Relevant bibliographies by topics / Outdoor experiential education

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

Academic literature on the topic 'Outdoor experiential education'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Outdoor experiential education"

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James, Joan K., and Theresa Williams. "School-Based Experiential Outdoor Education." Journal of Experiential Education 40, no. 1 (February 3, 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!” School-based experiential outdoor education, although often neglected as a part of the curriculum in our current era of high-stakes test-based accountability, is definitely a necessity.
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Warren, Karen, Nina S. Roberts, Mary Breunig, and M. Antonio (Tony) G. Alvarez. "Social Justice in Outdoor Experiential Education." Journal of Experiential Education 37, no. 1 (January 17, 2014): 89–103. http://dx.doi.org/10.1177/1053825913518898.

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Ramdan, Asep. "Pengaruh Outdoor Education Berlandaskan Experiential Learning Terhadap Kreativitas." MAENPO 8, no. 2 (April 11, 2020): 45. http://dx.doi.org/10.35194/jm.v8i2.927.

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Outdoor education berlandaskan experiential learning merupakan sarana menambah pengalaman belajar dan menjadi pelajaran yang sangat penting membawa perubahan bagi kehidupan seseorang. Pengalaman yang ditemukan tentunya sangat mendidik, artinya bahwa pengalaman tersebut memberikan pengertian yang sangat mendalam dan melampaui pengalaman yang hanya merupakan sebuah transaksi dari seseorang dan lingkungan yang dirasakan itu. Berdasarkan konsep-konsep diatas maka outdoor education dilakukan berlandaskan experiential learning, yang ditujukan untuk meningkatkan kreativitas.. Tujuan dalam penelitian ini adalah ingin mengetahui pengaruh dari Outdoor Education berlandaskan Experiential Learning terhadap kreativitas. Metode yang digunakan adalah Quasi Eksperimen dengan pendekatan Non-Randomized Control Group Pretest-Postest Design. Sampel dalam penelitian ini adalah pecinta alam mahasiswa olahraga (pamor) yang mengikuti kegiatan outdoor education sebanyak 20 orang, dan siswa bukan anggota pecinta alam yang tidak mengikuti outdoor education dalam jumlah yang sama. Sampel tersebut diambil dengan cara purposive sampling. Hasil penelitian menunjukan bahwa aktivitas outdoor education berlandaskan experiential learning memberikan pengaruh signifikan terhadap kreativitas dengan nilai t hitung 5,2 > t tabel 1,68 dengan taraf α 0,05 dan dk = n1 + n2 – 2. Kesimpulan dalam penelitian ini adalah aktivitas outdoor education berlandaskan experiential learning memberikan pengaruh signifikan terhadap kreativitas.
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Howden, Eric. "Outdoor experiential education: Learning through the body." New Directions for Adult and Continuing Education 2012, no. 134 (June 2012): 43–51. http://dx.doi.org/10.1002/ace.20015.

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Brown, Michael H. "Transpersonal Psychology: Facilitating Transformation in Outdoor Experiential Education." Journal of Experiential Education 12, no. 3 (November 1989): 47–56. http://dx.doi.org/10.1177/105382598901200312.

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Sibthorp, Jim, Rachel Collins, Kevin Rathunde, Karen Paisley, Scott Schumann, Mandy Pohja, John Gookin, and Sheila Baynes. "Fostering Experiential Self-Regulation Through Outdoor Adventure Education." Journal of Experiential Education 38, no. 1 (January 3, 2014): 26–40. http://dx.doi.org/10.1177/1053825913516735.

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Riley, Kathryn. "Posthumanist and Postcolonial Possibilities for Outdoor Experiential Education." Journal of Experiential Education 43, no. 1 (October 14, 2019): 88–101. http://dx.doi.org/10.1177/1053825919881784.

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Background: Teaching and learning in outdoor experiential education is often conducted on lands with troubled histories of settler colonialism. This calls for new and creative forms of socioecological responsibility to attend to human supremacism and exceptionalism that marginalizes, exploits, dominates, and objectifies Other(s) in these Anthropocene times. Purpose: Through posthumanist philosophy (re)conceptualizing Western binary logics, this article explores possibilities for postcolonial land ethics in outdoor experiential education to address past, present, and future socioecological injustices and threats. Methodology/Approach: Adopting new materialist methodologies, this article examines affective materiality emerging from a series of multisensory researcher/teacher enactments, as set within pedagogies attuning-with land with a Grade 4/5 class in Canada. Findings/Conclusions: The affective materiality of sense-making in the researcher/teacher enactments provided opportunities to challenge discursively positioned land ethics, suggesting a transforming-with Other(s) through relationally co-constituted existences. Implications: Understanding that no separate and discrete worldviews exist in which individuals act through autonomous agency, but that worlding emerges through relational agency, teaching, and learning in outdoor experiential education can generate an intrinsic sense of responsibility to attend to more equitable relationships with Other(s) for/with/in these Anthropocene times.
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Ewert, Alan. "Managing Fear in the Outdoor Experiential Education Setting." Journal of Experiential Education 12, no. 1 (May 1989): 19–25. http://dx.doi.org/10.1177/105382598901200104.

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Hills, David, and Glyn Thomas. "Digital technology and outdoor experiential learning." Journal of Adventure Education and Outdoor Learning 20, no. 2 (April 13, 2019): 155–69. http://dx.doi.org/10.1080/14729679.2019.1604244.

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Câmpan, Adela-Simina, and Mușata Bocoș. "The Influence of Gender on Assertiveness, Behavior Control, Peers Social Skills and Task Orientation Of Preschoolers Aged 5-6." Educatia 21, no. 18 (May 21, 2020): 119–24. http://dx.doi.org/10.24193/ed21.2020.18.12.

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Outdoor education begins beyond the door of the classroom and promotes outdoor learning. Because it takes place in the natural environment, outdoor activities are more attractive, more appreciated by children, for which they are more motivated to become actively involved in the proposed work tasks. The research proposed and carried out by us aims to investigate the training and informative valences of an educational intervention program based on outdoor type experiential activities in preschool education, ages 5-6. Although this concept is at the beginning of the road in Romania, studies conducted abroad and the educational reality of other education systems have shown that outdoor education has many benefits for educators of all ages. Our research aims to highlight the impact of experiential outdoor activities on preschoolers. The present article aims to verify whether there are significant differences in gender regarding assertive behavior, behavior control, peer social skills and task orientation.
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Dissertations / Theses on the topic "Outdoor experiential education"

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Wiltscheck, Amy F. "Outdoor experiential training in the classroom setting." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000wiltschecka.pdf.

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Taniguchi, Stacy Tooru. "Outdoor Education and Meaningful Learning: Finding the attributes of meaningful learning experiences in an outdoor education program." BYU ScholarsArchive, 2004. https://scholarsarchive.byu.edu/etd/164.

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This phenomenological study sought to identify the common attributes of meaningful learning experiences as found in an outdoor education program. The pragmatic educational philosophy of John Dewey provides the rationale for the essence of meaningful learning in our schools and this research identifies the attributes of educative reflective experiences that are also meaningful learning experiences. Thirteen students enrolled in the Wilderness Writing Program, offered during the fall semester of 2003 at Brigham Young University in Provo, Utah, made up the focus group of this study. Their participation in four outdoor recreational activities and their reflections about their experiences became the basis of this research. Through written journal entries, focus group discussions, observations, and writing assignments, this study took a qualitative approach to identifying patterns of attributes that appeared to occur in meaningful learning experiences. This study found that meaningful learning experiences were identified by participants who experienced a period of awkwardness followed by a purifying process, or sublimation. A reflective period allowed for reconstruction of a person 19s view of himself or herself and this was closely tied with feedback from others in the group. The findings of this study can give educators specific components that appear to be crucial ingredients to meaningful learning experiences.
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Gorgenyi, Erika. "Közösség model for an experiential outdoor education program in Hungary /." Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.

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Brookes, Andrew Roy, and a. brookes@latrobe edu au. "Situationist outdoor education in the country of lost children." Deakin University. School of Social and Cultural Studies in Education, 2006. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20061214.144321.

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This thesis is a study of outdoor education, in the deliberative tradition of curriculum inquiry. It examines the intentional generation and distribution of knowledge, beliefs, and attitudes through organised outdoor activities, both as a research interest, and as a critical perspective on outdoor education discourse. Eight separate but interrelated research projects, originally published in 11 refereed journal articles, develop and defend the thesis statement: The problem of determining what, if any, forms of outdoor experience should be educational priorities, and how those experiences should be distributed in communities and geographically – that is who goes where and does what – is inherently situational. The persistence of a universalist outdoor education discourse that fails to acknowledge or adequately account for social and geographic circumstances points to serious flaws in outdoor education research and theory, and impedes the development of more defensible outdoor education practices. The introduction explains how the eight projects cohere, and illustrates how they may be linked using the example of militaristic thinking in outdoor safety standards. Chapters 1 and 2 defend and elaborate a situationist approach to outdoor education, using the examples of outdoor education in Victoria (Australia), and universalist approaches to outdoor education in textbooks respectively. Chapters 3 and 4 expand on some epistemological implications of the thesis and examine, respectively, the cultural dimensions of outdoor experience, and the epistemology and ontology of local natural history. Chapters 5 and 6 apply a situationist epistemology to personal development based outdoor education. Traditions of outdoor education that draw on person-centred rather than situation-sensitive theories of behaviour are examined and critiqued. Alternatives to person-centred theories of outdoor education are discussed. Chapters 7 and 8 use situationist outdoor education to provide a critical reading of nature-based tourism. Chapters 9, 10, and 11 return to the theme of safety in the introduction and Chapter 1, and examine the safety implications of a situationist epistemology. Closing comments briefly draw together the conclusions of all of the chapters, and offer some directions for future outdoor education research.
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Cowin, Louise. "Women and outdoor and experiential education : feminist perspectives on encountering the self." Thesis, McGill University, 1998. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35867.

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Connecting with Courage (CWC) is a three-day Outward Bound self-discovery programme, designed by women for women. It was developed to bring feminist theory to bear on outdoor and experiential education (OEE). The re-thinking of OEE research from a feminist standpoint is less than two decades old. It began by challenging previous assumptions about participants in OEE as male and set out to explore women's different experiences and needs in OEE programmes. However while this new literature criticised the standard OEE literature for universalising male participants' experiences, it tended to provide a universalist and essentialist view of women's experiences and needs in OEE. More recently, this latter tendency has been criticised by a small number of writers within the women-and-OEE literature. This study examines women's experiences during and after four of Outward Bound's CWC courses in light of some branches of contemporary feminist theory. The study employs qualitative methodology placing the researcher at CWC as both a participant and observer, and carrying out individual open-ended, semi-structured, in-depth, ethnographic interviews with 21 women. The study explores the limitations of the standard OEE framework and the women-and-OEE literature. Its central contribution is to show how women's experiences at CWC and their subsequent understanding of these experiences can be interpreted differently depending on the theoretical framework used. The study highlights the potential of contemporary feminist theory in four respects. First it illustrates the value of re-thinking the universalist concept of woman by exploring how sexual identity, as one example of social difference, is relevant to experience. Second the study validates Carol Gilligan's notion of the self as relational while examining contemporary feminist theorisations of the self. Thus, third, it also demonstrates how far more nuanced and rich insights can be derived by employing a postmodern-inspired f
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Cowin, Louise. "Women and outdoor and experiential education, feminist perspectives on encountering the self." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0027/NQ50134.pdf.

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Okaty, Jessica. "The Effectiveness of Outdoor Education on Environmental Learning, Appreciation, and Activism." FIU Digital Commons, 2012. http://digitalcommons.fiu.edu/etd/791.

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The main objective of this research was to determine the effectiveness of outdoor education on student knowledge retention, appreciation for nature, and environmental activism in a college level course on south Florida ecology. Six class sections were given quizzes on four course topics either post-lecture or post-field trip. Students were also given pre-course and post-course opinion surveys. Although mean quiz scores for the post-field trip were higher than for the post-lecture, statistical analysis determined that there was no significant difference in quiz scores for location taken (post-lecture or post-field trip). Survey results show a correlation between knowledge of environmental issues and environmental activism. Even though student survey responses point to outdoor education and field trips being the most effective method of learning and influential on appreciation for nature, the quiz scores do not reflect such.
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Roberts, Jay W. "Beyond Learning By Doing: Theoretical Currents of Experience in Education." Oxford, Ohio : Miami University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1240251991.

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Anderson, Michael Laden. "Investigating conditions for transfer of learning in an outdoor experiential study abroad program." Thesis, Linköping University, Department of Arts, Craft and Design, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-6801.

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The purpose of the study was to investigate how teaching for transfer of learning was built into a month-long outdoor experiential education course within a semester long study abroad program and to address the extent to which student perception of learning gains could be transferred for use in future courses and for later in life. From a program planning and evaluation perspective it was also important to determine what types of activities and experiences within the course were instrumental in helping students to develop concepts and skills that could be transferred to life after the course. This research quantifies the frequency and consistency of teaching for transfer events using a tool based on research by a social psychologist (Haskell, 2001) and an outdoor experiential educator. (Gass, 1990) Student perception of learning gains were measured at the end of the course with the SALG assessment tool. (Seymour, Wiese, Hunter, & Daffinrud, 2000)

This research is an ethnographic case study of an expedition field course (EFC) entitled Human Rights and the Environment: Rivers, Dams and Local Struggles at the Institute for Sustainable Development Studies (ISDSI) based in Chiang Mai, Thailand, which included intensive language instruction, expedition field studies, and leadership opportunities to enable students to study the relationship between culture and ecology. Students studied problems of a global scale by learning about local issues with the intent that the program at ISDSI aims to “develop committed leaders for a sustainable future”. (Ritchie, 2006, p. 1) It is a response to the call for educational programs in the field of outdoor and experiential learning to examine the benefits and outcomes of course offerings. (Ewert, 1996; Hattie, Marsh, Neill and Richards, 1997; Holman and McAvoy, 2005)

Through a qualitative look at observation data, recommendations were made to increase the capacity for this ISDSI course to promote the transfer of learning. Some suggestions include expanding the use of systems thinking and examples of individuals who are masters of transfer thinking into course design, heightening culture and ecology connections through increased use of guided facilitation, integrating individual goal setting, and expanding internal assessment and staff development possibilities.

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Hlasny, Jason G. "The effects of an outdoor experiential education program on a student's self-concept and their perceptions of the program." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000hlasnyj.pdf.

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Books on the topic "Outdoor experiential education"

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Adkins, Carol. Outdoor, experiential, and environmental education: Converging or diverging approaches? [Charleston, WV: ERIC Clearinghouse on Rural Education and Small Schools, AEL, 2002.

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Adkins, Carol. Outdoor, experiential, and environmental education: Converging or diverging approaches? [Charleston, WV: ERIC Clearinghouse on Rural Education and Small Schools, AEL, 2002.

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Bora, Simmons, and ERIC Clearinghouse on Rural Education and Small Schools., eds. Outdoor, experiential, and environmental education: Converging or diverging approaches? [Charleston, WV: ERIC Clearinghouse on Rural Education and Small Schools, AEL, 2002.

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Pete, Allison, ed. Kurt Hahn: Inspirational, visionary, outdoor and experiential educator. Rotterdam [The Netherlands]: Sense Publishers, 2011.

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Susan, Humphries, ed. Coombes approach: Learning through an experiential and outdoor curriculum. New York: Continuum, 2012.

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Changing pace: Outdoor games for experiential learning. Amherst, MA: HRD Press, 1996.

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Brew, Alan Jay. Effective activities: A primer for outdoor educators. [Charleston, VW: ERIC Clearinghouse on Rural Education and Small Schools, AEL, 2003.

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Brew, Alan Jay. Writing activities: A primer for outdoor educators. [Charleston, VW: ERIC Clearinghouse on Rural Education and Small Schools, AEL, 2003.

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

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Book chapters on the topic "Outdoor experiential education"

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Breunig, Mary, and Elyse Rylander. "Beyond training for tolerance in outdoor experiential education." In Routledge International Handbook of Outdoor Studies, 168–77. New York : Routledge, 2016.: Routledge, 2015. http://dx.doi.org/10.4324/9781315768465-20.

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Barr-Wilson, Susie K. "Empowering Girls and Women Through Experiential Education: A Peace Corps Volunteer’s Story." In The Palgrave International Handbook of Women and Outdoor Learning, 673–90. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-53550-0_46.

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Hamid, Siti Fadhilah Abdul, and Mawarni Mohamed. "Experiential Learning in the Wilderness: Outdoor Education Program Toward Enhancing College Students’ Leadership Practices." In 7th International Conference on University Learning and Teaching (InCULT 2014) Proceedings, 525–35. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-664-5_41.

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Ord, Jon, and Mark Leather. "Experiential education." In Rethinking outdoor, experiential and informal education, 40–55. Routledge, 2017. http://dx.doi.org/10.4324/9781315101767-3.

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Loynes, Chris. "Theorising of outdoor education." In Rethinking outdoor, experiential and informal education, 25–39. Routledge, 2017. http://dx.doi.org/10.4324/9781315101767-2.

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Løvoll, Helga Synnevåg. "Experiential learning in the outdoors." In Experiential Learning and Outdoor Education, 19–27. Routledge, 2019. http://dx.doi.org/10.4324/9780429298806-3.

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Allison, Pete. "Influences on Anglophone approaches to outdoor education." In Experiential Learning and Outdoor Education, 28–36. Routledge, 2019. http://dx.doi.org/10.4324/9780429298806-4.

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Jirásek, Ivo, and Ivana Turčová. "Experiential pedagogy in the Czech Republic." In Experiential Learning and Outdoor Education, 8–18. Routledge, 2019. http://dx.doi.org/10.4324/9780429298806-2.

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Halák, Jan. "Learning as differentiation of experiential schemas." In Experiential Learning and Outdoor Education, 52–70. Routledge, 2019. http://dx.doi.org/10.4324/9780429298806-6.

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Parry, Jim. "Introduction." In Experiential Learning and Outdoor Education, 1–7. Routledge, 2019. http://dx.doi.org/10.4324/9780429298806-1.

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Conference papers on the topic "Outdoor experiential education"

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Trull-Dominguez, Oscar, Angel Peiro-Signes, and Marival Segarra-Oña. "EXPERIENTIAL LEARNING ACTIVITY: OUTDOOR PASSAGE TO LEARN STATISTICS." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0313.

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Câmpan, Adela-Simina. "The Impact of Experiential Outdoor Activities on the Social Skills of Preschoolers." In 8th International Conference - "EDUCATION, REFLECTION, DEVELOPMENT". European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.03.02.3.

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Chen, Fei Ching, Chih Hung Lai, Jie Chi Yang, Jing San Liang, and Tak-Wai Chan. "Evaluating the Effects of Mobile Technology on an Outdoor Experiential Learning." In 2008 Fifth IEEE International Conference on Wireless, Mobile, and Ubiquitous Technology in Education WMUTE. IEEE, 2008. http://dx.doi.org/10.1109/wmute.2008.19.

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