Bibliografías temáticas / Outdoor learning

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Literatura académica sobre el tema "Outdoor learning"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 20 de febrero de 2023

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Artículos de revistas sobre el tema "Outdoor learning"

Hayes, Derren y Prisk. "OUTDOOR LEARNING". Children and Young People Now 2020, n.º 8 (2 de agosto de 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, n.º 4 (2 de abril de 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, n.º 10 (10 de mayo de 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 y Oana MÎNDRUȚ. "OUTDOOR EDUCATION: OBSTACLES AND PERSPECTIVES FOR PRACTICING OUTDOOR LEARNING IN ROMANIA". ANTHROPOLOGICAL RESEARCHES AND STUDIES 12, n.º 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, n.º 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, n.º 11 (febrero de 2008): 18–20. http://dx.doi.org/10.12968/eyed.2008.9.11.28624.

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Karlina, Yulia, Rochmiyati Rochmiyati y Dwi Yulianti. "OUTDOOR LEARNING-BASED THEMATIC LEARNING". Jurnal Ilmiah Teunuleh 2, n.º 2 (28 de junio de 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 y Anders Nilsson. "Outdoor learning contra indoor learning". International Journal for Lesson and Learning Studies 4, n.º 2 (13 de abril de 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 y 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, n.º 2 (1 de octubre de 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 y Ina Stan. "Outdoor learning: primary pupils' experiences and teachers' interaction in outdoor learning". Education 3-13 39, n.º 5 (noviembre de 2011): 529–40. http://dx.doi.org/10.1080/03004279.2010.487837.

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Tesis sobre el tema "Outdoor learning"

Ayeme, Bukola. "Teachers` Perception of Outdoor Learning : Benefits and Challenges of Outdoor Learning". Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-166745.

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Outdoor learning has become very visible in recent times ,it is seen in different public medias such as magazines, on television, on various websites on internet, in the press and on public notice boards in different countries, accompanying different advertisements displaying a healthy lifestyle especially in early years of studies ( preschool ).The author seeks to address the perception of Erasmus project “Dehors ” teachers` experience outdoor, focusing majorly on the benefits and difficulties that these preschool teachers face while teaching outdoors. Furthermore, teachers are known to be role-models for their students and their opinion about their jobs matters a lot in displaying their duties as educators. Preschool children aged 0-6 years spend more time in school more than home, at least a minimum of five days in a week so ultimately attitudes of teachers largely have a positive or negative effect on school children. The aim of the present dissertation project is to explore how the teachers perceive outdoor learning based on their experiences outdoors. This study explored the components that characterize teachers` perception of outdoor learning. This research includes two set of interviews which were used to investigate both teachers` outdoor activities performed in Latvia and Swedish preschools. Outdoor learning has made a distinctive difference between the traditional learning approach of “stand and deliver” model which has systematically been changed to “guide on the side” model which educationalist view as a good method of impacting knowledge to learners, instead of giving knowledge as it was practiced before but in recent times, outdoor leaning processes helps to create an atmosphere for co-learning and not an isolated endeavours which is gradually been replaced by outdoor learning approach of “tell me and I will forget with “show me and I will remember”. These results provided a great insight on teachers` experiences of outdoor learning in the nature and on asphalt. It can be concluded that outdoor learning approach can be adaptable in the Latvian and Swedish contexts in promoting the development of preschool teachers therefore, there is a need for further research to promote effectiveness of outdoor teaching in Latvia and Swedish preschools.

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Zhang, Jingyang. "Cooperative Learning in Outdoor Education". Thesis, Linköpings universitet, Nationellt centrum för utomhuspedagogik (NCU), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-104699.

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Interpersonal growth is one part of the definition of outdoor education. Collaboration and common purpose are key phrases in cooperation learning. Both those two teaching methods are including students’ social development. To find out the effects of teachers’ and students’ attitude toward cooperative learning in outdoor education, this study explores the benefits and limitations of group work in outdoor education theoretically. Also, this study explores the attitudes of teachers and students regarding group work in outdoor learning. Questionnaires were used to find the students’ opinion of group work in outdoor education, during the analysis of data, thematic analysis was conducted with interview data to find out teachers’ attitudes. The participates of this study mainly had a very positive attitude towards group work in outdoor education, although some limitations were identified, such as students sometimes lost focus, were absent or were less involved.

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Thompson, Deborah R. "Life Science: An Outdoor Learning Approach". UNF Digital Commons, 1986. http://digitalcommons.unf.edu/etd/61.

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The instructional materials prepared for this project are based on outdoor activities that correlate with the Duval County, Florida, Performance Objectives for Life Science in the seventh grade. Special emphasis is placed on hands-on, sensory experiences and observations, and sequencing of instruction within lessons. The review of related literature includes the philosophy of outdoor/environmental education, a historical perspective of outdoor/environmental education, and learning theory as it applies to the principles and practices of an outdoor approach to education.

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Laird, Alexandra. "Engagement and Outdoor Learning in Mathematics". Thesis, Griffith University, 2018. http://hdl.handle.net/10072/381366.

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Engagement is a multifaceted concept that has been a growing concern for researchers, particularly in mathematics education (Attard, 2012; Chan, Baker, Slee, & Williamson, 2015). In recent years, mathematics education has been seen as boring and dull, and many students have disengaged from a relatively early age in learning and participating in mathematics (Grootenboer & Marshman, 2016). Therefore, this is an important issue, as low levels of engagement among students can put them at risk of decreased participation and, ultimately, low levels of academic achievement (Fredrick et al, 2004). The study reported here was conceptualised using a theoretical framework that included three dimensions of engagement; emotional, behavioural, and cognitive, and these were used to structure the data collection and analysis vis-à-vis learning mathematics outdoors. This comparative case study involved 34 students from two year 6 classes at a Queensland state primary school. The findings indicated that the students were engaged in their mathematics learning in the outdoor context. However, there was no compelling evidence that suggested the outdoor environment was any more emotionally, behaviourally, or cognitively engaging than the indoor context. There were, however, hints that emotional engagement was facilitated in the outdoor environment as students enjoyed the novelty of it, being able to ‘move around’, and also working in pairs/groups. Nonetheless, this requires further investigation in future research. What was clear from this study was that there were benefits for student engagement when learning mathematics outdoors and that participating in a variety of learning experiences can be seen as valuable for both students and teachers.
Thesis (Masters)
Master of Education and Professional Studies Research (MEdProfStRes)
School Educ & Professional St
Arts, Education and Law
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Taniguchi, Stacy T. "Outdoor education and meaningful learning : finding the attributes of meaningful learning experiences in an outdoor education program /". Diss., CLICK HERE for online access, 2004. http://contentdm.lib.byu.edu/ETD/image/etd438.D.

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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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Stan, Ina Teodora. "Group interaction in the 'outdoor classroom' : the process of learning in outdoor education". Thesis, Bucks New University, 2008. http://bucks.collections.crest.ac.uk/10117/.

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This research is concerned with the educational process within an outdoor centre involving groups of primary school children. It studies group interaction between the participants in a natural setting by taking a holistic approach, giving an account of their outdoor learning experience in the context of a group. It appears that there is little focus on groups in the outdoors, even though most outdoor programmes involve groups. Most of the research done on groups is quantitative and laboratory based. Such traditional approaches have been challenged, as empirical limitations and theoretical problems have been identified. It is argued that a study of group interactions within a natural environment, such as the outdoor classroom, would allow for a more insightful understanding of the phenomena involved, and it could also shed light on the outdoor educational process, which has been neglected by research in outdoor education. Participant observation and semi-structured interviews were used as part of an ethnographic approach. This enabled the collection of varied data, which resulted in a thick description of the phenomena explored. The findings show that the concept of team building is central to the philosophy of the outdoor centre and of its staff. The activities, which are used as learning tools, are group orientated. Teamwork is seen as essential for the learning experience at the outdoor centre. The study also revealed that the different approaches of the participants influenced the way learning was constructed. The two main themes that have emerged were empowerment and control. The empowering approaches offered support and encouragement to the participants, allowing for collaboration and cooperation to exist between them, which enabled learning to be more effective. The controlling approaches were characterised by a lack of dialogue between the participants, which interfered with the learning experience, by not creating an environment where the participants could work together as a group. A social aspect of learning was thus identified, which emphasised the importance of viewing learning as a joint process. The research shows that a well-designed process does not always result in the participants achieving the ‘desired learning outcomes’. The teachers/facilitators need to be aware of the impact that their approach may have on the learning experience of the participants.

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Eaton, Dennis. "Cognitive and affective learning in outdoor education". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0005/NQ41587.pdf.

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King, Nicole M. "An analysis of teachers' perceptions about outdoor learning". Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008kingn.pdf.

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Polistina, Kim Joanne. "Outdoor Learning: A Theory of Community-Based Pro-Environmental Learning Through Leisure". Thesis, Griffith University, 2005. http://hdl.handle.net/10072/366542.

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The purpose of this thesis was to develop a theory of outdoor learning grounded in the everyday lives of community-based groups and individuals in Australian Western society. The groups involved in this research where from appreciative outdoor leisure and Indigenous communities in Queensland, Australia. These community-based groups engaged with environmental learning and education through non-formal or informal means of sharing pro-environmental knowledge and values. The theory discussed in this thesis was grounded in the outdoor lifestyles of the people involved in this research and examined the epistemological underpinnings of these lifestyles. The outdoor learning that the people in this research implemented on an ongoing basis expanded their own pro-environmental knowledge and values and also assisted others in society to increase their pro-environmental knowledge and values. This research identified that the outdoor learning practices of those in this research were linked intricately to their outdoor leisure and related everyday activities. A model of the symbiotic relationship between outdoor lifestyle contexts, outdoor leisure settings and outdoor learning practices has been developed. The participatory nature of the research and the development of the theoretical framework of outdoor learning required grounded theory methodology supported by a sub-action research process. This dual methodology process combined with the social action or change aim of the research and the need for critical reflection on the neoliberalist social system currently dominant in Australia firmly established the research within the critical theorist (structural) and social action/interpretivist paradigms. The compatibility of the dual methodology enhanced the ability of the research to provide the best possible avenue for voicing the worldviews of appreciative outdoor recreationists and Aboriginal and Torres Strait Islander peoples involved in this research. Twenty-nine non-Indigenous appreciative outdoor recreationists and nineteen Indigenous people were involved in this research. People discussed their lives, the environmental worldviews that underpinned them and their outdoor learning practices. Information was also gathered on the constraints imposed by the neoliberalist ideals of the Australian social system on the outdoor learning practices of the people in this research. This thesis also addressed gaps in the literature on the characteristics of community-based environmental education. In this literature people within the community are represented as those to be educated by formal education advocates rather than those who were able to be educators in their own right. The theory developed in this thesis rejected this 'learner' or 'student' label and explained how the people in this research implemented their own educator role through their outdoor learning practices that were manifested in their outdoor lifestyles and their appreciative outdoor leisure settings. The theoretical framework developed in this thesis explained the implementation of non-formal and informal outdoor learning practices that supported a two-way dialogue of pro-environmental knowledge and values being shared between people with pro-environmental knowledge and values and others with a growing interest. The social context for this two-way dialogue was found in the outdoor network groups with whom the people in this research interacted. These appreciative outdoor leisure and social networks provided strength for the maintenance of subcultures and cultures, working within the dominant Australian Western culture, to increase the environmental literacy of the wider social group. The strength of commitment to their outdoor learning practices was highlighted in the resilience and loyalty to the continuation of these practices despite strong constraints imposed by the maintenance of neo-liberalist ideologies in Australian society. This research indicated a number of Australians implement pro-environmental values, through their outdoor lifestyles, rather than supporting the economic rationalist values of materialism. This thesis has theorised the community-based outdoor learning practices adopted by particular appreciative outdoor recreationists and Indigenous Australians living in Queensland. Their voices contribute to the broader outdoor and environmental education discourse. This thesis has also validated appreciative outdoor leisure as a prominent setting for outdoor learning of pro-environmental knowledge and values and highlighted the valuable contribution leisure could make to the environmental education agenda in Australian society.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
Griffith Business School
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Libros sobre el tema "Outdoor learning"

McMahon, Laurie. Outdoor management learning. Bristol: NHS Training Authority, 1990.

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Ginny, Sullivan, ed. Lens on outdoor learning. St. Paul, MN: Redleaf Press, 2011.

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Grindheim, Liv Torunn, Hanne Værum Sørensen y Angela Rekers, eds. Outdoor Learning and Play. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72595-2.

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Jucker, Rolf y Jakob von Au, eds. High-Quality Outdoor Learning. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04108-2.

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Edgington, Margaret. The great outdoors: Developing children's learning through outdoor provision. 2^a ed. London: British Association for Early Childhood Education, 2003.

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Jackson, Kevin. Outdoor learning: A practical guide. Woodbridge [U.K.]: John Catt Educational Ltd, 2015.

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Woods, Annie. Elemental Play and Outdoor Learning. New York, NY : Routledge, 2016.: Routledge, 2016. http://dx.doi.org/10.4324/9781315660233.

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Watts, Ann. Outdoor Learning through the Seasons. Second edition. | Abingdon, Oxon ; New York : Routledge, 2020: Routledge, 2020. http://dx.doi.org/10.4324/9780429266720.

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Cutting, Roger y Rowena Passy, eds. Contemporary Approaches to Outdoor Learning. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-85095-1.

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Twomey, Mary. That's me!: Dyslexia and outdoor learning. Glossop: Pathways, 2001.

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Capítulos de libros sobre el tema "Outdoor learning"

Nicol, R. y S. Waite. "Outdoor Learning". En Encyclopedia of Teacher Education, 1–6. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-1179-6_354-1.

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Whewell, Emma y Karen Woolley. "Outdoor Learning". En Technology for SEND in Primary Schools: A Guide for Best Practice, 41–54. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: Learning Matters, 2017. http://dx.doi.org/10.4135/9781529714470.n4.

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Hindmarsh, Sarah y Susan Hunt. "Outdoor learning". En Purposeful Planning for Learning, 67–74. Abingdon, Oxon; New York, NY: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429489266-9.

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Latham, Paul. "Outdoor learning". En Contemporary Issues in Primary Education, 277–358. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003316862-26.

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Nicol, R. y S. Waite. "Outdoor Learning". En Encyclopedia of Teacher Education, 1180–85. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8679-5_354.

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Best, Michelle, Adewale Magaji y L. D. Smith. "Outdoor learning". En Inspiring Primary Learners, 293–306. Abingdon, Oxon; New York, NY: Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9780429024597-20.

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Shuttleworth, Natasha y Chris Hughes. "Walking narratives in the outdoors: traversing the thorny idea of healthy minds." En Leisure activities in the outdoors: learning, developing and challenging, 24–38. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789248203.0003.

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Abstract This book deals with the topic of leisure activities that the people can do outdoors. Topics are divided into 4 sections, with 3-4 chapters each section, for a total of 14 chapters. These sections discuss outdoor leisure activities and wellbeing, women and outdoor leisure, outdoor leisure for children and families, and facilitating and encouraging outdoor leisure.

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Hobday, Richard. "Outdoor Learning and Children’s Eyesight". En High-Quality Outdoor Learning, 201–8. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04108-2_11.

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AbstractOver the last three decades, the incidence of short sight among school children has risen markedly. So much so, the condition has become a global health issue. It is estimated that if current trends continue, by 2050 half the world’s population will be short-sighted. Of these, one billion will be at high risk of sight-threatening conditions. From the late 19th century to the 1960s, outdoor activities were thought to protect children’s eyesight. Playgrounds and open spaces around schools were put there, in part, to try to prevent myopia. The way in which children were taught was another consideration. Prolonged near work was believed to be harmful to children’s sight and was discouraged in some schools. Alternative methods of teaching were proposed. Then, during the 1960s, medical thinking changed and these ideas became unfashionable. Yet current research now supports some of them. In particular, outdoor activity is now proven to protect against the onset of myopia. Taken together new and older research—and past experience—suggest teaching children outdoors might be an effective way to protect their vision as they go through school. Outdoor education could be key to halting the rise of this harmful condition.

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Baker, Mandi, Emma J. Stewart y Neil Carr. "Conclusion: disrupting outdoor leisure." En Leisure activities in the outdoors: learning, developing and challenging, 172–79. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789248203.0014.

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Abstract This chapter provides summary of key themes that are relevant to outdoor leisure as presented in the book. The researchers hope that the study disrupts the status quo assumptions of privileged outdoor leisure participation. The editors recognize the in need of a seismic shift toward inclusive, equitable and just discourses and practices in this period where 'being outdoors', and the reprieve and rejuvenation these experiences afford us, are in desperate need.

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Passy, Rowena y Ian Blackwell. "Natural Connections: Learning About Outdoor-Based Learning". En High-Quality Outdoor Learning, 321–34. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04108-2_18.

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AbstractThis chapter reports on the findings of the Natural Connections Demonstration project (2012–2016), the largest outdoor-based learning project in the UK. Pupil feedback showed that children felt ‘happy and healthy’ when they were learning outside and, drawing largely on our case-study research, we explore the imaginative and often innovative curriculum-based approaches and lessons initiated in project schools. We discuss how these approaches highlight both the opportunities and limitations of outdoor-based learning, arguing that teacher continuing professional development is the key to high-quality teaching and learning. We conclude with recommendations to school leaders and teaching staff.

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Actas de conferencias sobre el tema "Outdoor learning"

Bračko, Janja. "Outdoor Learning Activities". En Developing Effective Learning. University of Primorska Press, 2020. http://dx.doi.org/10.26493/978-961-293-002-8.20.

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Liu, Tsung-Yu, Yu-Ling Chu, Tan-Hsu Tan y Chi-Cheng Chang. "RFID-based Ubiquitous Learning Environment for Outdoor Learning". En Seventh IEEE International Conference on Advanced Learning Technologies (ICALT 2007). IEEE, 2007. http://dx.doi.org/10.1109/icalt.2007.218.

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Dima, Cristian y Martial Hebert. "Active Learning For Outdoor Obstacle Detection". En Robotics: Science and Systems 2005. Robotics: Science and Systems Foundation, 2005. http://dx.doi.org/10.15607/rss.2005.i.002.

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Riekki, Ruusu. "DEVELOPING ARGUMENTATION THROUGH PRIMARY OUTDOOR EDUCATION". En 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1930.

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Harwood, Pamela. "Nature Play: An Outdoor Learning Environment for Head Start". En 2017 ACSA Annual Conference. ACSA Press, 2017. http://dx.doi.org/10.35483/acsa.amp.105.65.

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At Nature Play a 1.5-acre field has been transformed into a nature-based outdoor learning environment for the 300 preschool children at Head Start. Beyond simply getting children to play outside, we are taking play, which is culturally thought of as a recess time for teachers, into a learning environment. The central area of Nature Play is a large certified outdoor classroom called the Habitat Hub. It has room for two classes and acts as the starting point for the children’s outdoor adventures. This timber frame structure is made of disease dash trees re-harvested, milled down, with hand cut mortise and tenon joints to form an undulating tree like canopy under which the children learn.

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Stymne, Johan. "MOBILE LEARNING IN OUTDOOR SETTINGS: A SYSTEMATIC REVIEW". En 16th International Conference on Mobile Learning 2020. IADIS Press, 2020. http://dx.doi.org/10.33965/ml2020_202004l008.

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Zhang, Jinsong y Jean-Francois Lalonde. "Learning High Dynamic Range from Outdoor Panoramas". En 2017 IEEE International Conference on Computer Vision (ICCV). IEEE, 2017. http://dx.doi.org/10.1109/iccv.2017.484.

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Isci, Beril y Deniz Hasirci. "NATURE-BASED LEARNING: DESIGNING OUTDOOR PLAY ENVIRONMENTS". En 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.0108.

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Skourti, Stavri, Georgios Tzinos, Dimitris A. Dervos y Stefanos Ougiaroglou. "Crowd gaming: Motivating learning with outdoor activities". En 2017 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2017. http://dx.doi.org/10.1109/educon.2017.7943008.

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Villa, Federica Valeria y Monica Guerra. "THE BOND BETWEEN CREATIVITY AND OUTDOOR EDUCATION". En 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.0280.

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Informes sobre el tema "Outdoor learning"

Fanning, Ashley. Learning Through Nature: A Study of a Next Generation Science Standards Based Teacher Workshop that Blends Outdoor Learning Experiences with Formal Science. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.2727.

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Hart, Carl R., D. Keith Wilson, Chris L. Pettit y Edward T. Nykaza. Machine-Learning of Long-Range Sound Propagation Through Simulated Atmospheric Turbulence. U.S. Army Engineer Research and Development Center, julio de 2021. http://dx.doi.org/10.21079/11681/41182.

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Conventional numerical methods can capture the inherent variability of long-range outdoor sound propagation. However, computational memory and time requirements are high. In contrast, machine-learning models provide very fast predictions. This comes by learning from experimental observations or surrogate data. Yet, it is unknown what type of surrogate data is most suitable for machine-learning. This study used a Crank-Nicholson parabolic equation (CNPE) for generating the surrogate data. The CNPE input data were sampled by the Latin hypercube technique. Two separate datasets comprised 5000 samples of model input. The ﬁrst dataset consisted of transmission loss (TL) ﬁelds for single realizations of turbulence. The second dataset consisted of average TL ﬁelds for 64 realizations of turbulence. Three machine-learning algorithms were applied to each dataset, namely, ensemble decision trees, neural networks, and cluster-weighted models. Observational data come from a long-range (out to 8 km) sound propagation experiment. In comparison to the experimental observations, regression predictions have 5–7 dB in median absolute error. Surrogate data quality depends on an accurate characterization of refractive and scattering conditions. Predictions obtained through a single realization of turbulence agree better with the experimental observations.

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Faskunger, Johan, Anders Szczepanski y Petter Åkerblom. Teaching with the sky as a ceiling : A review of research about the significance of outdoor teaching for children’s learning in compulsory school. Linköping University Electronic Press, septiembre de 2018. http://dx.doi.org/10.3384/outdoor-teaching-significance.

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Schlobohm, Trisha. Creating a Learning Continuum: A Critical Look at the Intersection of Prior Knowledge, Outdoor Education, and Next Generation Science Standards Disciplinary Core Ideas and Practices. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.2750.

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Krainyk, Yaroslav M., Anzhela P. Boiko, Dmytro A. Poltavskyi y Vladimir I. Zaselskiy. Augmented Reality-based historical guide for classes and tourists. [б. в.], febrero de 2020. http://dx.doi.org/10.31812/123456789/3747.

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In this paper, development of historical guide based on Augmented Reality (AR) technology is considered. The developed guide application it targeted to be used in different scenarios, in particular, during history learning classes, for guidance of the tourists to exhibits both indoor and outdoor. Common features of all these scenarios are generalized and according to them main information and objects model for forming scene are identified. This part is followed by detailed description of objects and scene representation, markers usage, employment of additional services, etc. Finally, the developed historical guide application has been introduced. It harnesses A-Frame library for processing of models and their representation. The application is able to work with different markers so that it can be extended easily. In addition, one of the main benefits of the developed application is support of multiple platforms because it works from web-browser and does not require installation of additional software. The developed application can be effectively used for all provided scenarios and has potential for further extension.

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Pettit, Chris y D. Wilson. A physics-informed neural network for sound propagation in the atmospheric boundary layer. Engineer Research and Development Center (U.S.), junio de 2021. http://dx.doi.org/10.21079/11681/41034.

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We describe what we believe is the first effort to develop a physics-informed neural network (PINN) to predict sound propagation through the atmospheric boundary layer. PINN is a recent innovation in the application of deep learning to simulate physics. The motivation is to combine the strengths of data-driven models and physics models, thereby producing a regularized surrogate model using less data than a purely data-driven model. In a PINN, the data-driven loss function is augmented with penalty terms for deviations from the underlying physics, e.g., a governing equation or a boundary condition. Training data are obtained from Crank-Nicholson solutions of the parabolic equation with homogeneous ground impedance and Monin-Obukhov similarity theory for the effective sound speed in the moving atmosphere. Training data are random samples from an ensemble of solutions for combinations of parameters governing the impedance and the effective sound speed. PINN output is processed to produce realizations of transmission loss that look much like the Crank-Nicholson solutions. We describe the framework for implementing PINN for outdoor sound, and we outline practical matters related to network architecture, the size of the training set, the physics-informed loss function, and challenge of managing the spatial complexity of the complex pressure.

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