efforts in environmental initiatives. Keywords: eco-literacy, naturalistic intelligence, environmental-based education, coastal ECCE

Citizens’ Perceptions and Assessment of an Urban Mountainous Forest Restoration: Nature, History, and Changes

Background and objective: Most cities in South Korea have mountainous forests as hinterland green space in their centers, which are used as urban parks. This study was conducted to analyze citizens' perceptions of a mountainous forest restoration project being carried out in Jinju City.Methods: The research site is part of Bibongsan Mountain in Jinju City. Visitors' perceptions of the Bibongsan Restoration Project (BRP), carried out since 2015, were surveyed and analyzed regarding nature, history, and changes. The survey was conducted from August to October 2019, and the collected data were statistically analyzed.Results: The main socio-demographic changes were an increase in the proportion of men among visitors, aging, and an increase of unemployed people in the occupational distribution. The overall assessment of BRP implementation was positive. Visitor perceptions of the value, revival, and restoration of historical resources were more vital than in 2015 and had a strong positive correlation with each other. Visitors identified a high need for safety facilities for elderly visitors, improved wireless communication services, facilities for various recreational activities, outdoor learning facilities and programs for nature study, expanded parking lots, and improved transportation services.Conclusion: The urban mountainous forest restoration project is overall satisfactory and needs to be continued. The results showed that urban mountainous forests are not only recognized as spaces for walking and exercise for health but also recently as historical spaces expressing the unique or featured identity of the city, educational spaces for interest and understanding of nature, and recreational spaces that reflect local lifestyle changes. Thus, urban forests need to be restored in the context of local historical and cultural resources as well as natural resources. In addition, there is a need to be aware of various changes in the population, including aging and an increase in retirees.

MOKYKLA IR PAMOKOS UŽ JOS RIBŲ: BŪSIMŲJŲ PRADINIŲ KLASIŲ MOKYTOJŲ MOKYKLINIŲ METŲ PATIRTYS

The study examined the school experiences of pre-service primary school teachers (N - 39) about learning in non-traditional educational environments/settings. Based on the autobiographical memory paradigm. This is important in studies, because later, based on the experience of students, knowledge and understanding of educational environments and their use in teaching natural sciences in primary school is expanded and deepened. A two-part task was assigned to the participants: Students were asked to: 1) recall their school and draw a picture of it; 2) recall lessons they learned outside of the classroom, such as in a yard, park, or other educational setting, and provide a brief description of those experiences. After analysing their memories, the participants were able to choose which form - child, young person or adult, woman or man - they would give to the school in order to best reflect the culture of the time and to express the feelings of the former students. The drawing was asked to be accompanied by a short comment to ensure that it was correctly understood by the group mates. The survey shows that students are more likely to share positive than negative experiences of their school years. Pre-service teachers benefit from looking back on their school years as they consider how to modify the educational process to fit the needs of diverse students and consider the role of a teacher, which includes being an investigator of students' learning and not being frightened of innovation or change. Keywords: autobiographical memory, educational environments, pre-service teachers, outdoor learning.

Profile of Celestial Object Identification Skills of Junior High School Students in Indonesia

The ability to identify celestial objects provides significant benefits for improving students' motivation, understanding of the subject matter, reasoning, and skills, yet this area remains underexplored by researchers. This study aims to describe the profile of junior high school students' ability to identify celestial objects in science learning, particularly in the Solar System topic, focusing on their experiences in recognizing the names of celestial objects at night. Using a qualitative approach, this research involved semi-structured interviews with three science teachers and a survey of 31 7th-grade students who had not been taught the Solar System topic. The research instruments included student characteristics, availability of learning resources, challenges faced by students, teaching methods, and responses to the idea of outdoor learning with the assistance of an Augmented Reality (AR) application. The results indicate that, generally, students are not yet able to identify celestial objects other than the Moon due to limited prior experience and knowledge. Although teachers have attempted to introduce identification methods through instructional videos and direct explanations, this method is considered less accurate due to discrepancies between classroom learning and field experiences. However, both teachers and students recognize that identifying celestial objects can enrich understanding of the subject matter, increase motivation, and stimulate gratitude for God's creation. The positive response to the idea of outdoor learning with an AR application indicates high interest from both teachers and students in this approach.

The effectiveness of outdoor learning-based teaching materials for middle school students

One of the innovations that can be developed based on the problem of the learning angle created is a learning resource based on outdoor learning as an alternative learning media for students. This study aimed to determine the effectiveness of the use of PjBL Teaching Materials with Ethnomathematics Based Outdoor Learning. The sample consisted of 34 students from class VIII D with one group pre-test-post-test design. The results showed that the designed teaching materials were feasible to use. First, the data shows an N-gain coefficient, which indicates the effectiveness of teaching materials on students' mathematical communication. Other data collection shows that students understand the content of teaching materials. In conclusion, this teaching material makes students not only aware of the Pythagorean theorem material but also gives them a different learning atmosphere so that the material is imprinted more deeply in their memory. Keywords: Ethnomathematics; mathematical communication; outdoor learning; teaching materials.

'We get to learn as we move': effects and feasibility of lesson-integrated physical activity in a Swedish primary school.

Physical activity (PA) promotes health in adults as well as children. At the same time, a large proportion of children do not meet the recommendations for PA, and more school-based efforts to increase PA are needed. This study investigates the effectiveness and feasibility of lesson-integrated PA in a Swedish primary school. We evaluate a new method called 'Physical Activity and Lesson in Combination' (abbreviated FALK in Swedish) using a mixed methods approach; a quasi-experimental study followed by qualitative interviews. Two schools participated in the study, one constituting the intervention group (I-school, n = 83) and the other the control group (C-school, n = 81). In addition to regular physical education, the I-school had three 30-minute FALK lessons each week. A total of 164 students aged 7-9 years wore pedometers for a whole week, four times over two semesters, and the number of steps per day (SPD) and the proportion of students with < 10,000 SPD were compared. Statistical differences between the schools were tested with ANOVA, Chi2, t-tests, and ANCOVA. Interviews with students (n = 17), parents (n = 9) and teachers (n = 9) were conducted and analysed using qualitative content analysis. The results show that FALK led to the I-school getting more SPD and fewer students with < 10,000 SPD. Also, FALK was experienced as a positive, clear, and flexible method, simultaneously encouraging PA and learning. Challenges experienced concerned the teachers' work situation, time, finding suitable learning activities, outdoor school environment changes, and extreme weather conditions. This study indicates that FALK has the desired effects on PA and is a feasible method of integrating PA into theoretical teaching. We conclude that FALK is worth testing at more schools, given that implementation and sustainment of FALK considers both general enablers and barriers, as well as context-specific factors at the individual school.

Why do you not show us the outside of the school? Opportunities and limitation to conduct outdoor activities in physical education

ABSTRACT This study sought to determine the preferences, barriers, and resources that active Andalusian Physical Education teachers (Primary and Secondary) have about conducting outdoor education (OE) as well as the main limitations teachers currently encounter in performing outdoor education. Also, to analyse whether the environment, school context, and size of the school facilitate or hinder the inclusion of OE. A total of 413 teachers (age: 42.31 ± 8.62 years) joined in this research. The questionnaire ‘Diagnóstico de las actividades físicas en el medio natural en el ámbito escolar’ (DAFNE) was used. Our results showed significant differences in relation to primary and Secondary educational stages. Regarding public and private school, the size of the school, as well as the number of inhabitant where the school is situated, significant differences were found. School context, environment, size of the school and educational stage could have an influence to include OE in physical education sessions.

Enhancing Student Collaboration in Science Education Through Outdoor Learning Transformation

This study explores the efficacy of implementing outdoor learning to enhance student collaboration in fourth-grade science education at SD Muhammadiyah 1 Candi Sidoarjo, addressing a gap in research regarding its application in primary school science education. Using a descriptive qualitative approach with observation, interviews, and documentation, data analysis followed the Miles and Huberman model. Results indicate successful implementation of outdoor learning, fostering collaboration among students, particularly in accepting responsibility, assisting peers, and respecting opinions. Variations in collaboration effectiveness were noted between student groups. Findings suggest that carefully planned outdoor learning activities can create an engaging learning environment, improving student collaboration and overall learning outcomes in primary school science education. Highlight: Outdoor learning in primary science: Enhancing student collaboration and engagement. Qualitative approach: Investigating student perspectives on outdoor education. Effective peer interactions: Fostering teamwork in outdoor learning environments. Keyword: Outdoor learning, Student collaboration, Primary school, Science education, Qualitative research

Penerapan Pembelajaran Outdoor Learning Sebagai Upaya Meningkatkan Literasi Siswa Di SDN 2 Songgon : Implementasi Kurikulum Merdeka

This research is an implementation activity of the independent curriculum using outdoor learning to increase student literacy. Outdoor learning is learning that is carried out outside the classroom. One of the activities carried out in this learning is word relay, creative wall art, learning tours, word puzzles and many more. The learning carried out aims to hone students' abilities in the field of literacy and increase students' enthusiasm and enthusiasm for learning. The research method used was a mixture/combination. Data collection was carried out using a written test before and after outdoor learning was carried out. This activity was carried out during the Class 6 Teaching Campus assignment period.

Outdoor education, environmental perceptions, and sustainability: Exploring relationships and opportunities

Outdoor education, environmental perceptions, and sustainability: Exploring relationships and opportunities

Impact of outdoor place-based learning on elementary school students’ ability to make unsolicited observations about living organisms over time

ABSTRACT Our research objective was to investigate whether a place-based educational intervention for elementary school students leads to a better ability to make unsolicited observations about living organisms. We tested the following prediction: Elementary school students who learn about living organisms outdoors in a familiar environment will be able to make more unsolicited observations about living organisms one week after the end of the intervention compared to those two months after the intervention ends. Our study was conducted in the province of Québec, Canada, which resulted in 116 students experiencing the same educational intervention from home. Based on individual telephone interviews, we compared elementary school students’ ability to make unsolicited observations about living organisms one week (Group A, n = 58) and two months (Group B, n = 58) after a place-based educational intervention in their home environment. We developed three emergent categories to analyse students’ place-based unsolicited observations about living organisms. We found that elementary school students who learned about living organisms in their home environment made more unsolicited observations about living organisms leading to factual descriptions two months after the end of the learning experience than those who were interviewed one week after the intervention.

Use of a mobile plant identification application and the out-of-school learning method in biodiversity education.

Today, many students are no longer able to identify plants and researchers use the term "plant blindness" to describe students' ignorance of plant species. Knowledge of plant species is among the factors that best support an interest in and understanding of environmental issues, biodiversity, and a sustainable lifestyle. With the help of mobile technologies, it is thought that the knowledge level of students about herb and tree varieties can be increased outside of class hours and in outdoor education. The aim of this study was to determine the effect of the use of the PlantNet mobile application and the out-of-school learning method on the knowledge levels of 5th-grade students about the plant species in their environment and their behaviors demonstrating an understanding of biodiversity. For this purpose, at the beginning of the study, a plant species questionnaire and a biodiversity behavior questionnaire were applied to the students. Afterward, the students were asked to examine the plant species around them using the PlantNet mobile application. At the end of the activities, the data collection tools applied at the beginning of the study were applied again. It was determined that the students who participated in the activities displayed more biodiversity-related behaviors than before they participated in the activities, and that the students were able to write down more herb and tree species at the end of the activities. In addition, as a result of the activities, a positive and high-level relationship was found between the students' biodiversity-related behaviors and the total number of plant species they knew.

Creating a Focus on Nature with Strategies for Outdoor Learning

Creating a Focus on Nature with Strategies for Outdoor Learning