Catalogue Search | MBRL
Are you sure you want to remove the book from the shelf?
{{itemTitle}}
3,455
result(s) for
"Outdoor teaching"
Sort by:
Routledge international handbook of outdoor studies
This handbook defines and surveys the multi-disciplinary set of approaches that constitute the broad field of outdoor studies, including outdoor recreation, outdoor education, adventure education, environmental studies, physical culture studies and leisure studies. It reflects upon the often haphazard development of outdoor studies as a discipline, critically assesses current knowledge and identifies further opportunities for future research in this area. With a broader sweep than any other book yet published on the topic, it traces the philosophical and conceptual contours of the discipline, explores key contemporary topics and debates and identifies important issues in education and professional practice.
Book
Developing outdoor campus space for teaching and learning: a scoping review of the literature
Educators have used outdoor space to support learning throughout history. Over the past several years, the COVID-19 pandemic has compelled institutions of higher education to make innovations toward planning and constructing outdoor learning spaces on campus as a necessary measure for promoting student health and safety. This scoping literature review explores the landscape of research on use of campus space developed for outdoor learning in higher education around the world. In this review, we synthesize relevant research based on descriptive characteristics, research interests, supporting theories and frameworks, technology use, and learning outcomes. Our search uncovered a range of developed (i.e., constructed) outdoor space design guidelines, outdoor learning activities, and theoretical frameworks that expand our understanding of outdoor spatial use on college and university campuses. This scoping review offers qualitative and descriptive quantitative findings and offers practical implications for higher education stakeholders as they explore possibilities for developing outdoor space on their campuses for teaching and learning.
Journal Article
Cultivating outdoor classrooms : designing and implementing child-centered learning environments
\"There are many ways outdoor spaces can be transformed into fully functioning classrooms where children explore, experiment, and spend quality time in nature. Filled with both simple and large-scale ideas, Cultivating Outdoor Classrooms provides support as you design and implement outdoor learning environments\"-- Provided by publisher.
Book
Efficacy and mechanisms of an education outside the classroom intervention on pupils’ health and education: the MOVEOUT study protocol
Background
Education can create better opportunities for health, and vice versa. Using a so-called ‘add-in’ approach, school-based physical activity (PA) promotion and prevention of sedentary behaviours can increase pupils’ wellbeing and learning and, on the longer term, reduce the risk of non-communicable diseases. A PA ‘add-in’ approach involves integrating PA into teachers’ curricular obligations without being an extra burden as opposed to an ‘add-on’ approach which requires additional operational resources and include activities that do not explicitly contribute towards curricular targets making them less long-term acceptable in a school-based context.
Previous studies investigating education outside the classroom (EOtC) show mutual benefits for both health and education outcomes among children and adolescents. However, the evidence is of mixed quality and questionable certainty, which calls for further investigation. The aim of this study protocol is to describe and discuss the study design and methods to investigate the efficacy and mechanisms of EOtC as a vehicle for health and education. The study investigates the intervention developed and conducted in the TEACHOUT study with updated and strengthened design and measures.
Methods
The efficacy of EOtC will be investigated in a cluster randomised waitlist design. Participants will be pupils in ~54 classes, grades 4-10 (ages 10-15 years) in ~30 Danish elementary schools. Fifteen schools will be randomised to the intervention: a two-day EOtC training course targeting teachers followed by the teachers implementing EOtC >5 hours weekly over the course of one school year. Pre- and post-measures of health (PA and wellbeing) and learning (school motivation and academic achievement) will be collected. Investigation of pedagogical and motivational mechanisms will be based on observations of EOtC.
Discussion
The updated randomised controlled design will provide firmer evidence for the efficacy and mechanisms of EOtC and provide knowledge about how mutual benefits of health and education can be obtained.
Trial registration
Registered with ClinicalTrials.gov (ID
NCT05237674
) [University of Copenhagen. MOVEOUT: a Cluster RCT of the Efficacy, Mechanisms, and Mediation of an Education Outside the Classroom Intervention on Adolescents’ Physical Activity, 2023], February 14, 2022. Most recently updated on November 23, 2022 (Version 2).
Journal Article
Enhancing science learning through learning experiences outside school (LEOS) : how to learn better during visits to museums, science centers, and science fieldtrips
\"The authors provide practical, research-informed, guidelines and detailed lesson plans that improve learning of chemical, physical, biological, and earth & space sciences. The context for learning is the myriad of exciting opportunities provided by informal science institutions such as zoos, museums, space centers and the outdoors. Many such institutions seek to educate the public and inspire budding scientists. Visits outside school help students relate science to everyday life, providing strong motivation to learn science for all abilities. This book shows the key to making such visits effective, is when they are linked to classroom learning using a learning management system, drawing upon modern students' fascination with digital technologies and mobile devices\"-- Provided by publisher.
Book
Glince About the Outdoor Professional Teacher. What Does it Take to be an Outdoor Teacher?
Glince about The Outdoor Professional Teacher provides a comprehensive overview of the skills and competencies required to be an outdoor teacher. It emphasizes the diverse skills essential for effective outdoor teaching, including technical, interpersonal, and decision-making abilities. The document also discusses the Outdoor Leader Career Development Model (OLCDM) by Mark Wagstaff, which offers a structured framework for understanding outdoor educators' career progression and professional growth. The profile of an outdoor teacher encompasses a wide range of competencies, from environmental understanding and risk management to instructional skills and coaching techniques. The document also highlights the challenges and benefits faced by outdoor educators, emphasizing the need for ongoing professional development and supportive policies. This emphasis is designed to motivate and inspire the audience, underlining the importance of institutionalizing outdoor teaching approaches. Overall, it provides valuable insights into the multifaceted nature of outdoor education and the career development of outdoor educators.
Journal Article
Nature preschools and forest kindergartens : the handbook for outdoor learning
\"Nature Preschools and Forest Kindergartens walks you through the European roots of the concept to the recent resurgence of these kinds of programs in North America. These experts provide the framework to understand the concepts and build a learning community that stimulates curiosity and inquisitiveness in a natural environment. This helpful guide provides the curriculum ideas and guidance needed to foster special gifts in children, and gives you the nuts and bolts of running a successful nature preschool business\"-- Provided by publisher.
Book
'Control must be maintained': exploring teachers' pedagogical practice outside the classroom
Drawing on qualitative data, this article presents an analysis of six secondary science teachers' expectations and practices related to teaching outdoors during a professional development programme. Using Foucault's and Bernstein's theories of 'space', routines and set practices, I argue that participant teachers' fear of losing control of their students when in contexts outside the classroom was constructed as place specific in terms of boundaries (or lack of), familiarity and disturbance. Teachers' 'fearful' expectations when outside triggered the initial use of regulatory technologies that were frequently more assertive and controlling than their usual classroom practice, resulting in increased authoritative teaching approaches. However, once technologies of power were developed for use outside, teachers were able to translate and apply their normal dialogic teaching approaches from the classroom. The article concludes with a discussion of student self-regulation through collaborative group work as a step towards resolving the tensions between dialogic pedagogy and teaching in new contexts.
Journal Article
Thinking with: Relationality and Lively Connections Within Urbanised Outdoor Community Environments
International studies have reported extensively on outdoor learning in bush (Australia) or forest settings (e.g., U.K. and Nordic countries). Yet, limited studies have investigated urbanized environments comprising community facilities and city settings. This study shares early childhood teachers’ exploration and engagement with outdoor community settings in Singapore. Innovative practices emerged in response to the community and context in urbanized areas. Transformation of teaching happens during the research study when teachers shift from thinking about the local environment to thinking with, contributing to creating new ways of constructing outdoor teaching and learning experiences in an urbanized landscape. This study illustrates how teachers exploring the outdoors and thinking with places can open up conversations in building lively (and deadly) connections with the world.
Journal Article