Journal articles: 'Outdoor learning'

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Hayes, Derren, and Prisk. "OUTDOOR LEARNING." Children and Young People Now 2020, no. 8 (August 2, 2020): 25–28. http://dx.doi.org/10.12968/cypn.2020.8.25.

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Hayes, Derren. "Outdoor Learning." Children and Young People Now 2022, no. 4 (April 2, 2022): 27–29. http://dx.doi.org/10.12968/cypn.2022.4.27.

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Pandemic policy shifts saw many projects move outdoors to explore new ways of working, with young people reaping the benefits of connecting with nature. But barriers remain for some children and families

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Hayes, Derren. "OUTDOOR LEARNING." Children and Young People Now 2016, no. 10 (May 10, 2016): 17–20. http://dx.doi.org/10.12968/cypn.2016.10.17.

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As public policy and research evidence highlights major benefits of outdoor learning for children, their access to the outside world is diminishing, but practitioners are developing innovative ways to engage

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RAIU, Sergiu-Lucian, and Oana MÎNDRUȚ. "OUTDOOR EDUCATION: OBSTACLES AND PERSPECTIVES FOR PRACTICING OUTDOOR LEARNING IN ROMANIA." ANTHROPOLOGICAL RESEARCHES AND STUDIES 12, no. 1 (2022): 109–27. http://dx.doi.org/10.26758/12.1.9.

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Objectives. Although in recent years more and more scientific studies demonstrate the benefits of outdoor educational activities on the harmonious development of children, in Romania outdoor education is not practiced enough and even is less promoted. The aim of this study was, on the one hand to see to what extent and in what form teachers currently practice outdoor educational activities, and, on the other hand to study the expectations of students, teachers and parents to carry out more outdoor educational activities. Methods and sample. The research was carried out as a foreplay to a national campaign to promote outdoor education, initiated by three Romanian non-governmental organizations that encourage outdoor education and carry out educational activities outside. It was carried out in the pandemic period of the Coronavirus, therefore three online questionnaires were addressed to students, teachers and parents of students. A sample of 3770 questionnaires were completed by students in mainstream schools (from the 3nd to 12th grade), 1907 questionnaires completed by teachers, and 3644 questionnaires completed by parents. Results. In an overwhelming proportion, 94% of students and 95.5% of parents would like some of their school activities to take place outdoor, while only 2.1% of students said that they currently carry out educational activities in the open air. Conclusions. Half of the students (56.6%) wish for more than 3 hours of outdoor educational activities per week. In average, teachers would like to spend outdoors with students between 10-30 hours of teaching activity per year, and 44.7% of parents would like more than 60 teaching hours per year to take place outdoors. In Romania, several more studies are needed to show the importance and the educational value of outdoor educational activities and outdoor play for the holistic development of children. It is also imperative to amend legislation and official documents to ensure that children are properly educated and they play outdoors during the school year. Outdoor education and physical activity should become part of children’s daily routine and special attention should be to its potential for development. Keywords: outdoor education, primary and high school students, teachers, parents perceptions, online sociological survey.

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Torkos, Henriette. "RISK MANAGEMENT IN OUTDOOR LEARNING EXPERIENCES." Journal Plus Education 19, no. 1/2018 (2017): 185–98. http://dx.doi.org/10.24250/jpe/1/2018/ht.

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Kovacs, Magdi. "Mobilise outdoor learning." Early Years Educator 9, no. 11 (February 2008): 18–20. http://dx.doi.org/10.12968/eyed.2008.9.11.28624.

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Karlina, Yulia, Rochmiyati Rochmiyati, and Dwi Yulianti. "OUTDOOR LEARNING-BASED THEMATIC LEARNING." Jurnal Ilmiah Teunuleh 2, no. 2 (June 28, 2021): 347–57. http://dx.doi.org/10.51612/teunuleh.v2i2.53.

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This research is a research on developing a test instrument for higher-order thinking skills based on outdoor learning for fifth grade elementary school students. This study aims to 1) develop a test instrument for higher order thinking skills based on outdoor learning in elementary schools; 2) validate the test instrument through expert validation and empirical validity. Expert validation is carried out by consulting the product development design with expert lecturers. Empirical validity was carried out using the product moment correlation formula, while the determination of reliability used the Cronbach Alpha formula. The research method uses Design Based Research. The development of this model is carried out in stages 1) identification and problem analysis by researchers and practitioners collaboratively 2) developing solutions based on theoretical benchmarks, existing design principles and technological innovations 3) carrying out an iterative process to test and improve practical solutions 4) reflection to produce design principles and improve implementation of practical solutions. The results of the study are 1) 22 items of higher order thinking skills; 2) validation by experts states that this assessment instrument is suitable for use as an assessment tool, while in empirical validation it is stated that the overall results of the test using the product moment formula of the items have been declared valid. Determination of reliability using Cronbach's alpha formula has a reliability value of 0.935 which is categorized as high reliable. Overall, in this development research, this higher-order thinking ability assessment instrument is valid and reliable as a form of assessment.

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Mellvig, Susanne, and Anders Nilsson. "Outdoor learning contra indoor learning." International Journal for Lesson and Learning Studies 4, no. 2 (April 13, 2015): 174–77. http://dx.doi.org/10.1108/ijlls-12-2014-0047.

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Purpose – In the Swedish biology curriculum for upper secondary school, it is stated that teaching in ecology should include field studies. The purpose of this study was to answer whether students increased their understanding in ecology after they had participated in a field trip, compared to traditional classroom teaching. Design/methodology/approach – The students’ (n=64) prior knowledge of ecology was measured by questionnaires. One group of students (G1) was then exposed to a theoretical teaching strategy. A second group (G2) was directly exposed to a field study. When the groups had been exposed to the same central concepts, the knowledge of ecosystem concepts were again tested by questionnaires. In a second learning cycle, we exposed group one to outdoor ecology teaching and group two to traditional theoretical teaching. A pretest was performed, followed by the educational settings. After this second learning cycle, a second test was administered and the results were evaluated. Findings – When our results were evaluated, no difference between traditional classroom teaching and outdoor teaching could be found. In our opinion well motivated students in general – i.e. the students included in this study – could be, to a lesser degree, motivated by changes in the learning context. Originality/value – The method we used enabled us to study progress and achievement, this can also be easily applied to the Swedish natural science curriculum. Although our results didn’t show any differences between indoor and outdoor learning, we feel encouraged to use this method to further explore potential benefits from outdoor learning.

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Syamsiah, S., Andi Farida Arsal, and Arifah Novia Arifin. "Analisis Hubungan antara Respon dan Hasil Belajar Mahasiswa pada Pembelajaran Outdoor Learning untuk Meningkatkan Literasi Lingkungan." Sainsmat : Jurnal Ilmiah Ilmu Pengetahuan Alam 10, no. 2 (October 1, 2021): 206. http://dx.doi.org/10.35580/sainsmat102263692021.

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Penelitian ini bertujuan menganalisis hubungan antara respon dan hasil belajar mahasiswa terhadap pembelajaran outdor learning untuk meningkatkan literasi lingkungan. Penelitian ini merupakan penelitian explanatory dengan pendekatan kuantitatif. Sampel sebagai subjek penelitian ialah mahasiswa biologi UNM angkatan 2018 sebanyak 20 orang. Instrumen yang digunakan adalah angket respon mahasiswa terhadap pelaksanaan praktikum di Kebun Raya Massenrempulu Enrekang berupa outdoor learning, yang mengacu pada empat aspek, yaitu respon mahasiswa terhadap pelaksanaan outdoor learning, respon terhadap manfaat outdoor learning, respon terhadap pemahaman materi, dan respon terhadap kenyamanan/kebersihan lingkungan. Instrumen soal pilihan ganda untuk menentukan hasil belajar mahasiswa. Data dianalisis dengan menggunakan uji-t untuk melihat hubungan antara respon dan hasil belajar mahasiswa pada pembelajaran outdoor learning. Hubungan antara respon dan hasil belajar mahasiswa pada pembelajaran outdoor learning diuji dengan menggunakan independent sampel t-test (uji- t). Hasil analisis data menunjukkan bahwa ada pengaruh antara respon dan hasil belajar mahasiswa terhadap pembelajaran outdoor learning. Pembelajaran dengan menggunakan sistem outdoor learning merupakan pembelajaran yang dilaksanakan di lingkungan sehingga mahasiswa dapat mengamati secara langsung hal-hal yang terjadi dan mengasosiasikan pembelajaran yang dilakukan dengan keadaan lingkungan tempat belajar. Respon terhadap pembelajaran outdoor learning diharapkan dapat meningkatkan kemampuan literasi lingkungan mahasiswa. Kata kunci: Outdoor learning, literasi lingkungan, respon mahasiswa, hasil belajaThis study aims to analyze the relationship between responses and student learning outcomes to outdoor learning to improve environmental literacy. This research is an explanatory research with a quantitative approach. The sample was 20 students of UNM biology class 2018. The instrument used is a student response questionnaire to the implementation of the practicum at the Massenrempulu Enrekang Botanical Garden, which refers to four aspects, namely student responses to the implementation of outdoor learning, responses to the benefits of outdoor learning, responses to understanding the material, and responses to comfort/cleanliness. environment. Multiple choice questions instrument to determine student learning outcomes. The data were analyzed using t-test to know the relationship between response and student learning outcomes in outdoor learning. That relationship was tested using independent sample t-test (t-test). The results of data analysis show that there is an influence between the response and learning outcomes on outdoor learning. Learning using the outdoor learning system is learning that is carried out in the environment so that students can observe directly what is happening and associate the learning carried out with the state of the environment where they are studying. The response to outdoor learning is expected to improve students' environmental literacy skills.Keywords : Outdoor learning, environmental literacy , student’s respons, learning outcome

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Humberstone, Barbara, and Ina Stan. "Outdoor learning: primary pupils' experiences and teachers' interaction in outdoor learning." Education 3-13 39, no. 5 (November 2011): 529–40. http://dx.doi.org/10.1080/03004279.2010.487837.

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Christie, Beth, Robbie Nicol, Simon Beames, Hamish Ross, and Peter Higgins. "Outdoor Education Provision in Scottish Schools." Scottish Educational Review 46, no. 1 (March 13, 2014): 48–64. http://dx.doi.org/10.1163/27730840-04601005.

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This paper examines the frequency and nature of outdoor learning provision in Scottish schools, with specific attention paid to teachers’ approaches to learning outdoors, and it considers what further support and professional development teachers need to progress their practice. This enquiry is timely as limited data has been gathered over the past ten years (see Higgins et al. 2006 and Mannion et al. 2007) and little is known about how the policy document Curriculum for Excellence through Outdoor Learning and associated Education Scotland support has influenced outdoor learning provision. Questionnaires were administered to primary and secondary schools (n=90 returns) across four local authority areas. The results indicate that secondary schools are keen to develop outdoor learning provision and they need support to do so. Also, there is an increased use of school grounds as a context for learning within the primary school sector. In light of these findings and recent developments within national education, recommendations are made for both in-service and pre-service teacher training.

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Beames, Simon, Matthew Atencio, and Hamish Ross. "Taking Excellence Outdoors." Scottish Educational Review 41, no. 2 (March 13, 2009): 32–45. http://dx.doi.org/10.1163/27730840-04102004.

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Scotland’s new Curriculum for Excellence (CfE) appears to support learning outside the classroom but there remains no statutory requirement for Scottish pupils to learn outdoors during their school careers. Commentators have asserted the apparently strong resonance between CfE and outdoor learning but there has been little explanatory argument to support this. This paper argues that the variable provision of school-organised outdoor learning in Scotland is the result of, among other things, the perceived high cost and perceived lack of curricular relevance of such learning. We go on to show how the combination of CfE and a particular kind of outdoor learning pedagogy might tackle these problems. The pedagogy is cross-curricular and place-based; we illustrate it with a case study of a low cost programme that involves pupils planning and undertaking journeys from their school grounds as a means of learning about socio-cultural and geophysical elements of their local landscape. In considering curricular relevance, we show that a historical emphasis on disciplinary subject content is one significant barrier to such outdoor learning. Curriculum for Excellence challenges this emphasis and could legitimise the kinds of outdoor learning we describe.

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Manduchi, R. "Learning Outdoor Color Classification." IEEE Transactions on Pattern Analysis and Machine Intelligence 28, no. 11 (November 2006): 1713–23. http://dx.doi.org/10.1109/tpami.2006.231.

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Maynard, Trisha. "Outdoor play and learning." Education 3-13 35, no. 4 (November 2007): 305–7. http://dx.doi.org/10.1080/03004270701602400.

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Wyver, Shirley, and Ellen Beate Hansen Sandseter. "Outdoor play and learning." International Journal of Play 7, no. 1 (January 2, 2018): 127–28. http://dx.doi.org/10.1080/21594937.2018.1437383.

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White, Jan. "Cause and effect." Nursery World 2022, no. 7 (July 2, 2022): 14–15. http://dx.doi.org/10.12968/nuwa.2022.7.14.

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Höper, Jan, Kirsti Marie Jegstad, and Kari Beate Remmen. "Student teachers’ problem-based investigations of chemical phenomena in the nearby outdoor environment." Chemistry Education Research and Practice 23, no. 2 (2022): 361–72. http://dx.doi.org/10.1039/d1rp00127b.

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Learning science outdoors can enhance the understanding of theoretical scientific content taught in the classroom. However, learners are rarely afforded the opportunity to go outdoors to learn chemistry. This study investigates how problem-based learning outdoors can facilitate the understanding of basic chemistry in teacher education. A teaching unit was designed according to which student teachers at two Norwegian universities were asked to examine and identify corroded metals in the nearby outdoor environment and propose solutions to avoid this corrosion. Video data from this task were collected by using chest-mounted cameras for four groups of student teachers (N = 17). A thematic analysis of the videos yielded four themes related to the student teachers’ use of content knowledge and experimental competence. Based on these findings, three learning opportunities were deduced for how the nearby outdoor environment allows learners to use everyday phenomena for learning basic chemistry. First, the availability of different corrosion incidents allowed the student teachers to choose and solve one of interest to them. Second, the proximity of the outdoor location to the classroom enabled the seamless continuity of discussions when switching between the learning arenas, and allowed for different approaches to solve the task. Third, being asked to conduct analyses outside customary laboratory routines led to an unexpected awareness of health and safety issues among the student teachers, indicating that outdoor chemistry is an overlooked opportunity for teaching these.

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Site, Aditi, Saigopal Vasudevan, Samuel Olaiya Afolaranmi, Jose L. Martinez Lastra, Jari Nurmi, and Elena Simona Lohan. "A Machine-Learning-Based Analysis of the Relationships between Loneliness Metrics and Mobility Patterns for Elderly." Sensors 22, no. 13 (June 30, 2022): 4946. http://dx.doi.org/10.3390/s22134946.

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Loneliness and social isolation are subjective measures associated with the feeling of discomfort and distress. Various factors associated with the feeling of loneliness or social isolation are: the built environment, long-term illnesses, the presence of disabilities or health problems, etc. One of the most important aspect which could impact feelings of loneliness is mobility. In this paper, we present a machine-learning based approach to classify the user loneliness levels using their indoor and outdoor mobility patterns. User mobility data has been collected based on indoor and outdoor sensors carried on by volunteers frequenting an elderly nursing house in Tampere region, Finland. The data was collected using Pozyx sensor for indoor data and Pico minifinder sensor for outdoor data. Mobility patterns such as the distance traveled indoors and outdoors, indoor and outdoor estimated speed, and frequently visited clusters were the most relevant features for classifying the user’s perceived loneliness levels.Three types of data used for classification task were indoor data, outdoor data and combined indoor-outdoor data. Indoor data consisted of indoor mobility data and statistical features from accelerometer data, outdoor data consisted of outdoor mobility data and other parameters such as speed recorded from sensors and course of a person whereas combined indoor-outdoor data had common mobility features from both indoor and outdoor data. We found that the machine-learning model based on XGBoost algorithm achieved the highest performance with accuracy between 90% and 98% for indoor, outdoor, and combined indoor-outdoor data. We also found that Lubben-scale based labelling of perceived loneliness works better for both indoor and outdoor data, whereas UCLA scale-based labelling works better with combined indoor-outdoor data.

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Prasetya, Sukma Perdana, Nuansa Bayu Segara, and Ali Imron. "Effectiveness Of Outdoor Learning Optimization Program In Learning Social Studies." JPI (Jurnal Pendidikan Indonesia) 9, no. 2 (June 20, 2020): 314. http://dx.doi.org/10.23887/jpi-undiksha.v9i2.19160.

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Outdoor learning is potential to expose social and natural phenomena related to social studies. However, the social studies teachers seldom to practice outdoor learning on certain occasions. This article has two aims. First, interpreting social studies teacher perspective about the simulation of an outdoor learning laboratory. Second, explain the teacher's obstacle if they are practicing outdoor learning in the school. Step of the research consist of 1) in service-learning 1; 2) on the job learning; 3) in service-learning 2. The participants of this study involved 20 secondary high school active teachers of social studies in Surabaya. The data collecting technique used in this study is a questioner to measuring teacher's perspectives about the outdoor learning simulation in Surabaya, Sidoarjo, Mojokerto, Jombang,Tuban. Then, interview guidelines were used to perceive the data about teacher's obstacles to practice outdoor learning programs. The data analysis technique for examined teachers' perspectives is the percentage and discriminant statistics. The result of this study confirms that learning outdoor program offers a positive outcome. That is, 1) integrity while the social studies learning, extending social studies content, and helpful for difficult content; 2, Motivation improvement, attention and provide the student concrete experience; 3) Social studies learning to be fun, effective, and contextual. However, Social studies teachers assume laboratory outdoor activity is not efficient and hard to do, because they need a big fee, lengthy time, and require teachers' field experience for dominating social studies content

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Mountain, Julie. "Your outdoor calendar: January." Nursery World 2022, no. 1 (January 2, 2022): 26–27. http://dx.doi.org/10.12968/nuwa.2022.1.26.

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This year's outdoor calendar will focus on physicality and physical development outdoors with Julie Mountain suggesting ways that children can truly embody learning. So, instead of hunkering down in the new year, try these ideas to get out and get moving together

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Wilhelmsson, Birgitta, Gun Lidestav, and Christina Ottander. "Teachers’ intentions with outdoor teaching in school forests: Skills and knowledge teachers want students to develop." Nordic Studies in Science Education 8, no. 1 (June 29, 2012): 26–42. http://dx.doi.org/10.5617/nordina.357.

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There is an interest among Swedish teachers to locate teaching outdoors. This study focuses on four teachers in grades 4-6, to explore their intentions and objectives with regular teaching outdoors. Datasources consist of semi-structured interviews, descriptions on successful activities, and reflections on metaphors. The use of intentional analysis and Bloom’s revised taxonomy on teachers’ objectives show that the teachers stress the out-of-school learning that draws on the actual world and concrete material. Yet their objectives with these authentic experiences are diverse. Two teachers have mainly cognitive objectives with a holistic view of knowledge where outdoor and indoor interact. To become knowledgeable, each individual student needs teaching in this proper context. The other two teachers primarily have affective objectives, in a dichotomy between learning theoretical knowledge indoors, and learning practical, concrete knowledge outdoors. They consider the outdoor arena as crucial for students with learning difficulties.

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Mettis, Kadri, and Terje Väljataga. "Investigating Students' Conceptual Understanding of Socio-Environmental Problems." International Journal of Mobile and Blended Learning 14, no. 4 (October 1, 2022): 1–15. http://dx.doi.org/10.4018/ijmbl.315626.

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The aim of this study was to investigate how mobile outdoor learning supports the development of students' conceptual understanding about local socio-environmental problems and students' attitudes towards the learning activity. To explore these aspects, a study following a design-based research model was designed and conducted with 68 eighth-ninth grade students. The learning design of the activity incorporated a number of mobile learning tools: environmental data collecting devices, tablets and students' smartphones with outdoor learning apps to facilitate the learning activity, which was mainly conducted outdoors. Research data was collected with semi structured pre- and post-questionnaires. The results showed that the students' conceptual understanding about the study topic developed significantly, and they were positively minded about their experience in working on a socio-environmental issue. Based on the results, it can be concluded that mobile outdoor learning activities focusing on timely socio-environmental problems have the potential to increase students' conceptual understanding.

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Haji, Saleh, M. Ilham Abdullah, Syafdi Maizora, and Yumiati Yumiati. "DEVELOPING STUDENTS’ ABILITY OF MATHEMATICAL CONNECTION THROUGH USING OUTDOOR MATHEMATICS LEARNING." Infinity Journal 6, no. 1 (January 24, 2017): 11. http://dx.doi.org/10.22460/infinity.v6i1.234.

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The Purpose of this study is to determine the achievement and improvement of students’ mathematical connectionability through using outdoor mathematics learning. 64 students from the fifth grade of Primary School at SDN 65 and SDN 67 Bengkulu City were taken as the sample of this study. While the method of the research used in this research is experiment with quasi-experimental designs non-equivalent control group. The results of the study are as follows: (1) There is an increasing ability found in mathematical connection of students whom taught by using outdoors mathematics learning is 0,53; (2) Based on statical computation that achievement of students’ ability of mathematical connection is taught by using outdoor mathematics learning score is 71,25. It is higher than the students score 66,25 which were taught by using the conventional learning. So as to improve students’ mathematical connection, teachers are suggested to use the outdoors mathematics learning

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Haji, Saleh, M. Ilham Abdullah, Syafdi Maizora, and Yumiati Yumiati. "DEVELOPING STUDENTS’ ABILITY OF MATHEMATICAL CONNECTION THROUGH USING OUTDOOR MATHEMATICS LEARNING." Infinity Journal 6, no. 1 (January 29, 2017): 11. http://dx.doi.org/10.22460/infinity.v6i1.p11-20.

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The Purpose of this study is to determine the achievement and improvement of students’ mathematical connectionability through using outdoor mathematics learning. 64 students from the fifth grade of Primary School at SDN 65 and SDN 67 Bengkulu City were taken as the sample of this study. While the method of the research used in this research is experiment with quasi-experimental designs non-equivalent control group. The results of the study are as follows: (1) There is an increasing ability found in mathematical connection of students whom taught by using outdoors mathematics learning is 0,53; (2) Based on statical computation that achievement of students’ ability of mathematical connection is taught by using outdoor mathematics learning score is 71,25. It is higher than the students score 66,25 which were taught by using the conventional learning. So as to improve students’ mathematical connection, teachers are suggested to use the outdoors mathematics learning

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Brown, Mike. "Teacher perspectives on place-responsive outdoor education." Set: Research Information for Teachers, no. 2 (August 1, 2013): 3–10. http://dx.doi.org/10.18296/set.0356.

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Outdoor education is often perceived as a series of activities involving novel physical challenges in remote settings or at specialist residential camps. Unfortunately, such experiences can be somewhat distant from the everyday lives of students and expensive to conduct. This research investigates teachers’ perspectives on conducting local outdoor education programmes. The findings reveal that this approach is a viable means of outdoor education provision. It is hoped that other teachers will see opportunities to broaden how they conduct outdoor education programmes, and in so doing open up avenues for more students to be engaged in learning outdoors.

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VOVK KORŽE, ANA. "The Art of Outdoor Learning." International Journal of Youth Economy 3, no. 1 (May 1, 2019): 1–9. http://dx.doi.org/10.18576/ijye/030102.

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YOKUŞ, Gürol. "INTEGRATING OUTDOOR SCHOOL LEARNING INTO FORMAL CURRICULUM: DESIGNING OUTDOOR LE." International Journal of Education Technology and Scientific Researches 5, no. 13 (January 1, 2020): 1330–88. http://dx.doi.org/10.35826/ijetsar.276.

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Manungki, Isra, and M. Ramoend Manahung. "METODE OUTDOOR LEARNING DAN MINAT BELAJAR." EDUCATOR (DIRECTORY OF ELEMENTARY EDUCATION JOURNAL) 1, no. 2 (November 23, 2020): 78–103. http://dx.doi.org/10.54045/educator.v1i2.192.

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Penelitian ini mengkaji tentang (1) bagaimana konsep metode Outdoor Learning dalam pembelajaran, (2) bagaimana rancangan metode Outdoor Learning dalam proses pembelajaran IPA materi perkembangbiakan tumbuhan, dan (3) apakah penggunaan metode Outdoor Learning dapat meningkatkan minat belajar peserta didik pada mata pelajaran IPA materi perkembangbiakan tumbuhan. Jenis penelitian ini adalah penelitian kepustakaan (library research) dengan menggunakan teknik pengumpulan data literatur. Hasil penelitian menunjukan: (1) konsep metode Outdoor Learning dalam pembelajaran terdiri dari beberapa lanhkah. (2) rancangan metode outdoor learning dalam proses pembelajaran IPA dimulai dari guru menyajikan materi dan memberikan informasi prosedur pelaksanaan praktek diluar kelas, kemudian masing-masing kelompok mempresentasikan hasil pengamatan lapangan, dan (3) penggunaan metode outdoor learning dapat meningkatkan minat belajar peserta didik pada mata pelajaran IPA. Dari penelitian ini, guru dapat mengetahui bahwa semakin baik metode yang digunakan guru dan semakin kreatif guru memillih metode yang sesuai dengan materi pembelajaran, maka minat belajar peserta didik akan meningkat.

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Gessiou, Georgia. "A Follow-Up Review on the Impact of a Participatory Action Research Regarding Outdoor Play and Learning." Education Sciences 12, no. 10 (October 5, 2022): 679. http://dx.doi.org/10.3390/educsci12100679.

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The aim of the study is to examine educators’ reflections on their practices and views regarding outdoor play and learning (OPL) and unveil the impact and sustainability of participating in participatory action research (PAR). The study draws back on the findings of a PAR conducted three years ago in two different school units that aimed to support children’s OPL. In the current research, we return to the research field, and with the participating educators we attempt to shed light on their experiences after the formal research came to an end. The research has a socio-cultural perspective on outdoor play and learning with references to participative and active relationships between cultural, social, spatial, and psychological factors. Participating in research where all participants were agents of the change (PAR) enabled the educators to enrich their pedagogical agendas and respect children’s need to play outdoors; it further helped them feel confident and develop competencies in designing outdoor activities. However, the findings unveil the challenges that educators face in creating sustainable outdoor landscapes due to the lack of sufficient supervision and governmental support. The study adds new data regarding the release of sustainable long-term changes both in outdoor pedagogies and settings.

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Waite, Sue. "Where Are We Going? International Views on Purposes, Practices and Barriers in School-Based Outdoor Learning." Education Sciences 10, no. 11 (October 30, 2020): 311. http://dx.doi.org/10.3390/educsci10110311.

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Popular demand for school-based outdoor learning is growing throughout the world, but there is relatively little use of international comparisons to inform the development and support of this growth. Motivations for providing outdoor learning may vary within and across countries/areas. Through understanding how different purposes are being approached internationally, we can learn how outdoor learning might best be supported to achieve particular outcomes. Eighty expert commentators on outdoor learning from 19 countries/areas responded to a short online survey about motivations for and practices in school-based outdoor learning, based on their experience working in this field. The survey was designed using a conceptual framework of student outcomes from outdoor learning, derived from policy analysis and five major reviews of the field. The three most frequently reported forms of outdoor learning practiced in schools were field studies, early years outdoor activities, and outdoor and adventure education. Among identified purposes for outdoor learning provision within schooling, supporting environmental awareness and action and pupil health and well-being were the most common. Some alignment of forms of outdoor learning and specific outcomes are discussed and implications for future policy, practice, and research considered.

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Daher, Wajeeh. "Student Voice in the Mobile Phone Environment." International Journal of Mobile and Blended Learning 9, no. 3 (July 2017): 12–23. http://dx.doi.org/10.4018/ijmbl.2017070102.

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Student voice is recently attracting educational researchers' attention for its influence on various aspects of student lives and futures, as well as social life in general. Mobile technologies are proliferating in social and practical life. This article studies student voice in carrying out outdoor activities with mobile phones. Thirty middle school students participated in outdoor activities related to real life phenomena with the mobile phone. The research results indicate that the teacher's decisions and intentions to utilize the mobile technologies in the learning of mathematics outdoors set the stage for student voice in the mobile context. Furthermore, teacher support, the availability of the mobile phone and the outdoor activities facilitated student voice through enabling various students' actions and interactions: Freedom, autonomy, equality, participation, collaboration, decision making, sharing of ideas and taking the responsibility of the teacher. The consequences of students' learning in the outdoor mobile context included affective as well as social consequences.

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Manungki, Isra, and M. Ramoend Manahung. "Metode Outdoor Learning Dan Minat Belajar." EDUCATOR (DIRECTORY OF ELEMENTARY EDUCATION JOURNAL) 2, no. 1 (July 16, 2021): 82–109. http://dx.doi.org/10.58176/edu.v2i1.111.

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This study examines (1) how the concept of the Outdoor Learning method in learning, (2) how the design of the Outdoor Learning method in the science learning process for plant reproduction materials, and (3) whether the use of the Outdoor Learning method can increase students' interest in learning in science subjects. plant reproduction material. This type of research is library research using literature data collection techniques. The results of the study show: (1) the concept of the Outdoor Learning method in learning, namely learning carried out outside the classroom that can develop students' cognitive, affective and psychomotor aspects. (2) the design of the outdoor learning method in the science learning process starts from the teacher presenting the material and providing information on the procedure for implementing practices outside the classroom, then each group presents the results of field observations, and (3) the use of the outdoor learning method can increase students' interest in learning in science subjects. From this research, the teacher can find out that the better the method used by the teacher and the more creative the teacher chooses a method that is appropriate to the learning material, the student's interest in learning will increase.

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Leadbetter, Peter, Anna Bussu, and Michael Richards. "Emotive outdoor learning experiences in Higher Education: Personal reflections and evidence." Psychology Teaching Review 25, no. 1 (2019): 67–71. http://dx.doi.org/10.53841/bpsptr.2019.25.1.67.

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Outdoor learning experiences in Higher Education (HE) provide students with the opportunity for emotional development, cognitive development and learning. Despite this, the literature exploring the impact of emotive outdoor learning experiences on students’ development and learning is scarce. The aim of this paper is to present an overview of the key factors important for the delivery of outdoor learning experiences in HE. The paper will also incorporate the authors personal experience of delivering emotive outdoor learning in HE (visiting Holocaust sites with undergraduate students). Broad recommendations for the future design and delivery of emotive outdoor learning experiences is also discussed.

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Maynard, Trisha, Jane Waters, and Jennifer Clement. "Moving outdoors: further explorations of ‘child-initiated’ learning in the outdoor environment." Education 3-13 41, no. 3 (June 2013): 282–99. http://dx.doi.org/10.1080/03004279.2011.578750.

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Alfiani, Syarifatun Niam. "The Influence of Outdoor Learning Method Towards Learning Outcomes and Interests." Berkala Ilmiah Pendidikan Fisika 8, no. 3 (January 10, 2021): 220. http://dx.doi.org/10.20527/bipf.v8i3.9230.

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This study aims to analyze using outdoor learning methods on learning outcomes and interest in learning physics. This study uses a quasi-experimental method. This study involved 60 students from two classes, namely class XA and XB. The instruments used in this study were the pretest-posttest questions and the interest in learning questionnaire. Data analysis techniques used independent sample t-test, N-gain, and multivariate analysis of variance (MANOVA). The analysis results show that the treatment has a significant effect on learning outcomes and can improve learning outcomes compared to conventional learning. The outdoor learning method makes students more interested in learning physics. The conclusion that can be drawn is the outdoor learning method has a significant effect on learning outcomes and interest in learning physics in high school.

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Alfiani, Syarifatun Niam. "The Influence of Outdoor Learning Method Towards Learning Outcomes and Interests." Berkala Ilmiah Pendidikan Fisika 8, no. 3 (January 10, 2021): 220. http://dx.doi.org/10.20527/bipf.v8i3.9230.

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This study aims to analyze using outdoor learning methods on learning outcomes and interest in learning physics. This study uses a quasi-experimental method. This study involved 60 students from two classes, namely class XA and XB. The instruments used in this study were the pretest-posttest questions and the interest in learning questionnaire. Data analysis techniques used independent sample t-test, N-gain, and multivariate analysis of variance (MANOVA). The analysis results show that the treatment has a significant effect on learning outcomes and can improve learning outcomes compared to conventional learning. The outdoor learning method makes students more interested in learning physics. The conclusion that can be drawn is the outdoor learning method has a significant effect on learning outcomes and interest in learning physics in high school.

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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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Hollingshead, Barbara, and Glenda McDowell. "Building a Botanical Outdoor Learning Center." American Biology Teacher 54, no. 5 (May 1, 1992): 291–94. http://dx.doi.org/10.2307/4449481.

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Hopper, Bev. "Outdoor learning in the early years." Early Years 30, no. 3 (October 2010): 279–80. http://dx.doi.org/10.1080/09575146.2010.512768.

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Hagras, H., V. Callaghan, and M. Collry. "Outdoor mobile robot learning and adaptation." IEEE Robotics & Automation Magazine 8, no. 3 (2001): 53–69. http://dx.doi.org/10.1109/100.956814.

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Enoksen, Elisabeth, and Pip Lynch. "Learning leadership: becoming an outdoor leader." Journal of Adventure Education and Outdoor Learning 18, no. 2 (October 19, 2017): 176–88. http://dx.doi.org/10.1080/14729679.2017.1391105.

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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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Joyce, Rosaleen. "Exploring the roots of outdoor learning." Practical Pre-School 2012, no. 139 (August 2012): 18–19. http://dx.doi.org/10.12968/prps.2012.1.139.18.

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Jozwiak, Gabriella. "training talk: MOVING TO OUTDOOR LEARNING." Nursery World 2020, no. 10 (July 2, 2020): 42. http://dx.doi.org/10.12968/nuwa.2020.10.42.

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Flannery, Diana, and Mary Portis. "Outdoor School." Californian Journal of Health Promotion 1, no. 1 (March 1, 2003): 10–19. http://dx.doi.org/10.32398/cjhp.v1i1.1655.

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Environmental education aids in creating deeper understanding, investigation, and decision-making skills among students. The goal of environmental education is to lead students to become effective environmental stewards. We created an ongoing service learning partnership that combines mentoring, environmental education, and community resources with elementary and college students in an Outdoor School program. This paper outlines the process and content of Outdoor School.

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Flannery, Diana, and Mary Portis. "Outdoor School." Californian Journal of Health Promotion 1, no. 1 (March 1, 2003): 43757. http://dx.doi.org/10.32398/cjhp.v1i1.374.

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Environmental education aids in creating deeper understanding, investigation, and decision-making skills among students. The goal of environmental education is to lead students to become effective environmental stewards. We created an ongoing service learning partnership that combines mentoring, environmental education, and community resources with elementary and college students in an Outdoor School program. This paper outlines the process and content of Outdoor School.

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Ma, Hongming. "Learning to Teach in Place: Transforming Pre-service Teacher Perceptions of Science Teaching Through Place Pedagogies." Australian Journal of Teacher Education 46, no. 7 (July 2021): 53–69. http://dx.doi.org/10.14221/ajte.2021v46n7.3.

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Although teaching science outdoors is well established in global circles, its pedagogical value in Australia is less understood. This paper addresses this gap through its investigation of outdoor science teaching in a science method course in a teacher education program at an Australian regional university. As part of their coursework, pre-service teachers designed and delivered science lessons to primary school-aged children in small teaching groups in a wetland setting and wrote reflective essays about the experience. Data collection methods included document analysis of the essays as well as follow-up semi-structured interviews with pre-service teachers. Findings suggest that the outdoor science teaching experience improved pre-service teachers’ general science teaching skills, and significantly contributed to their capacity to teach science outdoors. Considerations regarding how teacher education curriculum and pedagogy can be reconfigured to better equip graduating teachers with the relevant science skills,

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Nurlinah, Nurlinah, Muhammad Nur Zakariah Leo, and Nasiah Badwi. "The Effectively Of PAILKEM Learning Strategy In Outdoor Study Method For The Geography Learning Achievement Of The Students In Class XI IPS SMA Negeri 1 Tanete Rilau Barru." UNM Geographic Journal 1, no. 1 (September 1, 2017): 1. http://dx.doi.org/10.26858/ugj.v1i1.3644.

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Quasi-experimental research design with pretest-posttest control group design, involving two groups: experimental group was taught learning of strategies PAILKEM in Outdoors Study methods and control groups were taught with conventional learning. This study aims to determine, 1) how the result of students learn geography of the control group, 2) how the results of students learn geography of the experimental group, 3) whether there are differences in geography student learning outcomes between the two groups, 4) whether learning strategies PAILKEM in Outdoor Study methods effective against learning geography results in students XI IPS SMA Negeri 1 Tanete Rilau. Sampling is done with Purposive Sampling. Data collection was carried out through the provision of pre-test and post-test. Data analyzed descriptive and inferential. The results showed that: 1) learning outcome of groups control score average learning outcomes 73.17 and there are 50 percent of the number of learners who achieve the value criterion exhaustiveness, 2) learning outcome of experiment groups average score earned 81.50 93.33 percent and there were a number of learners who achieve the value exhaustiveness minimum criteria or has been completed, 3) there is a significant difference between the results of the study of geography is taught by learning strategies PAILKEM in Outdoor Study method and a control group who were taught with the conventional learning , 4) learning strategies PAILKEM in the Outdoor Study method is effective in improving outcomes of learning geography grade XI IPS SMA Negeri 1 Tanete Rilau, Barru Regency

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Winje, Øystein, and Knut Løndal. "Theoretical and practical, but rarely integrated: Norwegian primary school teachers’ intentions and practices of teaching outside the classroom." Journal of Outdoor and Environmental Education 24, no. 2 (June 15, 2021): 133–50. http://dx.doi.org/10.1007/s42322-021-00082-x.

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AbstractThis study investigates teachers’ intentions and practices related to teaching outside the classroom. We report on three months of fieldwork consisting of participatory observations and qualitative interviews of teachers in two Norwegian primary schools practising weekly uteskole [outdoor school]. We find that the teachers’ intentions for uteskole are to facilitate first-hand experiences for their pupils. The teachers organise and teach uteskole in two distinct ways: 1) friluftsliv activities [outdoor living activities] and 2) theoretical learning activities. The connections between friluftsliv activities and theoretical learning activities are seldom emphasised. Furthermore, the teachers rarely organise theoretical learning activities that entail pupils’ transacting with their surroundings. We discuss how the teachers’ work can be understood through the Romantic and the Pragmatist perspectives of experiential education and through the representational epistemology of traditional schooling. We outline how a transactional epistemology, operationalised as the “multi-modal model of knowing”, can support teachers in facilitating transaction between the pupils and the environment outdoors and aid in establishing continuity between learning activities outdoors and indoors. We argue that these are important factors that can enhance uteskole as a teaching method for facilitating deep learning in Norwegian primary education.

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Nuryati, Nunung. "OUT DOOR AS LEARNING LEARNING CHARACTER CHILDREN EARLY CHILDREN AGE (Study Case in KB Nur Hidayah District of Kuningan)." Empowerment 7, no. 2 (September 30, 2018): 232. http://dx.doi.org/10.22460/empowerment.v7i2p232-238.773.

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Early childhood is a golden age called golden age. At this time the growth and development of children is very rapid and closely interconnected with each other such as physical growth, motor, emotional social, cognitive, language, and art. Character of children's independence has been achieved at this time one of them through learning outside the classroom or outdoor. The goal to be achieved through this research is to know and describe: 1). to know the objective condition of independence character before applying the learning of outdoor activities in Nur Hidayah Playing Group of Kuningan Regency. 2). know how to apply the learning of outdoor activities in improving the character of independence in the Playing Group Nur Hidayah District Kuningan. 3). knowing the result of independence character after applying outdoor learning activity in Nur Hidayah Playing Group of Kuningan Regency. This study uses qualitative research deskritif Source of this data is students in the Playing Group Nur Hidayah District Kuningan academic year 2017/2018, while the sample of the study amounted to 4 students into the case. The result of the research shows that: 1) the initial condition of the independence character of the child by the teacher is still relatively monotonous and conventional in that it is associated with the work which is limited to the learning that is related to the outdoor activities 2) the application of outdoor learning is done through the simple learning stages not complicated and can be followed by the child. 3). The results of the application of learning through outdoor activities in certain forms have contributed as in improving the character of independence of children in general, especially when starting to work with friends and the division of tasks with other friends meningkast significantly. Based on the results of the discussion that has been described learning activities with outdoor activities very positive impact on improving the character of independence of children in the Playing Group Nur Hidayah District Kuningan academic year 2017/2018. The result of obsevation of increasing the independence character of the children from before and after doing the application of outdoor activities showed the optimal and significant development.Early childhood is a golden age called golden age. At this time the growth and development of children is very rapid and closely interconnected with each other such as physical growth, motor, emotional social, cognitive, language, and art. Character of children's independence has been achieved at this time one of them through learning outside the classroom or outdoor. The goal to be achieved through this research is to know and describe: 1). to know the objective condition of independence character before applying the learning of outdoor activities in Nur Hidayah Playing Group of Kuningan Regency. 2). know how to apply the learning of outdoor activities in improving the character of independence in the Playing Group Nur Hidayah District Kuningan. 3). knowing the result of independence character after applying outdoor learning activity in Nur Hidayah Playing Group of Kuningan Regency. This study uses qualitative research deskritif Source of this data is students in the Playing Group Nur Hidayah District Kuningan academic year 2017/2018, while the sample of the study amounted to 4 students into the case. The result of the research shows that: 1) the initial condition of the independence character of the child by the teacher is still relatively monotonous and conventional in that it is associated with the work which is limited to the learning that is related to the outdoor activities 2) the application of outdoor learning is done through the simple learning stages not complicated and can be followed by the child. 3). The results of the application of learning through outdoor activities in certain forms have contributed as in improving the character of independence of children in general, especially when starting to work with friends and the division of tasks with other friends meningkast significantly. Based on the results of the discussion that has been described learning activities with outdoor activities very positive impact on improving the character of independence of children in the Playing Group Nur Hidayah District Kuningan academic year 2017/2018. The result of obsevation of increasing the independence character of the children from before and after doing the application of outdoor activities showed the optimal and significant development.

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Journal articles on the topic 'Outdoor learning'

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