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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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Drexler, Stina. "Exploring the idea of an Outdoor Primary School : - from the perspective of West European Outdoor Education Professionals." Thesis, Linköpings universitet, Pedagogik och didaktik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-157461.
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As past research has found benefits of outdoor education and the current global society is facing a decline in access to beneficial natural spaces due to urbanization (Keniger, Gaston, Irvine & Fuller 2013), the aim of this master thesis research project was to explore the idea of an Outdoor Primary School, a way to provide children the access to beneficial natural spaces. In order to explore this idea, Professional Outdoor Educators (n= 61) were interviewed and asked to fill out a survey about the following aspects: outdoor and indoor spaces, learning activities, curriculum and challenges related to an Outdoor Primary School. There was a wide range of results showing that an Outdoor Primary School is a way to incorporate beneficial ways of learning, such as project-based learning, experience-based and practical learning, social learning, play and student-centered learning in formal schooling. Including learning content and activities that can aid children’s development such as food, animals and sustainability is also possible in an Outdoor Primary School as shown below. Furthermore, an Outdoor Primary School is an institution that can be equipped with beneficial learning environments, such as natural environments, a vast space, spaces for cooking, growing food and keeping animals, quiet zones, play zones and opportunities for creating, building and crafts. These results go in line with previous research about Outdoor Education and related fields, suggesting that an Outdoor Primary School both holds challenges but also is a possible model to bring together many beneficial ways of learning that are already being practiced today.
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Goodman, Cecil. "Landscapes of Belonging| Systematically Marginalized Students and Sense of Place and Belonging in Outdoor Experiential Education." Thesis, Prescott College, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10278854.
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This qualitative case study explores the intersection of social justice pedagogy and Outdoor Experiential Education (OEE) sense of place and belonging curriculum. The purpose of this study was to gain a comprehensive understanding of, and engage in critical analysis of how students systematically marginalized by race, ethnicity, and/or class experienced sense of place and belonging in OEE. Data was collected through in-depth interviews of OEE Students and Interns of Color, and White OEE field instructors at one program site, as well as through the critical textual analysis of program materials. Theoretical and conceptual frameworks for this study used Critical Race Theory, critical multiculturalism, the cultural construction of the Outdoors, and core concepts from OEE scholarship. Data analyses revealed existing institutional and curricular inequities in OEE for Students of Color. To address these systemic inequities, findings supported the adoption of social justice pedagogy across the field of OEE. Specific recommendations for future practice as a result of the research included the implementation of equity and inclusion trainings for field instructors, professional development programs for OEE field instructors and administrators of Color, and the development of curriculum across the field of OEE to understand the implications of the cultural construction of the Outdoors in order to better serve a racially and ethnically diverse OEE student population.
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McDonough, Sharon. "Adolescents and the extended residential learning program : a case study." University of Ballarat, 2002. http://archimedes.ballarat.edu.au:8080/vital/access/HandleResolver/1959.17/14626.
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The purpose of this study was to explore, through the use of a case study, the impact of an eight-week residential learning program upon self-concept, learning and understanding of community amongst adolescent participants. The study utilized multiple methods of data collection including interviews, focus groups, observation, the Learning Process Questionnaire and the Self-Description Questionnaire II in order to address the research question.Master of Education (Research)
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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 experience a sense of placelessness in the hyper-mobility of present times where "globalizing" agendas limit a sense of place or community. Teachers can also feel constrained by the physical confines of school and the intellectual confines of ordinary school curriculum. As a response to my students' lack of significant experiences with nature, my own dissatisfaction with ordinary teaching, and my sense that school curricula neglect ecological issues and restricts teaching innovation, I created a summer mountain wilderness art workshop designed to give 6th, 7th and 8th grade students an immersive alternative art education experience. This study explored the affordances and limitations of an alternative classroom focused on outdoor experiences, walking, art/ecological studies, and my own experiences in attempting to change the conditions of teaching and learning. This research uses qualitative methodologies including action-based research, elements of a/r/tography, arts-based research, and an ecological arts-based inquiry that involves questions about ecology, community, and artistic heritage.
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Beaton, Donna G. "Environment & education : the development of an outdoor experiential learning centre for the Manitoba Children's Museum." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq23217.pdf.
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Jimenez, Simon. "An investigation of the perceptions at an extended stay outdoor education school program : a case study at Timbertop /." View thesis, 1996. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030807.151902/index.html.
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Freiman, Mira. "Canoe Tripping as a Context for Connecting with Nature: A Case Study." Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/23313.
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Nine teenage participants and two adult guides were followed throughout a 10 day white water canoe trip to investigate the relationship between their impressions of connection with nature and the canoe trip experience, and their interactions with nature and the canoe trip experience. Themes providing a description of these relationships were identified and three major findings emerged. The first was that multiple themes mediating participants’ connectedness with nature did so both towards connection and disconnection. The second was that participants’ state of comfort was related to an impression of connection with nature while their state of discomfort was related to an impression of disconnection from nature. The third was that the relationship between participants’ connectedness and interactions with nature differed depending on the context (e.g., nature versus civilization). Possible directions for future research include investigating changes in participants’ conception of nature and the relationship between comfort and connection with nature.
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Güdelhöfer, Ina. "Outdoor Education and the Inclusion of Children with Special Needs : A Case Study from Germany." Thesis, Linköpings universitet, Nationellt centrum för utomhuspedagogik (NCU), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-129652.
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Inclusion recognises the diversity of people and aims to use these differences as advantages. Since the ratification of the Convention on the Rights of Persons with Disabilities in 2009 there have been changes to the educational system in Germany; children with special needs are now attending general schools. This change has developed complex debate in societies discourse and the media. It has highlighted the need for changes within the education sector that support inclusion and allow all students to participate on their level. Within the field of Outdoor Education, learning contains practical and theoretical approaches, all senses should be used and emphasis is placed on students learning from experiences. Those learning methods are particularly well adapting for children with special needs as special education works with direct learning approaches. The place of learning is a key element within Outdoor Education and learning can take place outside the classroom in urban or rural environments. In order to determine if Outdoor Education has the potential to increase inclusion of children with special needs, a study in a German primary school was conducted. The study focused on a single class whilst they participated in mathematics lessons. Interactions were observed between students and teachers during indoor and outdoor lessons; follow-up interviews with students and teachers were made. The findings presented participation of all children while learning outside the classroom. In particular children with special needs showed an increased sense of achievement and a higher level of motivation and concentration in the outdoor lessons due to the fact that they were able to contribute to the exercises. The presented findings show that Outdoor Education has a meaningful potential in order to increase inclusion in German schools.
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Cronin, David P. "Elevating the Civic Science Literacy of American Adults: Assessing a Renewed Citizen Science Paradigm Integrating Nonformal Outdoor Adult Education and Enhanced Experiential Learning." Cleveland State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=csu1301628998.
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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 outdoor education. in that regard, six (6) Gambian teachers from different teaching subjects, grades, and regions reported their views about outdoor education. A qualitative approach methodology with the use of semi-structured interview was employed to get teachers perceptions. After the data collection, thematic analysis was used for analyzing the collected data from which three (3) themes emerged to report the participants’ opinions. The participants revealed their basic knowledge and perceptions about outdoor education and presented some characteristics and examples of how the practice outdoor education. They emphasized that they view outdoor education as a teaching approach with the use of outdoors. However, according to them, any teaching activity that involves using the outside the four corners of the classroom or the school premises, is considered outdoor education. They noted that outdoor education can take place in the form of excursions, fieldtrips, classes outside the class under a tree or within the school premises. Besides, although the teachers indicated that the main teaching approach, they use is still the traditional teaching and learning approach, they showed willingness to enrich their classes with use of outdoor education. They further revealed that the main places they conduct outdoor education is the school yard, under a tree, a visit to places of interest, excursions to various historical places or museums and the like. The Gambian teachers acknowledged many potentials of outdoor education to the students including stimulation of multi-senses, increased understanding, improved social relation and cooperation, boosting of their health and wellbeing, developing curiosity, and giving students a sense of freedom and happiness. However, participants also revealed several barriers that suppress them from doing outdoor education effectively. Among the barriers mentioned includes, inadequate funding, lack of support from parents and school administrators, lack of pedagogical training, tight schedule, and limited time. Thus, further research is needed to help testifying the results of the current study and give more insight into the field of outdoor education in the Gambia and Africa at large
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McKay, Jennifer L. "A mission-based evaluation of a summer camping program for low-income youths an examination of spiritual, personal and social outcomes /." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p088-0172.
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Newell, Eric Jackson. "Undercurrents: The Life Cycle of an Outdoor Experiential Learning Program in a Mainstream Public Middle School." DigitalCommons@USU, 2018. https://digitalcommons.usu.edu/etd/7164.
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This autoethnographic study details the researcher’s experiences as a high school student and as a new teacher—which eventually led to the creation, implementation, and 8-year life cycle of Mount Logan Discovery, a sixth-grade integrated outdoor experiential learning program in a public middle school. Routine field experiences established academic background knowledge, fostered relationships, built confidence, and provided purpose for curriculum standards. Perspectives of parents, students, colleagues, administrators, and donors add detail. This study responds to calls qualitative studies that focus on how outdoor programs are conducted, the descriptions of experiences and perceptions of students and parents, and how participants were changed through outdoor experiential learning programs.
The primary research question was: What are the lived experiences of the researcher as a founder of a public middle school outdoor experiential learning program, from its inception to its closure?
Though outdoor experiential learning is the main theme, this study is also about teaching reading and writing in authentic contexts, integrated science, and the struggle for constructivist-minded educators to humanize schools within high-stakes testing culture. From a theoretical standpoint, this is a story of constructivism in praxis.
Participants described that outdoor field experiences improved their attitude towards school, their overall confidence, fostered relationships, established a strong classroom community, and boosted their academic performance. Students and parents emphasized the impact integrating literacy with field programs had on their writing and reading skills. Other themes that surfaced include the role of field experiences in building character and allowing students to find joy and happiness in the learning process. Parents and students alike indicated outdoor field experiences had a lasting impact on participants lives.
The analysis also identifies six steps for putting principles of constructivism into practice in schools, recommendations for implementing new programs, and components of effective field programs. The narrative spurs parents, educators, administrators, and lawmakers to reflect on what really matters in schools. Until we change the way schools are evaluated, outdoor experiential learning programs like Mount Logan Discovery, and other attempts to enrich students’ educational experiences, will always exist on the fringes and in the shadows of public education, fighting for sustainability.
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Easler, Shelley L. "Barriers to Facilitating an Existing Certified Nature Explore Outdoor Classroom." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1885.
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In response to social trends whereby children are spending less time outside, school administrators have developed certified Nature Explore Outdoor Classrooms (NEOCs) intentionally designed to support whole-child learning within a natural environment. Despite the documented benefits of nature-based education, the literature and NEOC sites report challenges in facilitating this type of space. The purpose of this study was to investigate what prevents teachers in a certified NEOC from facilitating student/teacher engagement with the natural outdoor environment. Kolb's, Piaget's, and Vygotsky's theories of constructivism served as the study's framework to explore the problem from the teachers' perspectives. A qualitative case study was used to gain insight into the potential barriers to facilitating a NEOC. Eight teachers were recruited using purposeful sampling. Participant criteria included (a) >18 years of age, (b) >3 years early childhood teaching experience, (c) >1 year experience in selected NEOC, (d) prior NEOC training, and (e) willingness to share experiences. Data collection included classroom observation, individual interviewing, and review of relevant documents. All data were analyzed using comparative and inductive analysis and coded into 5 emergent themes. Identified barriers included teacher involvement, rules and regulations, volunteers, materials, and weather. By creating a 3-day professional development program that supports the benefits of nature-based learning environments and introduces strategies to overcome identified barriers, this study may promote positive social change in nature-based education. Children, families, and communities may expand their nature-based knowledge and interaction skills to pass to future generations.
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Jimenez, Simon, of Western Sydney Nepean University, and Faculty of Education. "An investigation of the perceptions at an extended stay outdoor education school program : a case study at Timbertop." THESIS_FE_XXX_Jimenez_S.xml, 1996. http://handle.uws.edu.au:8081/1959.7/244.
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Outdoor and experimental education as a means to supplement or complement traditional learning has existed throughout most of the twentieth century. However, there is limited published research concerning Extended Stay Outdoor Education School Programs (ESOESP) and the processes that exist within these programs that lead to a particular outcome. This is a case study approach which seeks to uncover and examine the perceptions of stakeholders within an ESOESP, in order to understand and highlight the process leading to an outcome. A grounded theory and hermeneutic/dialectic approach was used to collect and analyse the data. Interviews, surveys, observations, and participation complemented the process of data collection. The analysis of the data, employing a grounded theory approach, resulted in five categories that are essential components to the process leading to an outcome at a particular ESOESP. The five categories are: Student role; Teacher role; School climate; Interpersonal/Personal skill development; and, Learning process. Based on these five categories and their related sub-categories, a process model was developed. The relationship of the categories to the experiential learning process. The results of this study provide a starting point for further research in this area.Master of Education (Hons)
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Greffrath, Gustav Carl. "Die impak van 'n wildernisekspedisie op persoonlike en groepseffektiwiteit tydens 'n spanbouprogram / Gustav Carl Greffrath." Thesis, North-West University, 2006. http://hdl.handle.net/10394/27.
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Winks, Lewis. "Toward a relational understanding of outdoor environmental education : a case study of two residential learning settings in South Devon, UK." Thesis, University of Exeter, 2018. http://hdl.handle.net/10871/33194.
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This thesis examines the ways in which outdoor environmental education can be understood in the context of relational-environmental encounters. The study focuses on residential learning programmes with secondary school students in the UK. The research aims to explore the extent to which current educational practices, structures and pedagogies in two case study locations can be said to occur as continuous lived experiences; invoking relational ontologies. Furthermore, this research examines the environmental encounters of students and considers how these encounters shape and challenge environmental narratives consisting social and cultural norms. Making use of developments within behaviour change theory, ecological ethics and environmental pedagogy, this thesis brings together ways of understanding environmental and sustainability education, notions of relational ways of being, and models for transformative societal change. The research methodology makes use of ethnographic encounters in two case locations comprising residential education centers in South Devon, UK, chosen for their representation of instrumental and emancipatory pedagogies. Participating in fifteen outdoor environmental education programmes over ten months, participant observation, focus groups, interviews and photo elicitation were deployed. In-field and subsequent thematic analysis, using structured coding elicited four central themes: structure, choice, relationships and discomfort. These themes formed the core empirical analysis and enabled an exploration of relational practices occurring across the spectrum of contemporary environmental education. The research therefore provides a narrative of residential experiences in a subjective, emergent and reciprocal environment, whereby both lived and learning experiences provide space for instrumental and emancipatory learning. Consequently, contributions are made to geography and education in four key areas; firstly, the articulation of a pedagogy of discomfort deployed explicitly and implicitly within environmental education; secondly, an advancement of relational connotations of place-making within environmental education as being emergent of agency, structure and the setting itself; thirdly, through the ecotheraputic ‘performance’ of other-than-human material and ecological environments in education discourses; and finally, through an advancement of a blended approach to environmental education, understood from an ecological-ethical, as well as a behavioural-practice perspective.
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Chrysostomou, Maria. "Primary teachers’ perceptions and attitudes on the status of experiential learning in outdoor language teaching in Cyprus." Thesis, Linköpings universitet, Nationellt centrum för utomhuspedagogik (NCU), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-95434.
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Outdoor education is considered to be a recent teaching approach and method in a general educational framework, which is related to learning through authentic places and different direct experiences. However, the learning process within the educational system in Cyprus is mainly based on traditional models of teaching. Despite that fact, a modified society established the necessity for a new educational curriculum, which was implemented in 2010. Thus, the current research is focused on a curriculum-related study on outdoor learning and teaching, based on experiential learning in primary schools in Cyprus. Specifically, the focal point is on teachers’ perceptions regarding the status of experiential learning within the Greek language curriculum and the possibilities of implementing outdoor language activities, in order to enhance students’ learning. Through a qualitative approach, this research included analysis of the data extracted from ten semi-structured synchronous online interviews with primary teachers. The data were analysed thematically and summarized in five themes related to the connections between outdoor learning, experiential learning and language teaching. In particular, the relevant findings demonstrated that experiential learning is mainly presented on a theoretical base through the language curriculum and that outdoor language activities, although they can enhance the implementation of more efficient lessons, are limited. The results reveal primary teachers’ basic knowledge on the field of outdoor education, as they additionally noted some important barriers of outdoor learning, such as time limitations, lack of support and the traditional way of thinking. Thus, they pointed out the necessity of applying significant changes that will support the new Greek language curriculum and its basic principles. Additionally, the teachers acknowledged several benefits of outdoor language teaching mainly related to the students’ personal and social development. The above findings contribute to the current limited scientific knowledge, concerning the practice of outdoor education in primary level in Cyprus. To conclude, the results of the specific study are focused on the perceptions of the ten participants, so they cannot be generalized. Therefore, further research on the related field would be important for a wider investigation of outdoor language learning within the Cypriot educational system.
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Opper, Bjorn. "Exploring the value and limits of using outdoor adventure education in developing emotional intelligence during adolescence." Thesis, University of Pretoria, 2013. http://hdl.handle.net/2263/40236.
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Given today’s social milieu, there is no denying that the nature of the life experiences youth
are facing has drastically changed in recent decades. In this study, outdoor adventure
education (OAE) was explored as a possible intervention strategy for the development of
emotional intelligence during adolescence.
This research project consisted of a case study of an event, namely “The Journey”,
which is a 23-day outdoor adventure education programme for Grade 10 learners at a private
high school for boys in a major South African city. Through this research, which involved
collecting, analysing and interpreting data on the topic, an endeavour was made to explore the
possible impact of OAE on the development of emotional intelligence, as well as the
sustainability of skills acquired, and also on possible design elements that may impact on the
facilitation of the development of emotional intelligence.
This study was based on a socio-constructivist paradigm, which had developed from an
interpretivist world view. This research project represents a multi-method mode of inquiry:
both quantitative and qualitative data-gathering techniques were implemented as a process of
triangulation to provide a comprehensive analysis of the research problem. The research
proper (76 participants) was preceded by a pilot study (28 participants). For the research
proper, participants completed the Bar-On EQ-i: YV (Bar-On, 2007) questionnaire before
embarking on “The Journey” (pre) and again at its completion (post1). This was followed by
another post-test three months later (post2). Furthermore, 10 participants had also been
randomly selected to form part of a pre- and post- “Journey” focus-group interview and to provide reflective essays post- “Journey”. Another focus-group interview with selected staff
members was conducted post-“Journey”.
The identified themes generated from the quantitative and qualitative data collected
were as follows: emotional intelligence; outdoor adventure education; rites of passage;
“Journey” design elements; boarding; the emotional climate of the school; division based on
stereotypes; and sustainability of skills acquired.
In terms of emotional intelligence as a theme, the results indicated that participation in
“The Journey” not only results in an increase in the overall EQ skills of participants, but that
the impact also appears to be sustainable.1 As far as the impact of “The Journey” on the
various subskills of emotional intelligence is concerned, the findings revealed that there was
an increase in all EQ subskills directly after participation (quantitative and qualitative data).
However, the results of the research proper, where pre- and post2-“Journey” scores were
compared (quantitative data), suggest that increases were maintained in only three of the five
subskills mentioned, namely intrapersonal skills, adaptability and general mood. Thus it
appears that the initial increase in interpersonal and stress management skills did not have a
sustainable effect.Thesis (PhD)--University of Pretoria, 2013.
gm2014
Educational Psychology
unrestricted
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Burns, Sophie M. "Organizational Culture and Outward Bound: Perspectives of Instructors and Participants." Scholarship @ Claremont, 2018. http://scholarship.claremont.edu/scripps_theses/1218.
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Outward Bound stands out amongst the rest of the wilderness organizations not only for its time-honored contribution to the field of wilderness education, but for its fundamental process and theories which contribute to its success. Academic attention in the field of wilderness programs largely overlooks the role of organizational culture. To fill the gap in our knowledge, this study synthesizes the academic conversation on Outward Bound programs and integrates it with the most consistent findings about organizational culture. Interviewing the participants and instructors of a 72-day long Outward Bound course conducted in 2015 provides clear insight into the role of organizational culture on Outward Bound, its formation, management, and impacts, as well as overall course outcomes for participants. My research finds that the culture within organizations that are built to dissolve can create meaningful and lasting cultural shifts in its members including increases in interpersonal dimensions such as open-mindedness, patience and improved relationships, as well as in intrapersonal dimensions such as independence, confidence and motivation. Drawing on participant responses, I further find that the role of subgroups, conflict, and exclusion can be contentious, contributing to instability and division in organizational culture. Conversely, shared values, familial themes, and compassion can coalesce to unify the culture so strongly that all participants reflect back on the culture as net positive and their experience with Outward Bound as one of growth and positive transformation.
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Tierney, Patrick. "A comparative study of beekeeping as an intervention with troubled young people." Thesis, University of Bedfordshire, 2012. http://hdl.handle.net/10547/291133.
Full textAbstract:
“Although they make up only 11 per cent of the population above the age of criminal responsibility (in England and Wales), in 2009, people in this age group were responsible for 17 per cent of all proven offending” (NAO, 2010:5). Sadly, 56 per cent of these young people are likely to re-offend within one year (NAO, 2010). These trends are not unique; they are common to many countries worldwide (e.g. De Gusti et al, 2009). Arguably then, current government strategies that aim to reduce recidivism including custodial sentences, are not working (Clarke, 2011). However, terms such as ‘criminal offence’ and the age criteria for criminal responsibility vary widely in their definitions between and within countries. Furthermore, reasons why young people re-offend emerge from complex and multi-dimensional needs and risk factors, which themselves vary over time. Attempts at correlations and comparisons are therefore inevitably contentious. Interventions perceived as most effective at reducing recidivism focus on multi-systemic approaches to changing behaviours (e.g. DfES, 2006). This research and its findings, contributes towards a better understanding of these multi-dimensional factors. This report presents outcomes from a mixed-methods, ethnographic, comparative research project in relation to a four-day intensive outdoor experiential education programme. For the purposes of this report, the programme is called ‘Bee Inspired’ and is specifically for young people defined as ‘at risk’ of offending or re-offending. Bee Inspired is unique because it involves the participants’ immersion in learning the practical skills of beekeeping. The research was based in three countries: the Azores islands (Portuguese-governed), Prince Edward Island, Canada and England, United Kingdom. During the programme, the participants were observed closely and their behaviour, experiences and comments recorded. Additional data were collected through written questionnaires and focus group sessions during and at the completion of the programme. The outcomes are presented using a method of written ‘vignettes’. This gives voices to the participants, whose perspectives, within research data, are often absent. This report provides evidence of their positive experiences of cognitive, social and emotional development during the Bee Inspired programme; these being intrinsically linked to the programme’s objectives and the researcher’s theoretical and ontological perspectives. The findings were triangulated; qualitative and quantitative data support previous educational research and produces some new insights. The research tracked the progress of the participants twelve and eighteen months after the completion of the Bee Inspired programme. Out of 45 participants, only three participants re-offended within eighteen months; well below average and expected norms as defined in similar research. In addition to the low re-offending rates, many participants continued their beekeeping practices which in itself may contribute to the perceived success of the programme. In conclusion, although small-scale and limited in terms of scope and generalizability, this research illuminates the experiences of young people ‘at risk’ involved in experiential education. The complex and multi-dimensional nature of these experiences relate to individuals’ diverse needs. Further research into experiential education programmes is therefore required, in particular, investigations into why factors specific to beekeeping could provide a way of reducing recidivism amongst some young people at risk.
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Moyer, Lisa Ann. "Engaging Students in 21st Century Skills through Non-Formal Learning." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/70949.
Full textAbstract:
National reforms, such as the Next Generation Science Standards (NGSS), Common Core State Standards Mathematical Practices (CCSMP), and Partnership for 21st Century Learning (P-21) challenge educators to provide students with dynamic learning experiences that address the needs of learners in today's society. These new standards represent a paradigm shift away from the meticulous content memorization of many state standards, toward more dynamic measures addressing the whole learner. To truly develop the leaders, innovators and thinkers of tomorrow, educators are beginning to look beyond the traditional schoolhouse walls to intertwine intentionally designed non-formal learning experiences within formal education. These non-formal experiences serve to connect seemingly disparate skills and knowledge through real-life, hands-on, minds-on learning. Embracing partnerships with individuals and organizations beyond the classroom fosters an environment seamlessly connecting life, work, and school.
Although the importance of student engagement in 21st century skills is at the forefront of current educational reforms, little has been done to assess this engagement. While standards such as Common Core State Standards and NGSS have measures in place for domain-specific 21st century skills, aside from PISA's cross-curricular problem solving test, there are few resources to measure non-domain specific engagement in these skills. Without a viable measure, detractors can argue that the term 21st century skills is meaningless and it distracts students from learning core content. Bridging the divide between skills and content is essential to build support for skills that reach far beyond isolated subject-matter knowledge. Engaging students in these skills through non-formal learning, and measuring the extent of student engagement in these skills will drive the development of future opportunities for students to hone them in creative ways.
The purpose of this study was to measure student engagement in 21st century skills while they participate in a non-formal learning experience. Once a viable measurement was developed, it was utilized to measure student percent of engagement in each specific 21st century Learning and Innovation skill (creativity and innovation, critical thinking, problem solving), Life and Career skill (flexibility and adaptability, initiative, self-direction and productivity, leadership, responsibility and accountability), and Socio-Cultural skill (communication and collaboration) while students participated in the intentionally designed non-formal learning experience of orienteering. The study also described what characterizes a viable non-formal learning experience facilitating student engagement in 21st century skills.
Analysis of data revealed the non-formal learning experience of orienteering engages students in 21st century Learning and Innovation Skills, Life and Career Skills and Socio-Cultural Skills. Specifically, communication and collaboration, critical thinking skills and initiative, self-direction and productivity comprise the largest student engagement. Engagement in leadership, responsibility and accountability, problem solving, and flexibility and adaptability are also evident. This particular non-formal learning experience facilitates very little student engagement of creativity and innovation. While not generalizable to a larger population, this study confirms that students immersed in a non-formal learning activity will become engaged in essential 21st century skills for school, life and work, therefore, this type of learning is a valuable part of instructional time within the formal instructional day and beyond.Ph. D.
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Adler, Johannesson AnnHelen. "Att lära med många sinnen : Pedagogers erfarenheter av att arbeta med elever i gymnasiesärskolan." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-73121.
Full textAbstract:
Syftet med mitt arbete är att ta del av pedagogers erfarenheter av att arbeta med sinnligt lärande på en gymnasiesärskola. Hur skapar pedagogerna en kreativ lärmiljö för sina elever? Använder de sig av några sinnliga lärmetoder och i så fall hur? Min metod består bl.a. avdeltagande observationer och semistrukturerade intervjuer i en etnografisk studie. Analysen har visat att innebörden av ett framgångsrikt pedagogiskt arbete med dessa ungdomar på gymnasiesärskolan kan ses som en god praktik där fenomen som individuella mål, erfarenhet, intresse, delaktighet, sinnligt lärande, upplevelse, synliggörande samt att lära av varandra är centrala och viktiga delar. Min uppfattning är att pedagogerna försöker variera sina lärmiljöer och använder sig av sinnliga lärmetoder i undervisningen. Hela läsårets löpande arbete läggs upp i olika tema-moduler där undervisningen sker både inne och ute i natur och kulturlandskap. För vidare forskning kan det vara intressant att ta reda på om lärdomar från en lärmiljö kan överföras till en annan lärmiljö, och om ungdomarnas sociala erfarenheter och lärande i sinnliga rum blir överfört till vardagen hemma eller till skolarbetet generellt.The subject of my paper is to examine the experiences of teachers using a multi-sensory teaching approach when working with pupils with learning disabilities in upper secondary school. How can they create a creative learning environment for their students? Do they use any multisensory teaching methods and, if so, how? My methodology has mainly consisted in participating observation and semi-structured interviews in an ethnographic study. Analysis has shown that the significance of a successful educational effort with these young people at upper secondary school can be seen as a good practice, in which phenomena such as individual objectives, experience, interest, participation, multi-sensory learning, experiential learning, visualization and learning from each other, are central and essential elements. My view is that the teachers try to vary their learning environments and that they are using different multi-sensory teaching methods. All the day-to-day schoolwork is set-up in different theme modules, where teaching takes place both indoors and outdoors in wilderness and cultivated landscapes. For further research, it might be interesting to find out if the lessons learned from one learning environment can be transferred to another, and if the social experiences and lessons learned in multi-sensory environments will be transferred to the young people’s everyday home life or to their schoolwork, in general.
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Fitzwilliams-Heck, Cindy. "Experiences and Practices of Environmental Adult Education Participants." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5704.
Full textAbstract:
Awareness of the sustainability of our natural resources is a continuing concern. Initiatives promoting environmental adult education (EAE) through professional development (PD) workshops ensure educators' have the knowledge and skills to inform their audience about environmental literacy and stewardship. However, these workshops have rarely been monitored. Specifically, it appears no researchers have focused on the reflective experiences of an EAE PD workshop on educator participants at least 5 years after participation. This basic qualitative study used telephone interviews of 8 past participants to explore whether and how they perceive their behavior changing in relation to natural resources conservation years after the EAE PD, and how they shared these changes with others. Through the contextual lens of EAE with a focus on outdoor experiential learning and transformative learning theories, five major themes emerged including: (a) becoming a more effective educator; (b) becoming more aware of the importance of conservation; (c) experiencing positive emotional effects; (d) changing behaviors that impact the environment; and (e) experiences of the EAE PD location. Implications for positive social change were found in the expressed experiences, content, and application of the EAE PD that ignited new means for approaching curriculum- specific content with a heightened focus on the importance of the conservation of natural resources.
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Hansen, Janine. "Guidelines for intervention through adventure-based programmes for youth-at-risk." Thesis, Pretoria : [s.n.], 2002. http://upetd.up.ac.za/thesis/available/etd-09032003-144927.
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Haskell, Johnna Gayle. "Experiencing freefall, a journey of pedagogical possibilities." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0017/NQ48643.pdf.
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Karppinen, S. J. (Seppo J. A. ). "Seikkailullinen vuosi haastavassa luokassa:etnografinen toimintatutkimus seikkailu- ja elämyspedagogiikasta." Doctoral thesis, University of Oulu, 2005. http://urn.fi/urn:isbn:9514277554.
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Abstract This study aims at enhancing the understanding of outdoor adventure education and experience pedagogy as an alternative teaching method in schools. The purpose of the study is to develop outdoor adventure education, describe its practical implementation and report on the pupils' experiences. The sample is formed by the pupils of a single class in a fairly large town (N = 6, aged 10–12). The pupils had been classified as maladjusted for regular education. The research was carried out during one school year in the late 1990's. The research approach is an application of the ethnographic research tradition and action research. In this study the researcher has an active role shaping the research and trying to develop an alternative teaching method to make the pupils' action and experiences understandable by watching, listening and taking part in the activities. The study develops a method of outdoor adventure education and experience pedagogy, tests its functionality and describes the pupils' experiences of the method as it was applied into practice. The study is not about competition for the superiority or justification of the school's teaching, and the teaching culture is only discussed in terms of a single method. The study at hand consists of a theoretical and empirical part so that outdoor adventure education constitutes the theoretical frame of reference, while the research observations, analysis and interpretation form the empirical part of the study. The research background is described in Chapters 1 to 3, the research observations and their summaries in Chapter 4, conclusions of the analysis and interpretation of the observations in Chapter 5, consisting of discussions of reliability and repeatability. The last chapter of the study, Chapter 6, consists of discussions of the pedagogical conclusions. The observations would appear to show that outdoor adventure education and experience pedagogy is connected with the reform-pedagogical approach, constructivist interpretation of learning and reflective learning. Through these pedagogical approaches outdoor adventure education could be added in the comprehensive school curriculum as an alternative teaching and learning method. It could be implemented as a rehabilitative method of special education without any massive projects or resources. The pupils thought that their experiences of outdoor adventure education and experience pedagogy were positive from the viewpoint of their own development, social interaction and school satisfaction. We can maintain on the basis of the current study that the method implemented here provides one way to add to school motivation and thus to prevent exclusion from education. The observations would appear to show that the method could help to integrate the goals of growth and learning in the modern educational system so heavily focused on information and technology. "But the walking of which I speak has nothing in it akin to taking exercise, as it is called, as the sick take medicine at stated hours—as the swinging of dumb-bells or chairs; but is itself the enterprise and adventure of the day." (Henry Thoreau 1817—62)Tiivistelmä Tutkimuksessa tarkastellaan seikkailu- ja elämyspedagogiikkaa kasvatus-, opetus- ja oppimisnäkemyksenä sekä peruskoulun yleiseen opetussuunnitelmaan sisältyvänä vaihtoehtoisena käytännön opetus- ja oppimismenetelmänä. Tehtävänä on kehitellä ja selkiyttää seikkailu- ja elämyspedagogiikan ilmiötä, kuvata sen käytännön toteutumista koulussa ja tuoda esille oppilaiden kokemuksia. Kohteena on suurehkon kaupungin erityiskoulun yhden luokan oppilaat (N = 6, ikä 10–12 v.). Oppilaat oli luokiteltu yleisopetukseen sopeutumattomiksi. Tutkimusajankohta oli yksi lukuvuosi 1990-luvun loppupuolella. Tutkimusotteena on etnografisen tutkimustradition, toimintatutkimuksen ja konstruktiivisen tutkimusotteen sovellus. Tutkimusessa tutkijalla on aktiivinen rooli. Hän koettaa kehitellä vaihtoehtoista opetusmenetelmää ja saada oppilaiden toimintaa ja kokemuksia ymmärrettäväksi katselemalla, kuuntelemalla ja ottamalla osaa toimintaan. Esitys on vain yksi esimerkki siitä, miten vaihtoehtoista opetusta voidaan tutkia ja kokeilla, eikä tarkoitus ole vertailla toisiinsa eri opetusmenetelmiä tai kulttuureita. Käsillä oleva tutkimus koostuu teoreettisesta ja empiirisestä osiosta niin, että seikkailu- ja elämyspedagogiikkaan liittyvä traditio muodostaa tutkimuksen teoreettisen viitekehyksen ja tutkimushavainnot empiirisen osan, joista analyysin ja tulkinnan avulla laaditaan pedagogiset johtopäätökset. Seikkailu- ja elämyspedagogiikka kytkeytyy reformipedagogiseen suuntaukseen, konstruktivistiseen oppimisen tulkintaan ja reflektiiviseen oppimiseen. Näiden pedagogisten näkemysten avulla seikkailu- ja elämyspedagogiikka voitiin liittää peruskoulun opetussuunnitelman sisään kuuluvaksi vaihtoehtoiseksi opetus- ja oppimismenetelmäksi. Tutkimuksen perusteella näyttää, että seikkailu- ja elämyspedagogiikan avulla oli mahdollista tukea kouluoppiaineiden ulkopuolelle jääviä persoonallisen kasvun ja sosiaalisen toiminnan tavoitteita. Kokemukset seikkailu- ja elämyspedagogiikasta olivat oppilaiden mukaan myönteisiä oman kehittymisen, sosiaalisen vuorovaikutuksen ja kouluviihtyvyyden ja kannalta. Voidaan todeta, että seikkailu- ja elämyspedagogiikka on yksi vaihtoehtoinen menetelmä haastavien oppilaiden kuntouttavassa kasvatuksessa, koulumotivaation lisäämisessä ja syrjäytymisen ehkäisemisessä. Havaintojen perusteella näyttäisi, että menetelmän avulla voidaan eheyttää kasvu- ja oppimistavoitteita tämän päivän tieto- ja teknologiapainotteisessa koulujärjestelmässä. "Mutta se kävely, josta minä puhun, ei muistuta lainkaan niin kutsuttua liikunnan harjoitusta, ei lääkkeiden nauttimista määrätunnein eikä käsipainojen tai tuolien nostelua, vaan on päivän tehtävä tai seikkailu" (Henry Thoreau 1817–62)
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Arce, Sylvia Eugenia. "Free Spirit Children's Nature Center." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2540.
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The purpose of this thesis is to provide a blueprint for the creation of the Free Spirit Children's Nature Center. The center has in mind the preservation of a habitat and will offer naturalist programs that enhance children's understanding and love of nature. The interactive nature of the experiences provided through the programs and activities will offer children a hands-on approach to learning that is developmentally appropriate. The primary role of the nature center is proposed to re-create a sense of connectedness to nature and generate healthy communities.
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Garcia, Erin. "Students’ Meaning-Making Journeys Towards Self-Authorship Through Self-Designed Gap Year Experiences." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3831.
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This phenomenological, qualitative study addressed student perceptions of their meaning-making process towards self-authorship in a self-designed gap year experience and was conducted in a public higher educational institution in the Southeast. Data was gathered through interviews from a purposeful sample of gap year program participants and program administrators. Emerging themes and categories were identified by coding and analyzing the interview data, such as continual reflection reinforces the value of individual meaning-making, self-expectations versus self-worth, the influence of societal expectations are minimized, and self-designed learning helps to solidify changes in self-authorship. The data showed a strong connection between multiple meaning-making contexts for students and an enhancement in their authorship, as well as multiple-identities. The findings may be useful in gap year program reflection and redesign, and provide implications for self-design in experiential learning opportunities and gap year outcomes.
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Pettersson, Mikael, and Sebastian Palm. "Hur äventyrspedagogik tillämpas på en Reggio Emilia-inspirerad förskola : Reggio Emilia-pedagogers tankar om äventyrspedagogik." Thesis, Stockholms universitet, Barn- och ungdomsvetenskapliga institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-91351.
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Syftet med det självständiga arbetet var att undersöka hur äventyrspedagogik tillämpas i en Reggio Emilia-inspirerad förskola. Genom att jämföra dessa pedagogiker kan man få syn på likheter och skillnader som motiverar tillämpningens betydelse för barns lärandeprocesser. Undersökningen fick sitt praktiska utförande i en skogsmiljö på en av förskolorna, där två förskollärare hade teoretiska kunskaper inom äventyrspedagogik och Reggio Emilia. Tio pedagoger och en förälder deltog som observatörer i äventyret. Utöver dessa deltog två studenter från förskollärarutbildningen, Stockholms universitet som också är författarna till denna undersökning. Deras observationer och intervjusvar från de två förskollärarna ingår i undersökningen. I äventyret deltog femtiofem sexåringar från fem förskolor inom enheten. Utformningen av äventyret bestod av sju stationer med diverse samarbetsövningar där utmaningarna i övningarna hade olika svårighetsgrader. Barnen skulle utmanas i och få utforska sina frågor i en spännande miljö med hela kroppen. Det framkom att resurser i form av tid för planering, föräldrar och pedagoger ute i äventyret både som observatörer och som säkerhet och trygghet krävdes. Resultatet av vår undersökning visar att tillämpningen av äventyrspedagogik med sin syn på sinnliga samspelsövningar med motoriska inslag och med naturen som stöd, berikar och kompletterar förskolors arbete med barns lärandeprocesser samt Reggio Emilias syn på barns möjligheter till utveckling och lärande.The purpose of the independent work was to investigate the adventure pedagogy applied in a Reggio Emilia-inspired preschool. By comparing these pedagogies can catch sight of the similarities and differences that justify the application's impact on children's learning processes. The survey received a practical point in a woodland setting on one of the pre-schools, where two preschool teachers had theoretical knowledge in adventure education and Reggio Emilia. Ten teachers and a parent participated as observers in the adventure. In addition to these two students attended from preschool teacher, Stockholm University, who is also the authors of this study. Their observations and interview responses from the two preschool teachers surveyed. The adventure took fifty-six year olds from five kindergartens within the unit. The design of the adventure consisted of seven stations with various team-building exercises where the challenges of the exercises had different difficulty levels. The children were challenged to explore and get their questions in an exciting environment with your whole body. It was revealed that the resources in terms of time for planning, parents, and educators around the adventures both as observers and that safety and security was required. The results of our study show that the application of adventure education with its view of sensuous interplay exercises with motor elements and with nature that support, enrich and complement förskolors work with children's learning processes and the Reggio Emilia approach to children's opportunities to learn and develop.
Sebastian Palm har efter att uppsatsen skrevs bytt efternamn till Denus.
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鄭智明. "體驗教育課程對澳門中學生領導才能與團隊凝聚力之行動研究." Thesis, University of Macau, 2012. http://umaclib3.umac.mo/record=b2594025.
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Niven, Jessica Sue. "Faculty training manual-- academic component: International student volunteers." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2782.
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The purpose of this project is to develop a training manual that will provide a common foundation for all faculty, regardless of their academic field and to take a comprehensive approach to teaching and understanding environmental education within the context of different cultures. It looks at what shapes environmental attitudes and how these attitudes vary between cultures.
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Hutchinson, Paul John. "Crafting an outdoor classroom: the nineteenth-century roots of the outdoor education movement." Thesis, 2015. https://hdl.handle.net/2144/16023.
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This dissertation examines the antecedents to the outdoor education movement that proliferated in the first decades of the twentieth century, arguing that it stemmed from the Romanticism that emerged in the nineteenth century. Drawing on a Romantic approach to pedagogy, early outdoor educators looked to nineteenth-century literature and art as inspiration for their educational methods, curriculum and marketing. Rejecting the concepts of "rugged individualism," these outdoor educators expressed an ideal of "rugged communalism" where concepts of selflessness, community, and democracy became the lessons learned in the outdoors.
The first chapter provides an overview of Puritan understanding of the wilderness and corresponding perspectives on childhood and education by drawing on the writings of John Winthrop, Cotton Mather, and Jonathan Edwards as well as John Bunyan's Pilgrim's Progress and the experience of King Philip's War. The Romantic revolution as expressed by Washington Irving, James Fenimore Cooper and others form the basis of the second chapter. Chapter three charts the transformation of American perspectives on wilderness through the visual arts and literature, specifically those writings of Ralph Waldo Emerson and Nathaniel Hawthorne combined with the work of Thomas Cole. This chapter also explores the White Mountain tourist industry as an expression of these ideals. The fourth chapter follows the changing conceptions of childhood throughout the nineteenth century with a focus on the image of the barefoot boy and street urchins. Chapter five discusses the development of a Transcendental pedagogy through the writings and educational experiments of Ralph Waldo Emerson, Bronson Alcott, Margaret Fuller, Henry David Thoreau, and Louisa May Alcott, including the impact of the Temple School and Brook Farm.
The second half of the dissertation addresses specific applications of experiential outdoor pedagogy. This includes the Boston Farm School on Thompson Island, Charlesbank and the playground movement in Boston, the North Bennett Street Industrial School's outdoor programs, the relationship between the Grand Army of the Republic and the Boy Scouts of America, and the impact of Dudley Allen Sargent and Sargent Camp.
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Chang, Yu-Chih, and 張玉治. "Study of Tungnan University facilities for Outdoor Experiential Education Curriculum." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/07458569736348815424.
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碩士國立體育大學
休閒產業經營學系碩士班
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The purpose of this study is to evaluate the facilities of Tungnan University for the viability of an Outdoor Experiential Education Curriculum. This study uses literature reviews, in-depth interviews and the Modified Delphi Method to analyse the appraisals by a panel of experts on Tungnan University’s suitability in offering an Outdoor Experiential Education Curriculum. The panel comprises of academic professionals from sports and leisure related faculties and experts in Outdoor Experiential Education. The results from the study are as follows: 1) there is an important need to introduce an Outdoor Experiential Education Curriculum in Tungnan University; 2) it is possible to implement the physical structure needed for an Outdoor Experiential Education Curriculum on the university grounds; 3) the development and planning of an Outdoor Experiential Education Curriculum comprises mainly of the determination of physical location; design of curriculum; finances and monitoring of curriculum implementation, among five other major areas and twenty subcategories. The study concludes with suggestions to Tungnan University in implementing an Outdoor Experiential Education Curriculum.
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HUANG, KO-CHIN, and 黃科境. "Career Obstacles and Coping Strategies of Outdoor Experiential Education Instructors." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/grqd7p.
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碩士國立體育大學
休閒產業經營學系
106
The purpose of this study was to discuss the career obstacles and coping strategies of outdoor experiential education instructors. This study was a qualitative research. The researcher reached through interviewing six subjects, combined with the outline of semi-structured interviews. The conclusions were as the following: The career obstacles faced by the instructors could be categorized into five aspects, I. Occupational aspect includes accumulated physical and mental fatigue after outdoor courses, lack of good risk management mechanism, negative feelings after courses, pressure of shouldering course participants’ safety, spiritual depletion and time costs caused by frequent work travel, and negative influence on life induced by long working hours. II. Personal aspect includes limited free time, negative influence on mental health, concern over physical condition, stagnation of one’s ability, difficulty to develop soft skills, difficulty in processing experiences due to huge workload, limited career choices caused by difficulty in developing in other fields, and loss of passion for work. III. Family aspect includes influence on relationships with loved ones, negative impact on loved ones induced by work, low participation in family events. IV. Peers and social environment aspect includes work atmosphere influenced by high turnover rate, lack of understanding of the role of outdoor experiential education instructors from society, difficulty in establishing friendship with non-work-related individuals, and different opinions with coworkers. V. The overall work environment aspect includes low salary and poor benefits, stagnation of career development, difficulty in embarking on professional work due to miscellaneous matters, and high turnover rate. The coping strategies of the instructors when facing career obstacles were as follow: I. Strategies in personal dimensions include support from significant other, identification of the meaning and value of work, love for outdoors, passion for education, continuing learning, time manage-ment, acknowledgment of one’s state, and support from the work team. II. An organization considering the employees’ needs, having good manage-ment, job development and well-organized training mechanism are what needs to take into consideration when choosing to work in an organization.
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Carrier, Allison Mary. "The emergence of democratic educational and experiential educational philosophies in the practice of outdoor education." 2004. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=95274&T=F.
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Mauchan, Alison Jane Hope. "Critical factors in the adolescent experience of an outdoor experiential education programme." Thesis, 1999. http://hdl.handle.net/2429/9322.
Full textAbstract:
This study was based on the experiences of a sample (n=15) 14 and 15
year old students at Sea to Sky Outdoors School, an experiential outdoor
education programme located on Keats Island, British Columbia. The
purpose of the study was to gain insight into the experience of an outdoor
education programme from the perspective of the students, and to discuss
issues of gender in the context of this experience. The retrospective data was
collected using the Critical Incident Technique (Flanagan, 1954). The
interviews were audio taped and transcribed verbatim. Data analysis was
based on creating categories of critical incidents based on the themes expressed
by the students. The results reflect common themes which describe the
experiential outdoor education programme from the perspective of the
students.
The findings of this study led to the general conclusions that;
1) outdoor and experiential education is a positive experience for most
students; 2) there are differences between the males and females both in the
expression and type of critical incidents recorded and 3) outdoor experiential
programmes can be beneficial experiences for enhancing relationships,
increasing awareness and providing an opportunity for enjoyable experiences
for both sexes. In addition to these general conclusions, the findings of this
study identify several important characteristics of "voice" in adolescents and
provide preliminary support for the idea that participation in outdoor
education programmes serves to decrease sex-role stereotyping in
adolescence. The study also identifies several important aspects of an outdoor
education programme from the perspective of the students.
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Luo, Yuan-Chun, and 羅元駿. "A Study of Experiential Learning-Based Outdoor Education Programs on Personal Life Effectiveness." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/77966816338686696108.
Full textAbstract:
碩士國立體育學院
體育研究所
92
The purpose of this study was to investigate the effects of experiential learning-based outdoor education program upon personal life effectiveness. First, the study consisted of 48 participants who participated the outdoor education programs held in 2003. This study was conducted with a pretest-posttest quasi experimental design and employed ‘Life Effectiveness Questionnaire-Version I’ as measure instrument. The collected data were analyzed by descriptive statistics, paired-t test, and effect size. Second, the study was to interview 9 students of Nation College of Physical Education and Sports, to investigate the factors of life effectiveness and how these factors work. The findings were as follows: 1. The Experiential Learning-based outdoor education programs showed significant effect on the participants’ life effectiveness. 2. Time Management is the strongest outcome of the participants’ life effectiveness in the study. 3. Outdoor Education program characteristic is a factor of life effectiveness. 4. The interaction within the group is a factor of life effectiveness. 5. The processing of experience is a factor of life effectiveness. 6. The natural environment is a factor of life effectiveness. 7. Participant’s past experience is a factor of life effectiveness.
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Lin, Chien-Min, and 林謙旻. "A STUDY ON THE EXPERIENTIAL LEARNING OUTDOOR EDUCATION ACTIVITIES-TAKING HECICAMP COMPANY AS AN EXAMPLE." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/4a5967.
Full textAbstract:
碩士元智大學
管理碩士在職專班
107
The process of writing this paper coincides with the process of experiential learning. In the process of theory and practice, it is also the practice of confirming the theory. In the process of confirming the theory, the adjustment of the content and operation of the activity is revised. In the process, I have experienced the training of freshmen and scouts in the middle and high school in China, and the training of foreign Malaysian elite cadres, and under the theoretical basis of experiential learning, as the adjustment of each event design, In the same way, in each activity, it is confirmed that under the theoretical basis of experiential learning, the corresponding responses and feedbacks of the students are traced in the basic theory. In this research paper In particular, the effectiveness and effectiveness of experiential learning can be confirmed, and this is the only way to complete this research.
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KERR, ROSEANN. "The View from Here:The Perspectives of Inner City Youth in Experiential Education Programs." Thesis, 2009. http://hdl.handle.net/1974/5261.
Full textAbstract:
This collective case study analyzed the experiences of current and past participants of two experiential education programs for low-income inner city youth in order to understand how participants developed personally and socially through their participation. Drawing on research on risk and resilience, this study focuses on programs that attempt to provide inner city youth with ‘protective factors’ against risks they face. One case represents the experiences of participants in an arts education program and the other in an outdoor education program. At each research site, open ended, semi-structured interviews were conducted with current participants (aged 13-15) and past participants (aged 16-21).
Past and current participants in both programs described a series of developmental stages of coming out of one’s shell starting with experiencing success, leading to feelings of competence in abilities, feeling trust for group members, and thus, building the confidence to be one’s self. The agents of change in the arts program were: opportunities for self-expression without formal evaluation in dance, drama, music, and visual arts activities; encouragement from staff; and receiving positive feedback for performances from peers, staff, and parents. The major agent of change in the outdoor education program was overcoming challenges in a supportive atmosphere. Group and individual challenges were encountered during canoe tripping, ropes course activities, and the solo experience. A supportive environment was created by respectful relationships with staff and peers built through overcoming challenges together.Thesis (Master, Education) -- Queen's University, 2009-09-30 14:30:02.386
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Blocki, Greg. "Accessing adventure: designing accessible outcome measures for outdoor adventure programs." Thesis, 2019. https://hdl.handle.net/2144/38183.
Full textAbstract:
INTRODUCTION: Despite the benefits of outdoor pursuits, people with disabilities engage in recreation less frequently and with less variety when compared to able-bodied peers. Waypoint Adventure, a non-profit organization, facilitates outdoor adventure programs for adults and youth with a range of disabilities. The organization is revising its program evaluation process to document outcomes that are meaningful to participants and communicate the benefits of programs to funders and other stakeholders.
OBJECTIVE: Utilize principles of Universal Design for Learning and activity analysis to create and implement a program evaluation process that is accessible and feasible for use by an adaptive recreation organization.
ACTIVITIES: A needs assessment was conducted to identify outcomes, stakeholders, and current program evaluation processes. Drawing upon evidence regarding cognitive accessibility design features, an accessible survey was created to measure participant outcomes. Data from cognitive interviews was used to revise the survey to address accessibility and increase response rates. Additional products include a Program Evaluation Manual, Program Evaluation Kit, and two surveys to elicit perspectives from parents and teachers.
OUTCOMES: The new program evaluation process was pilot tested over a one-month period. During 18 outdoor programs, 79 survey responses were collected, representing 61% of all participants. Staff satisfaction with the program evaluation process improved in all dimensions measured.
CONCLUSION: Integrating principles of Universal Design for Learning and activity analysis was an effective approach to improve the accessibility and efficacy of program evaluation for an adaptive recreation organization.