Outdoor Education Research Articles

Influence of Physical Education Courses on Soft Skills Development of College Students Under the Concept of Outdoor Education

In recent years, there has been increasing attention on the development of soft skills among college students. This study aims to explore the influence of physical education courses on the development of soft skills, particularly under the concept of outdoor education. A qualitative research approach was adopted, involving interviews and observations of college students who participated in outdoor physical education courses. The results indicate that outdoor education in physical education courses can effectively enhance college students’ soft skills, including communication, teamwork, leadership, problem-solving, and adaptability. The findings highlight the significance of incorporating outdoor education into the physical education curriculum to foster students’ holistic development.

Where’s the E in OE? A critical analysis of Irish outdoor education

AbstractVery little empirical research has been conducted on Irish outdoor education practice(s). This inquiry aims to critically explore outdoor education practices in public Outdoor Education and Training Centres in the Republic of Ireland. First, an overview of the development of Irish outdoor education from the mid-twentieth century onwards is provided to locate the study within its unique cultural and historical background. Data were generated through document analysis, participant observation, and informal conversation with practitioners and management through multiple field visits. Creative non-fiction was used as a method to organise and present the data in a coherent and anonymised manner. Thematic analysis revealed three principal findings: a lack of engagement with theory, programming by logistics, and ideological dissonance. How these findings affect practice are discussed in terms of a place-based focus to practice as well as a need for more direction for practice to be informed by research and theory.

Physical activity interventions in European primary schools: a scoping review to create a framework for the design of tailored interventions in European countries.

Schools provide a unique environment to facilitate physical activity for children. However, many school-based physical activity interventions have not been effective. We propose a new approach, which allows schools to tailor interventions to their specific context. This scoping review aimed to identify intervention components from previous school-based physical activity interventions to form the basis of a tailored approach in a European setting. Joanna Briggs Institute guidelines for conducting scoping reviews were followed. European school-based intervention studies aimed at increasing physical activity in children aged 7-11 years published in English since 2015 were included. Databases searched were Ovid Medline, Embase, PsycINFO, Web of Science Social Sciences Citation Index, ERIC and British Education Index. Data was extracted on intervention components, context-related factors (geographical location, school size, child socioeconomic status and ethnicity), feasibility, acceptability and cost-effectiveness. A data-driven framework was developed to summarize the identified intervention components. 79 articles were included, constituting 45 intervention studies. We identified 177 intervention components, which were synthesized into a framework of 60 intervention component types across 11 activity opportunities: six within the school day, three within the extended school day and two within the wider school environment. Interventions most frequently targeted physical education (21%), active and outdoor learning (16%), active breaks (15%), and school-level environmewnt (12%). Of the intervention components, 41% were delivered by school staff, 31% by the research team, and 24% by external organizations. Only 19% of intervention studies reported geographical location and only 10% reported school size. Participant ethnicity and socioeconomic information was reported by 15% and 25%, respectively. Intervention acceptability was reported in 51% of studies, feasibility in 49%, and cost effectiveness in 2%. This review offers a first step in developing a future framework to help schools to develop context-specific, tailored interventions. However, there was a lack of reporting of contextual factors within the included studies, making it difficult to understand the role of context. Future research should seek to measure and report contextual factors, and to better understand the important aspects of context within school-based physical activity.

Taking Learning Outside: The Effect on Middle School Students’ Mood

School-based outdoor learning is an experiential learning approach that involves the integration of the natural environment with the learning process. This study focused on investigating the effect of a school-based outdoor learning experience on mood among 83 sixth grade students. The researcher found a positive correlation between time spent outside and feeling energetic, and a negative correlation with feeling angry, confused, or tired and with total mood state after students participated in an outdoor learning experience. Additionally, the researcher found a statistically significant improvement in overall mood and in anxiety and confusion following the outdoor education experience. Furthermore, two students participated in interviews and the researcher identified three themes: (a) enhanced learning, (b) improved mood, and (c) nature connectedness. The researcher discusses implications for practice, including teachers collaborating with community and government organization and universities. Furthermore, the author presents considerations for future research to expand upon the current findings, including replication studies.

PEMBELAJARAN BERBASIS LINGKUNGAN DALAM PENINGKATAN HASIL BELAJAR PESERTA DIDIK SMPK DON BOSCO ATAMBUA PADA MATERI KLASIFIKASI TUMBUHAN MONOKOTIL DAN DIKOTIL

Outdoor learning is learning through the application of the natural environment as a learning resource that allows students to be able to see, do something, involve themselves in the learning process (undergoing) and experience directly the things being studied. Learning activities will be more meaningful and valuable, because students or students are faced with actual events and situations. Learning is more real, more flexible, and the truth is more accountable. The aim of writing this good practice is to understand the concept of monocot and dicot plant classification after using an environment-based learning method, namely outdoor learning, and to measure whether outdoor learning can improve the learning outcomes of class VII students at Don Bosco Atambua Middle School on the material of monocot and dicot plant classification. The method used in this good practice is the application of outdoor learning to learning. The problem with this good practice is the lack of student learning outcomes in understanding science material, especially biology. The student's score did not reach the KKM set by the school, namely 75. The use of outdoor learning is rarely carried out by biology teachers at SMPK Don Bosco Atambua. Students tend to get bored studying in class. Abstract material concepts and complicated vocabulary regarding the classification of monocot and dicot plants, namely their characteristics. Taproot, fibrous, one and two pieces, parallel veins, pinnate and finger, lack of practical work, low learning motivation and so on. Assessment of student learning outcomes is obtained from evaluation of learning, observations during learning and written interviews with students who are samples in writing this good practice. Analyze data quantitatively and qualitatively by calculating the average student score. The average score obtained by class VII H students before outdoor learning was 55.75, while the score obtained after outdoor learning experienced an increase in learning outcomes with the average score obtained being 95.77 from a total of 34 students. This shows that understanding the material on the classification of monocot and dicot plants using the outdoor learning model is very effective in improving student learning outcomes.

Models for assurance of non-formal education in the context of valuation of students’ free time

The article reflects the approach to non-formal education assurance models in the context of valuation on students’ free time from a methodological perspective. At the level of the general education system and process, the training-development activity of the human personality is designed in a systemic, global vision and is carried out three-dimensionally through the forms of formal education - non-formal (at the institutional level) and informal (at the non-institutional level). Although the need to ensure the integration of formal - non-formal - informal education has become current in the paradigm of curricular reforms with the emphasis on the role of non-formal and informal educational influences, alongside formal educational influences on the formation and development of the student’s/ young person’s personality, but the functional clarity of a framework is missing methodology of non-formal education. Thus, we emphasize the relevance of the functionality of the classical model of achieving non-formal education at the level of class/group of students management, the model of non-formal activities in the online/digital environment, the model of outdoor education, the ,,Different schools” model for the methodological assurance of non-formal education that establish actions concrete and priority to the general education system and process.

Importance of children’s recess play exploration within school outdoor environment

Playing at recess time in school gives a lot of benefits for children in both physical and social aspects, such as supporting physical, health, and cognitive improvement, and enhancing their learning motivation. Moreover, the outdoor school environment helps to bring back the children’s health condition after the pandemic event that has led to health problems such as obesity and screen fatigue. The physical layout of Indonesian public elementary schools is intended to offer children a learning and playing environment. However, many outdoor school environments are not specifically designed to facilitate children’s play. This study was undertaken at SDN Mendungan 2 to determine how children use outdoor areas in public elementary schools as play spaces during recess time using behavior mapping approach. The results demonstrate that boys tend towards being more active than girls and children with younger age demonstrate play more than the older. Furthermore, results show characteristics of outdoor play spatial characteristics areas used by children in specific play types and are important toward children’s health, growth, and development.

KEBUTUHAN PENGAJAR OUTDOOR ADVENTURE EDUCATION DITINJAU DARI LENSA PEDAGOGICAL CONTENT KNOWLEDGE (PCK); NARRATIVE LITERATURE REVIEW

A wealth of empirical evidence documents the positive effects associated with participating in outdoor adventure learning for students, instructors, and the wider community. Nonetheless, there has been a substantial reduction in outdoor learning opportunities for school students, possibly due to a focus on evidence-based outcomes, high standard teacher testing programs, and teachers' lack of knowledge, confidence, and expertise in outdoor teaching and learning. So that the relationship between the environment, students, and teachers needs in-depth study. Therefore, this paper presents an evidence-based model to support teaching practice, in which the focus of the study addresses the needs of outdoor adventure education (OAE) teachers in the concept of Pedagogical Content Knowledge (PCK). The result of this paper is a 'modified' PCK framework for outdoor adventure education tailored to the needs of educators.

Outdoor learning across the early years in Australia: Inconsistencies, challenges, and recommendations

In this article, we explore inconsistencies in the implementation of outdoor learning across Australian early years’ education. The benefits of outdoor learning justify regular employment of this pedagogical approach in both early childhood education and primary school settings. Early childhood education services provide daily outdoor learning opportunities as required by Australian national policy documents. However, Australian primary schools are not subject to such requirements and teachers often face challenges regarding outdoor learning, thus regular implementation in primary classes can be a low priority. As children in the year before school and the first year of school have similar learning and developmental needs, we argue that the benefits of outdoor learning should be available to all children across the early years. We also recommend regular outdoor learning in the first year of schooling to promote continuity as children transition from early childhood education to primary schools.

JAS MERAH (JALAN-JALAN SEJARAH MENGEMBANGKAN KESADARAN SEJARAH): PEMBELAJARAN SEJARAH LUAR RUANGAN BERBASIS KESADARAN SEJARAH

The importance of historical counciousness as an affective aspect in learning historical goals requires specific historical learning designs to achieve these goals. The purpose of this paper is to formulate JAS MERAH (Historical Journey Based on Historical Counciousness), namely a learning design that is based on outdoor learning (outdoor learning) which divides into three stages, namely preparation, implementation, and follow-up based on historical counciousness, especially on aspects of historical knowledge, aspects of historical research methods, aspects of historical uses, and aspects of historical meaning.

Improving Elementary Pre-Service Teachers’ Science Teaching Self-Efficacy through Garden-Based Technology Integration

School gardens and outdoor learning spaces are increasingly available to support authentic, student-centered exploration in the areas of science, technology, engineering, and mathematics (STEM). Integrating technology tools into school garden spaces in alignment with modern agricultural practices can support inquiry-based learning in which students engage in science practices such as collecting and analyzing data. However, educators currently lack the necessary knowledge, skills, and instructional support to enact technology-rich, garden-based STEM learning experiences. The Garden TOOLS program was designed to support teachers in leveraging technology to support inquiry-based teaching (IBT) in outdoor learning spaces. In this paper, we examine the impact of combining Garden TOOLS professional development workshops with lesson plan implementation in a practicum setting on elementary pre-service teachers’ (PSTs) science teaching self-efficacy. We administered the STEBI-B pre- and post-intervention and assessed change in the STEBI-B subscales, personal science teaching efficacy (PSTE), and science teaching outcome expectancy (STOE). Participants included thirty-nine elementary PSTs enrolled in a 300-level science methods course in the rural Midwest. Garden TOOLS professional development workshop participants saw a statistically significant increase from pre- to post-workshop in their PSTE. Participants who also implemented the Garden TOOLS lesson showed both an increase in PSTE and STOE.

Impacts of School-Based Outdoor Pedagogical Training Programme on the Teaching Practices of Pre-Primary School Teachers in Oyo State, Nigeria

Purpose: The pedagogical potential of outdoor learning in fostering the well-being and holistic development of children have been extensively documented in literature. Most pre-primary school children in Nigeria are however rarely exposed to outdoor learning experiences, owing probably to the inadequacies in knowledge and expertise among pre-primary school teachers. This study developed, implemented and determined the effectiveness of school-based experiential outdoor pedagogical training programme on the teaching practices of pre-primary school teachers in Oyo State, Nigeria.
 Methodology: The study adopted explanatory sequential design of mixed research methods, where qualitative data supported quantitative findings and provided evidences of the effectiveness of the training programme on outdoor teaching practices. The study used outdoor teaching competencies of the teachers, before and after the training, to provide quantitative evidence as well as interviews to elucidate the perspectives of the teachers on the impact of the training. The participants were (n = 36) pre-primary school teachers who were selected through multi-stage sampling technique across the three Senatorial districts in Oyo State, Nigeria. Experts in outdoor learning in early childhood facilitated the training. The participants were exposed to various critical aspects of their role in facilitating meaningful and enriching outdoor learning experiences for pre-primary children. The participants were engaged in hands-on training with various aspects of effective implementation of the early childhood curriculum in the outdoor environment. Aspects covered included lesson planning, sourcing lesson materials, organization of learning environment, instructional approaches and techniques, assessment and safety management, among others. The study was carried out between September, 2022 and June, 2023.
 Findings: The study found a variety of improvement in the outdoor teaching practices and learning opportunities for the children. The training showed positive effects on teaching practices and the overall performance of the teachers. The teachers showed increased skillfulness in lesson planning, instructional effectiveness, creativity and innovation in facilitating learning as well as deployment of varieties of teaching methods. The teachers broadly reported positive perspective of the training and believed it was helpful to their teaching practices. In addition, the teachers agreed that the training increased their confidence and expertise to engage children in quality outdoor learning as well as improved children's participation and enthusiasm for learning. Lack of policy support, parental concerns, time and availability of resources were some of the barriers reported by the teachers in the study.
 Unique Contribution to Theory, Practice and Policy: This study was anchored on experiential theory which emphasized the transformational effect of learning through direct experience, reflection and active experimentation. The findings appeared to lend support to the realms of theory, practice and policy within the domains of early childhood education. It enriched theoretical understanding by offering concrete, real-world applications of outdoor learning concepts, thereby, fostering a deeper comprehension of learning in the practical setting. It also provided pre-primary teachers with practical tools and strategies to effectively implement outdoor learning methodologies, thereby, promoting a more holistic and experiential approach to early childhood education. The study similarly provided a basis for the integration of outdoor pedagogy in the formal educational structure, emphasizing the significance of nature-based education and, suggesting the need for a broader integration of outdoor strategies in the context of educational policy development in Nigeria.

Pengaruh Pembelajaran diluar Kelas (Outdoor Study) Terhadap Hasil Belajar IPA Siswa Kelas IV A SDN Paccinongan Unggulan

This research aims to determine outdoor study on student learning outcomes in Natural Sciences subjects at SDN Paccinongan Unggulan. With the research problem "Is there an influence of outdoor study on the science learning outcomes of Class IV A students at SDN Paccinongan Unggulan?" The method used in this research is an experimental method in the form of pretest posttest control group design. The sample in this study was class IV A students of SDN Paccinongan Unggulan. Data collection techniques use direct observation, tests and documentation. The data analysis technique used in this research is a test/T-test data analysis technique where the collected data will be processed and analyzed using a normality test using SPSS version 22.
 The results of this research show that learning that applies outdoor learning has an effect on student learning outcomes in Natural Sciences (Science) subjects. In collecting data, research uses observation, documentation and test techniques. The results of this research show that there is an influence of outdoor study in learning natural sciences. This is proven in the t-test table (Independent Sample Test) with a significance value of 0.54 < 0.05, which means that H0 is rejected and Ha is accepted or tcount > ttable (26,610 > 2,056).

Pengaruh Metode Outdoor Learning Terhadap Kemampuan Menulis Karangan Deskripsi Siswa Kelas IV SDI Sorobaya Kabupaten Gowa

The main problem in this research is whether the outdoor learning method has an influence on the ability to write descriptive essays for class IV SDI Sorobaya students. This research aims to determine the effect of applying outdoor learning methods on the ability to write descriptive essays for class IV SDI Sorobaya students. The type of research used is an experiment in the form of an experiment using a one group pretest-posttest design. The sample in this research was 11 class IV SDI Sorobaya students. Data collection was carried out using the results of the descriptive essay writing assessment. The data obtained was then explained using statistical analysis techniques, namely descriptive statistics and inferential statistics. After analyzing the data, the author found that student learning outcomes before using outdoor learning methods were classified as low, namely the average score of the pre-test results was 41.27. The average value of the post test results is 67.27. After obtaining Tcount 4.579 and Ttable 2.228, we get tCount > tTable or 4.579 > 2.228. Based on the results of the calculated t and t table, it can be concluded that the use of outdoor learning methods influences the ability to write descriptive essays for class IV SDI Sorobaya students.

Outdoor Education as a Service-Learning Project

Students benefit from exploring nature and participating in outdoor activities that challenge them emotionally and physically. The purpose of this article is to describe an outdoor education class with 21 undergraduate physical education teacher education (PETE) students and the benefits of participating in this experience. The second purpose is to discuss the outcomes from participating in an outdoor education unit and the service-learning requirement that was included in teaching a Lifetime Activities course. Finally, the article provides resources, tips and suggestions for planning and implementing a similar experience in other programs.

IMPLEMENTATION OF OUTDOOR LEARNING METHOD IN TEACHING POETRY WRITING TEXTS TO 10TH GRADE STUDENTS AT NU KAPLONGAN HIGH SCHOOL

This research was motivated by the low ability and interest of students in learning to write poetry in class X SMA NU Kaplongan. The objectives of this study were 1) to determine the effectiveness of the outdoor learning method in learning to write poetry in class X SMA NU Kaplongan; 2) to describe the process of learning to write poetry using the outdoor learning method in learning to write poetry in class X SMA NU Kaplongan. The research method used in this study is an experimental study. The method of collecting data in this study was by collecting data from observations and tests (pretest and posttest). Based on statistical results using the normality test, homogeneity test and two independent samples t test, a tcount of 4.151 and a ttable of 1.677 is obtained. So tcount (4.151) > ttable (1.677). This shows that Hο is rejected and Hı is accepted. Thus, it can be stated that the application of the outdoor learning method is effective in learning to write poetry in class X SMA NU Kaplongan in the 2022/2023 academic years.

Do Slovak teachers teach outside? An insight into geography and biology teachers´ opinions on outdoor education and place-based learning

This paper examines outdoor education and place-based learning from the perspective of Slovak teachers, focusing on their engagement with these methods, the barriers they face, and the locations they prefer for teaching outside. Through a survey of 303 educators across Slovakia, the study provides insights into the frequency of outdoor teaching, revealing a generally positive stance towards these activational approaches despite challenges, such as adverse weather, student behaviour, and topics identified by teachers as unsuitable. The research identifies key factors that influence outdoor teaching practices, including the support from school administrations and the accessibility of suitable outdoor locations. While the study acknowledges the broad benefits of outdoor education and place-based learning in enhancing student motivation and behaviour, it also points out the need for curriculum adjustments and improved teacher training to overcome the identified barriers. By offering a detailed account of preferred teaching sites and the correlation between teacher participation in outdoor education programs and their outdoor teaching frequency, this paper contributes to the discourse on effective outdoor education. It underscores the importance of structural changes within the educational system and suggests avenues for future research, particularly in evaluating the pedagogical impacts of outdoor education and place-based learning. The findings advocate for policy shifts to better integrate outdoor education into practice, highlighting its potential to enrich educational experiences and prepare students for future challenges.

Analysis of Green Buildings on Children’s Playgrounds and the Composition of Their Equipment

In recent years, there has been a noticeable trend towards the development of kid-friendly environmentally friendly outdoor play and learning spaces. As sustainability and eco-friendly protection become increasingly important global issues, there is a growing need for environmentally friendly protection for children’s outdoor play areas and learning spaces. The playground equipment built by the Chinese company Betta Play and the Belgian company Europlay was compared, analysed and investigated in terms of learnability factors, used materials, safety, and environmental factors. The playground equipment was examined in great detail using information from the websites of both companies. The materials (metals, plastics, wood kinds, natural durability) and types of equipment (swings, seesaws, playhouses, slides) were studied. The results show that both companies’ product design, used materials, and educational details are very suitable for eco-friendliness. However, Europlay used more wooden materials and Betta Play used more plastic materials to produce playground equipment. In order to reduce the damage to nature and promote sustainable development, other companies should introduce the construction of children’s eco-friendly playground equipment, using more natural products, such as Europlay.

Ecosystem education in the outdoor learning: influence on the formation of value orientations towards regional flora

Ecosystem education in the outdoor learning: influence on the formation of value orientations towards regional flora

Principals Promote the Outdoor Education Popularizing Development in Curriculum Leadership

Principals Promote the Outdoor Education Popularizing Development in Curriculum Leadership