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Where Are We Going? International Views on Purposes, Practices and Barriers in School-Based Outdoor Learning
Popular demand for school-based outdoor learning is growing throughout the world, but there is relatively little use of international comparisons to inform the development and support of this growth. Motivations for providing outdoor learning may vary within and across countries/areas. Through understanding how different purposes are being approached internationally, we can learn how outdoor learning might best be supported to achieve particular outcomes. Eighty expert commentators on outdoor learning from 19 countries/areas responded to a short online survey about motivations for and practices in school-based outdoor learning, based on their experience working in this field. The survey was designed using a conceptual framework of student outcomes from outdoor learning, derived from policy analysis and five major reviews of the field. The three most frequently reported forms of outdoor learning practiced in schools were field studies, early years outdoor activities, and outdoor and adventure education. Among identified purposes for outdoor learning provision within schooling, supporting environmental awareness and action and pupil health and well-being were the most common. Some alignment of forms of outdoor learning and specific outcomes are discussed and implications for future policy, practice, and research considered.
Journal Article
A Comparative Analysis on Outdoor Adventure Education Development in England, Taiwan, and Malaysia
Outdoor Adventure Education (OAE) as an educational philosophy has varying levels of development and practices across different countries. This cross-cultural study explored the development and interpretation of OAE in academic systems of three countries, namely England, Taiwan, and Malaysia. The goal of this research was to provide insight into the development of OAE profiling measures by comparing the curricula of these countries' schools. The study was based on document analysis with a comparative cultural perspective. The ideas of habitus, field, and capital articulated by Bourdieu were integrated as major supplements to illustrate the cultural patterns linked to bodily movements. The investigation uncovered both parallels and divergences in the development and conceptualization of OAE within the three nations, and discussed the context in both university and schooling sectors within four generated themes: ＂legislation and guidance,＂ ＂curriculum arrangement,＂ ＂pursuit of educational norms and values,＂ and ＂attitude toward OAE.＂ A notable disconnection between schools and universities regarding OAE initiatives was observed in Malaysia. Additionally, the study highlighted the significance of considering cultural, societal, and policy contexts in shaping the landscape of OAE in diverse educational systems. The findings of the study recommend that the Ministry of Education of Malaysia reassess the implementation of OAE in a more holistic manner.
Journal Article
Ultimate explorer guide : explore, discover, and create your own adventures with real National Geographic explorers
\"Learn what it takes to be a real-life explorer in this fun and action-packed guide to discovering the world around us...Amazing stories, fantastic photos, and hands-on-activities inspire curious kids to start discovering on land, air, and sea. Profiles feature National Geographic explorers of all kinds...Kids are inspired to follow their passions into careers and introduced to the first steps to take to achieve their dream.\"-- Provided by publisher.
Book
The Development of an Educational Outdoor Adventure Mobile App
This article focuses on the development of an educational outdoor adventure mobile app while presenting findings that were derived from various case studies that we conducted using it. The mobile application, called RouteQuizer, is complemented by a web application and a database, forming a system that enables teachers to create educational treasure hunt activities for their students and monitor their performance. The aim of the research was to create a system that would exploit all possible Outdoor Adventure Education (OAE) and treasure hunt benefits while excluding possible smartphone use negative consequences. The development of the system took place in Greece and began in December 2017, by conducting a nation-wide research examining Greek secondary teachers’ Information and Communication Technology (ICT) literacy and perceptions on smartphone use and outdoor activities. By June 2018, 700 questionnaires were collected. In order to test the system, in March 2018, we conducted a pilot case study in Lesvos island Greece and between July 2018 and February 2020, we conducted four additional case studies and a teacher training program, all of which took place in Lesvos island Greece. During the development process of the mobile application, we focused on the participatory aspect of the process, paying special attention to the teacher and student evaluation during the design and prototyping phases. Considering that the system is educational we research whether the mobile application provided effective learning outcomes and whether it benefited students’ social and physical skills. The results that we collected suggest that the mobile application is an effective learning tool while mobile learning and treasure hunt benefits have been repeatedly confirmed during the case studies. Greek teachers and students also proved to be capable smartphone and computer users, and reported being willing to participate in similar activities in the future.
Journal Article
Challenging play and motor experiences in the natural environment, adventure, and the perception of risk in outdoor didactic-educational places
The historical period that we are living in has highlighted how environments can be an additional educational resource for the development of recreational-motor activities; In particular, it has been observed how the natural environment can bring out values of a body education that focuses on adventure and exploration. This process helps children discover and get involved, make decisions, and consider risks and dangers that may arise in case of a wrong evaluation. Therefore, challenging motor activities in a natural environment, if properly organised, are distinctive elements to work on the proximal area of the child, allowing real learning mediated by experience. The individual will be forced to improve motor skills, strengthening their self-esteem and sense of responsibility. In conclusion, we will analyse some recreational-motor activities in the natural environment, including climbing as an optimal proposal for the discovery of the body self in the relationship with nature, in the discovery of sensory perceptions skills dormant that arouse emotions and wonder in children (Coco, 2013). Climbing, indeed, is a motor pattern that appears around 8-10 months in the child's attempt to pass from the quadruped to the upright position (Casolo, 2002). A vital aspect is the emotional one, and climbing certainly has a strong emotional impact on the subjects who practice it. The height, the emptiness, the possibility of falling with consequent loss of control of the situation, of equilibrium, make necessary: concentration, precision, calm, awareness and acceptance of their potential and their limits. The feelings of joy, pleasure and gratification that are particularly solicited and stimulated when reaching the goal are indispensable for those who practice this activity (Coco, 2019).
Journal Article
The shadow cadets of Pennyroyal Academy
\"Becoming famous as a result of her defeat of the witches, Princess Cadet Evie returns to Pennyroyal Academy where she is threatened by a secret society that is hatching an evil plan against the school that involves someone close to her. But things are not quite as they should be. On the road to her second year of training, Evie witnesses the attack of an innocent woman by a trio of princesses. Pennyroyal's Headmistress General doubts Evie's claim--princesses are defenders of the realm, not villains. But Evie isn't so sure. Then she receives an ominous threat: a secret society has come forward with a wicked plan, putting the Academy in peril. Can Evie and her friends unravel the devious plot in time to save them all?\"--Back cover.
Book
Positive youth development in Māori and New Zealand European adolescents through an adventure education programme
Within Aotearoa New Zealand there is growing interest in positive youth development (PYD). A PYD approach provides balance to narratives surrounding outcomes for youth and broadens our views of what we consider beneficial developmental outcomes. In the current study we used sail training as a method to promote PYD in Māori and New Zealand European adolescents. Specifically, 54 Māori and 37 New Zealand European adolescents completed the 7-day youth-development voyage on-board the gaffed rigged schooner, R. Tucker Thompson. We demonstrate that, for both Māori and New Zealand European adolescents, psychological resilience, self-esteem, and positive outlook on life increased from the first day to the last day of the voyage. In addition, we demonstrate that the increases in psychological resilience were driven by the social/collective identity adolescents formed with their group over the course of the voyage.
Journal Article