Relevant bibliographies by topics / Outdoor-based education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Outdoor-based education'

Author: Grafiati
Published: 4 June 2021
Last updated: 4 February 2022

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Journal articles on the topic "Outdoor-based education"

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James, Joan K., and Theresa Williams. "School-Based Experiential Outdoor Education." Journal of Experiential Education 40, no. 1 (2017): 58–71. http://dx.doi.org/10.1177/1053825916676190.

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In this research study, we hear the voices of middle school students, preservice teachers, and practicing middle school teachers in support of school-based experiential outdoor education. The benefits of engaging youth in memorably relevant learning, immersing them in physically active, field-based education, and providing them with authentic, contextualized opportunities to extend classroom-based learning are examined. This research addresses the question, “Is experiential outdoor education for middle school–aged students a valuable use of school time?” The answer is a resounding “YES!” Schoo
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Yeap, Evelyn Ewe Lin, Rosmiza Mokhtar, Mohd Anwar Muslimen, Farhaniza Ghazali, and Mohd Ariff Ahmad Tarmizi. "Outdoor-Based Education Camp: An Essential Tool to Promote Leadership Skills." International Journal of Information and Education Technology 6, no. 5 (2016): 352–56. http://dx.doi.org/10.7763/ijiet.2016.v6.713.

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Giap, Binh Nga, Minh Nguyet Le, Thi Hang Nguyen, and Thi Thuy Ha Duong. "Place-based education: outdoor and environmental education approaches." Journal of Vietnamese Environment 9, no. 2 (2019): 73–76. http://dx.doi.org/10.13141/jve.vol9.no2.pp73-76.

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By analyzing the relationships among place-based education, outdoor education, and environmental education, the authors developed the proposal for the practical work in place-based education and its application to guide instruction and research in Vietnam. Some examples are given as evidence.
 Trên cơ sở phân tích các mối quan hệ giữa giáo dục tại thực địa, ngoài lớp học và giáo dục môi trường của những tác giả khác. Các tác giả phát triển chương trình định hướng thực hành trong giáo dục môi trường tại thực địa để ứng dụng trong giảng dạy và nghiên cứu tại Việt Nam. Các ví dụ được đề cập
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ZHENG, Yunjian, Anxin XU, Qiuqin ZHENG, and Chich-Jen SHIEH. "The Practice of Project-Based Learning to Outdoor Ecological Education on the Promotion of Students’ Problem-Solving Capability." Revista de Cercetare si Interventie Sociala 73 (June 15, 2021): 69–80. http://dx.doi.org/10.33788/rcis.73.5.

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People evolve from the nature; being in the nature is the best learning; and, a real classroom is the nature outside the window. The atmosphere of outdoor ecological education is therefore gradually formed. Outdoor ecological education has become an international trend in past years. Outdoor ecological education means the learning outside a classroom, expecting learners’ learning, through exploration, observation, operation, interaction, reflection, and connection with five-sense experience, being closer to the life experience and to cultivate talents being able to adapt to future life. Applyi
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Rodríguez, Pedro Serrano, and Luis Felipe González Böhme. "Exploring Outdoor Education and Research in Architecture." Open House International 34, no. 1 (2009): 94–103. http://dx.doi.org/10.1108/ohi-01-2009-b0011.

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As is well known, architectural design pedagogy persistently demands to look outside the classroom for real-world problems to deal with, and exemplary solutions to learn from. Studio-based learning alternately takes place between indoor and outdoor environments as well as built and natural environments. Especially the use of outdoor workspaces where students may generate and test their design proposals strengthens the case for a better understanding of human habitability and environmental sustainability. Nonetheless, outdoor activities are traditionally confined to on-site information gatherin
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Maeda, Kazushi. "Community-based outdoor education using a local approach to conservation." Journal of Outdoor and Environmental Education 9, no. 1 (2005): 40–47. http://dx.doi.org/10.1007/bf03400811.

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Tekakpınar, Erhun, and Murat Tezer. "Effectiveness of a School-Based Outdoor Education Curriculum and Online Learning Environment among Prospective Teachers." Sustainability 12, no. 1 (2019): 207. http://dx.doi.org/10.3390/su12010207.

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The aim of this study is to determine the effectiveness of a curriculum developed for prospective physical education teachers to learn an outdoor sports course, using both the school-based outdoor education approach and online learning. The research design involved a mixed method that used both qualitative and quantitative approaches. Since qualitative data were collected in order to support quantitative data, the researchers applied a sequential–descriptive pattern of mixed methods. As a result of the research, the achievement of the outdoor sports lesson and the ability of doing outdoor spor
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Raiola, Ed. "Communication and Problem-Solving in Extended Field-Based Outdoor Adventure Education Courses." Journal of Experiential Education 26, no. 1 (2003): 50–54. http://dx.doi.org/10.1177/105382590302600108.

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Extended field-based, outdoor adventure courses, undertaken with mindfulness, can be a powerful vehicle for personal transformation. Because of the limitations of time, privacy, and environment, which are characteristic of such programs, leaders must address conflicts as efficiently as possible. This paper offers a set of tools for leaders who work with people in extended field-based outdoor adventure education courses.
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DuFrene, Debbie D., William Sharbrough, Tim Clipson, and Miles McCall. "Bringing Outdoor Challenge Education Inside the Business Communication Classroom." Business Communication Quarterly 62, no. 3 (1999): 24–36. http://dx.doi.org/10.1177/108056999906200303.

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Outdoor challenge education has gained a dedicated following since its inception in the 1940s. Outdoor programs provide a framework for organizations to improve teamwork, problem solving, risk-taking, self-esteem, and interpersonal communi cation. The advantages of outdoor-based programs include high participation in learning by trainees, opportunity to experience real emotions and adopt new pat terns of thinking, ability to promote experimentation in problem solving, and pro motion of group awareness and trust. Many advantages of outdoor education can be maintained when a program goes indoors
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Grimwood, Bryan S. R., Michelle Gordon, and Zachary Stevens. "Cultivating Nature Connection: Instructor Narratives of Urban Outdoor Education." Journal of Experiential Education 41, no. 2 (2017): 204–19. http://dx.doi.org/10.1177/1053825917738267.

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Background: Outdoor education often aims to facilitate positive human–nature relationships and craft healthy, sustainable lifestyles. Processes and outcomes of program innovations seeking to address “nature-deficit disorder” among children can be understood from a narrative perspective. Purpose: This study illuminates how a group of instructors working for a charity-based outdoor organization in Toronto, Ontario, perceive the cultivation of nature connectedness in and through the urban outdoor education programs they facilitate for children. Methodology/Approach: A narrative methodology was us
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Dissertations / Theses on the topic "Outdoor-based education"

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Ruether, Sheri. "Barriers to Teachers' Use of Environmentally-Based Education in Outdoor Classrooms." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5776.

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Numerous research studies have shown that when teachers take children outdoors to learn, children show an increase in cognitive, physical, social, and emotional skills. Few researchers have focused, however, on teachers and their decision to use the outdoors as a way of teaching. The purpose of this qualitative study was to explore whether life experiences impact a teacher's choice to not use the outdoor environment. Ham and Shuman's model of environmental education commitment and Kaplan and Kaplan's environmental cognition theory served as the conceptual frameworks for this study. The researc
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Butler, Ninah. "High school campus design elements for outdoor-based education amenities." Thesis, Kansas State University, 2013. http://hdl.handle.net/2097/16935.

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Master of Landscape Architecture<br>Department of Landscape Architecture/Regional and Community Planning<br>Huston Gibson<br>The research conducted in this thesis explores the relationship between high school campus planning and the potential for high school sites to be used as outdoor classrooms. A review of the design of school buildings and the educational pedagogy that has influenced campus planning and design is presented before exploring current design practices. Precedent studies are offered as examples of exemplary design strategies for multi-use campuses. This leads to the question, “
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Marino, Amy. "Effects of Outdoor-Based Adventure Education in Afterschool Programming for Students Struggling with Significant Identifiable Emotional Disabilities (SIED)." Thesis, Prescott College, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1540685.

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<p> This study examined an existing afterschool, outdoor-based program called <i> Challenge: Nature.</i> This program worked with students in sixth-grade through eighth-grade, who had been recognized as struggling with characteristics of a Significant Identifiable Emotional Disability (SIED). The goal of the study was to identify the effect this program provided to the participants, as well as how new skills and knowledge were transferred from the afterschool setting to other domains of participants' lives, including at school, at home, and in social situations. The research consisted of an ac
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Harrison, Samuel Carey. "Place-based praxis : exploring place-based education and the philosophy of place." Thesis, University of Edinburgh, 2012. http://hdl.handle.net/1842/7566.

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This thesis interweaves two strands of inquiry, one educational, the other philosophical. The educational inquiry is seeded by the need to understand both embodiment and learning within experiences of place in education. The second strand is prompted by Evernden’s insight that the environmental crisis is a ‘crisis of being’ (1985). Evernden argues that our perceived separation from the world is at the root of the environmental issues we face. Highlighting the role that ‘place’ might have in both these inquiries, I examine the educational and philosophical debates around place, drawing especial
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Burek, Karey. "The Impact of Socioscientific Issues Based Curriculum Involving Environmental Outdoor Education for Fourth Grade Students." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/3997.

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There is a divide between what students are being taught within the science classroom and what they experience out in the real world. This study sought to explore possible relationships between a socioscientific issues embedded curriculum and outcome variables addressing environmental attitude and knowledge, oral and written argumentation and critical thinking skills. Both quantitative and qualitative methods were used to examine both within and between class differences as well as individual differences between the beginning and end of a semester of elementary school. Results indicated that s
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Stewart, Priscilla Anne. "So . . . We're Going for a Walk: A Placed-Based Outdoor Art Experiential Learning Experience." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7543.

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Schools in the United States often emphasize making children competitive in a global economy while neglecting the importance of developing citizens who are ecologically responsible. Problems of climate change, loss of biodiversity, mass extinctions and degradation of the natural environment, are often ignored. Some researchers have suggested that children lack unstructured play time in nature, have an increased amount of screen time, lack mindfulness, and are insulated from the natural world. Many children rarely have significant experience with nature's wildness. It is common for people to ex
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Moon, Hyesoo. "Local Community Based Outdoor Activities through Integrating Subjects in Social Studies for Sustainability." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-65862.

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This study is designed to know contribution of local community based outdoor activities for education for sustainability. 7 teachers from Sweden and 7 teachers from Korea got involved in this study and they chose and conducted one activity from the 17 activities that I offered. After they had done the activity with their upper 13 years old students, they completed questionnaire about the conditions of class, the reason of their choice, advantages/disadvantages of the activities and the actual obstacle they had in schools to have outdoor class through open-ended questions. They also were asked
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Ritchie, Stephen D. "PROMOTING RESILIENCE AND WELL-BEING FOR INDIGENOUS ADOLESCENTS IN CANADA: CONNECTING TO THE GOOD LIFE THROUGH AN OUTDOOR ADVENTURE LEADERSHIP EXPERIENCE." Thesis, Laurentian University of Sudbury, 2014. https://zone.biblio.laurentian.ca/dspace/handle/10219/2206.

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Background: Promoting mental health for Indigenous youth in Canada is a well-documented priority. Indigenous approaches to health promotion share similarities with the holistic process in outdoor adventure and experiential education contexts. The purpose of this study was to develop, implement, and evaluate an Outdoor Adventure Leadership Experience (OALE) for Indigenous adolescents from one First Nations community in Northeastern Ontario, Canada. Methods: Principles of community-based participatory research were used to guide this mixed method study that included three phases. Phase 1 involve
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Baldeh, Musa. "The Perceptions of Gambian Basic and Secondary School Teachers About Outdoor Education." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-166609.

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Outdoor education is believed to be a new teaching approach and method in the education framework which relates to learning through natural places using direct experience. However, the teaching approach that is mostly used in the Gambian schools is based on the traditional approach of teachings as well as many African countries. As a relatively new teaching technique, outdoor education is gaining recognition from many researchers who are developing a keen interest in it. Thus, the aim of the current thesis is to investigate the perceptions of Gambian Basic and Secondary school teachers about o
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Dantzler, David W. "Developing environmental education, nature-based tourism, and outdoor recreation initiatives on a solid waste management site in Conway, South Carolina." Connect to this title online, 2007. http://etd.lib.clemson.edu/documents/1181668665/.

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Books on the topic "Outdoor-based education"

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Woodhouse, Janice L. Place-based curriculum and instruction: Outdoor and environmental education approaches. Clearinghouse on Rural Education and Small Schools, Appalachia Educational Laboratory, 2000.

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Woodhouse, Janice L. Place-based curriculum and instruction: Outdoor and environmental education approaches. Clearinghouse on Rural Education and Small Schools, Appalachia Educational Laboratory, 2000.

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Woodhouse, Janice L. Place-based curriculum and instruction: Outdoor and environmental education approaches. Clearinghouse on Rural Education and Small Schools, Appalachia Educational Laboratory, 2000.

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Woodhouse, Janice L. Place-based curriculum and instruction: Outdoor and environmental education approaches. Clearinghouse on Rural Education and Small Schools, Appalachia Educational Laboratory, 2000.

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Woodhouse, Janice L. Place-based curriculum and instruction: Outdoor and environmental education approaches. Clearinghouse on Rural Education and Small Schools, Appalachia Educational Laboratory, 2000.

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Woodhouse, Janice L. Place-based curriculum and instruction: Outdoor and environmental education approaches. Clearinghouse on Rural Education and Small Schools, Appalachia Educational Laboratory, 2000.

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Learning outside the primary classroom. Routledge, 2011.

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J, Higgins Peter, and Nicol Robbie, eds. Learning outside the classroom: Theory and guidelines for practice. Routledge, 2011.

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Just beyond the classroom: Community adventures for interdisciplinary learning. ERIC Clearinghouse on Rural Education and Small Schools, 1996.

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Outdoor Education for Children with Special Needs (Conference) (1985 Bents Green School, Sheffield, England). Outdoor education forchildren with special needs: Day conference held on Saturday 19th October 1985 based at Bents Green School, Sheffield. [National Association for Remedial Education?], 1985.

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Book chapters on the topic "Outdoor-based education"

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Mettis, Kadri, and Terje Väljataga. "Orchestrating Outdoor Location-Based Learning Activities." In Technology Supported Innovations in School Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48194-0_8.

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Schraw, Gregory, Lori Olafson, Michelle Weibel, and Daphne Sewing. "Metacognitive Knowledge and Field-based Science Learning in an Outdoor Environmental Education Program." In Metacognition in Science Education. Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2132-6_4.

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Birkeland, Åsta, and Hanne Værum Sørensen. "Time Regulation as Institutional Condition for Children’s Outdoor Play and Cultural Formation in Kindergarten." In International Perspectives on Early Childhood Education and Development. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72595-2_7.

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AbstractTime regulation is an important aspect of the everyday life in any kindergarten and has an impact on which activities are given priority. In this case study, the outdoor playtime in one kindergarten in China and one in Norway is compared based on the understanding that children’s cultural formation develops in a dialectical relationship between children’s interests and motives and societal, institutional, and weather conditions. The aim of the article is to identify how time regulations provide conditions for children’s play and cultural formation during outdoor playtime. The research question is: How does institutional time regulation interplay with the pedagogical practice and children’s activities in the outdoor playtime? Employing a cultural-historical approach, drawing on Hedegaard’s concepts of development and cultural formation as an individual, institutional and societal process, the dialectical interplay between institutional time regulation and children’s engagement in outdoor activities is the unit of analysis in this study. Our findings indicate that the kindergarten teachers in the Chinese kindergarten as well as the Norwegian kindergarten aim to adjust the pedagogical content and time schedule to the traditions, values, and conditions in both countries. This chapter contributes to knowledge about the interplay between institutional conditions and children’s activities and cultural formation in outdoor play.
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Peredun, Liz. "Insights from a Canadian Woman: Place-Based Relationships and Narratives in Outdoor Education." In The Palgrave International Handbook of Women and Outdoor Learning. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-53550-0_52.

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da Costa, Natália Meireles Santos, Maria Clotilde Rossetti-Ferreira, and Ana Maria de Araujo Mello. "Providing Outdoor Experiences for Infants and Toddlers: Pedagogical Possibilities and Challenges from a Brazilian Early Childhood Education Centre Case Study." In International Perspectives on Early Childhood Education and Development. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72595-2_3.

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AbstractIntense urbanization process in Brazil and Latin America has increasingly limited young children, since birth, to access outdoor spaces, especially green areas. Moreover, as conceptions of babies in domestic care support confinement practices, apprehending infants’ constitutive specificities as being intertwined with broader socio-cultural contexts requires further investigation. Notwithstanding the challenges, Early Childhood Education and Care (ECEC) institutions can be promising places to provide babies with daily contacts and appropriation of external areas amid an expanded collective experience. This chapter tackles the process of insertion and appropriation of outdoor spaces for infants and toddlers. We bring a case study from a Brazilian daycare centre with planned multiple outdoor environments, diversified spatial arrangements and natural elements. The empirical material, referring to the transition year of a group of under-twos, includes monthly recordings of everyday routine, interviews, field notes, institutional documents. We describe and analyze various outdoor spaces and socio-spatial practices of the daycare centre based on the cultural-historical perspective of the Network of Meanings. In the first semester, environments organized in semi-open areas connected to closed spaces were more frequently used. Whereas mainly in the second semester, given walking onset and greater motor resourcefulness, the going and appropriation of green areas unfolded as a gradual process not short of struggles. Substantial planning, projects and educational situations put forward by multiple social actors within a multidisciplinary approach modulated alternation of spaces and facilitated exchanges with peers, older children and adults – including family members.
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Grindheim, Liv Torunn, Hanne Værum Sørensen, and Angela Rekers. "Outdoors and Nature in Pedagogical Practices and in Cultural Historical Theory." In International Perspectives on Early Childhood Education and Development. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72595-2_1.

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AbstractDespite the increasing awareness of the outdoors as a beneficial site for young children’s education, the status of outdoor activities varies in and within different cultures. Aiming to broaden and challenge presupposed understandings of education and care in the outdoors, we consider the empirical findings from all the chapters in this volume in order to identify a range of conditions for cultural formation in outdoor practices both within and between different cultures. Building on Mariane Hedegaard’s approach to cultural historical theory and Ødegaard and Krüger’s approach to cultural formation, our analysis is performed by identifying conflicts and alignments between the values and motive orientations of the individual and those interpreted from the contextual conditions and demands of institutions and society, particularly in relation to the perception of nature. In doing so, we depict how culture and nature are interrelated from a socio-cultural perspective, and argue that perceptions of nature shaped by institutions and society play a significant role creating conditions for cultural formation. The opportunity for play, learning and cultural formation in nature appears rich within all the represented cultural spaces described in this volume, although whether these opportunities are supported consistently within wider mainstream culture is regarded as an area of tension in some chapters. Based upon our analysis, we suggest that both pedagogical practices and cultural historical theory need to take the outdoors and nature into consideration when emphasising pedagogical practices for children’s play, learning and cultural formation.
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Jakab, Imrich, Martina Zigová, and Zuzana Pucherová. "Modernization of Environmental Education with the Use of Project-Based Learning, Outdoor Education, and Mobile Learning Supported by Information and Communication Technology." In Universities in the Networked Society. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-05026-9_13.

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Brookes, Andrew. "Multiple Fatality Incidents on School and Youth Group Camps and Excursions – Water-Based Activities: Lessons for Prevention." In International Explorations in Outdoor and Environmental Education. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-89882-7_4.

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Popov, Oleg. "Outdoor Science in Teacher Education." In Contemporary Approaches to Activity Theory. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6603-0.ch008.

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This chapter is an account of the development of prospective teachers' competence to conduct outdoor science education. At the Department of Science and Mathematics Education, the students participate in outdoor education courses. They also plan, manage, and evaluate outdoor lessons designed as assignments in science education, participation in school practice, and summer courses. Many student teachers evaluate and analyse the pedagogical aspects of outdoor science when they carry out research projects in schools for their graduation thesis work. In order to understand the activity of science teaching and learning outdoors, a qualitative study was conducted. It was based on interviews with teacher educators and included studies of students' examination papers. A Cultural Historical Activity Theory (CHAT) lens was applied to the study. The theoretical framework helped to identify the prospective teachers' abilities and skills to design, implement, and evaluate tasks related to the professional competence of delivering outdoor science activities.
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Rafferty, John M. "Design of Outdoor and Environmentally Integrated Learning Spaces." In Physical and Virtual Learning Spaces in Higher Education. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-60960-114-0.ch004.

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The chapter explores the environmentally sensitive design characteristics of Charles Sturt University’s Albury Wodonga campus and the outdoor learning spaces it provides. Attention will be given to exploring how the holistic and integrated nature of the campus and the environmental functionality of the site provide unique opportunities for learning within learning spaces. Examples are provided of how the natural and built environments of the campus are used as learning spaces to promote social interactions, conversations, and experiences that enhance student learning. The chapter highlights the value of outdoor environments as legitimate and critical spaces for learning within higher education. The chapter explores the benefits of designing teaching space based on strategies that are defined by personal pedagogic repertoires and practical wisdom. By enacting such strategies, it is argued that universities can develop diverse, locally appropriate, and inclusive pedagogies.
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Conference papers on the topic "Outdoor-based education"

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Chiu, Hsien-Yu, Takeo Kondo, Kazukiyo Yamamoto, and Wataru Miyazaki. "Analysis of Practical Examples of Experienced-Based Marine Education for Marine Space Utilization." In ASME 2010 29th International Conference on Ocean, Offshore and Arctic Engineering. ASMEDC, 2010. http://dx.doi.org/10.1115/omae2010-20629.

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Environmental education is being promoted worldwide and is the subject of active effort in Japan as well. However, many environmental education programs focus on land-based systems, and currently only few schools have programs on the marine environment. Toward the goal of developing an educational game for advancing marine environmental education, we assessed the current state of environmental education and conducted basic research on existing educational games. The current state of environmental education indicated a need for developing educational games with a marine environmental theme to b
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Lee, Sang Cheol, Jae Sung Choi, and Dong-Ha Lee. "Trilateration based multi-robot localization under anchor-less outdoor environment." In 2012 7th International Conference on Computer Science & Education (ICCSE 2012). IEEE, 2012. http://dx.doi.org/10.1109/iccse.2012.6295224.

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Zhou, Siying, Jian Wang, and Feifei Wang. "A Design of Outdoor Display Monitoring System Based on NB-IoT." In 2019 2nd International Conference on Information Systems and Computer Aided Education (ICISCAE). IEEE, 2019. http://dx.doi.org/10.1109/iciscae48440.2019.221597.

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Zhang, Yi, Gang Cen, Liqiang Shen, Yifeng Hua, Junyan Luo, and Xuan Chen. "Safety management system for college students' outdoor activities based on mobile terminal." In 2017 12th International Conference on Computer Science and Education (ICCSE). IEEE, 2017. http://dx.doi.org/10.1109/iccse.2017.8085522.

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Pickard, Luke, James McKenna, Julie A. Brunton, and Andrea Utley. "Personal development, resilience theory and transition to university for 1st year students." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5172.

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Aim The study aimed to determine whether an outdoor orientation programme (OOP) could increase personal development, develop resilience and aid transition and adaptation in 1st year university students. OOPs are thought to aid transition through adventure experience. Based on student development theory, outdoor orientation programmes accelerate psychological growth (Vlamis et al., 2011). Method Semi structured interviews were conducted with 14 students who attended an outdoor orientation programme to investigate the experience of attending an OOP and transition to university. The data was anal
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Buhari, Muhammad Ramli, and Kamelia Dwi Marda. "Development of Competency Based on Outdoor Education Model for Elementary School Students in Samarinda." In 2nd Educational Sciences International Conference (ESIC 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200417.010.

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Saleem, Ashraf, Ahmed Al Maashri, Lazhar Khriji, and Medhat Hussein. "An integration framework for UGV outdoor navigation system based on LiDAR and vision data." In 2015 16th International Conference on Research and Education in Mechatronics (REM). IEEE, 2015. http://dx.doi.org/10.1109/rem.2015.7380369.

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Qingfeng Wu, Xianyan Yang, Han Liu, and Huailin Dong. "Mobile Guardian: A novel positioning and monitoring system for outdoor special users based on GPS." In 2008 IEEE International Symposium on IT in Medicine and Education (ITME). IEEE, 2008. http://dx.doi.org/10.1109/itme.2008.4743934.

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Suryani, Susi, Chatarina Muryani, and Yasin Yusup. "Electronic Module Based on Outdoor Learning for Thematic Learning of Elementary School." In Proceedings of the 1st Seminar and Workshop on Research Design, for Education, Social Science, Arts, and Humanities, SEWORD FRESSH 2019, April 27 2019, Surakarta, Central Java, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.27-4-2019.2286923.

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10

Kett, Gary, Dean Anthony Notaro, Bettie Matheson Higgs, et al. "Learning by doing: An international, interdisciplinary experiment using peer-based learning in an outdoor laboratory." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.19.

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Abstract:
Interdisciplinarity and international collaborations are widely regarded as beneficial constructs for students in higher education (Holley, 2009). However, challenges can arise when merging disciplines, methods, and cultures. We focus in on the disciplinary and cultural disconnects that can be experienced in the natural sciences, where field-based learning, a resource intensive but potentially rich pedagogical approach, is often not optimised. We aimed to foster peer-orientated collaboration between undergraduate and postgraduate students from different backgrounds within the natural sciences.
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