Bringing the Inside Out and the Outside In: Place-Based Learning Rendering Classroom Walls Invisible

Bates, Katherine

doi:10.1007/978-3-319-53550-0_50

Cited by 3 publications

(1 citation statement)

References 28 publications

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“…Teachers, in general, aim to offer every child a meaningful and purposeful education and mastery of self, enabling children to enter the next stage of life equipped with all they need to thrive. They are, however, under increasing pressure with competing demands to deliver a complex curriculum accountable to the standardized test (Bates, 2018;Ewing, 2018). Usually, teachers implement ''tried and tested'' methodologies to meet these demands with great success.…”

Section: Conclusion: Last Year's Fruit Nourishes Us Today and Evolves To Become Next Year's Seedmentioning

confidence: 99%

Lasting Lessons in Outdoor Learning: A Facilitation Model Emerging from 30 Years of Reflective Practice

Gray

PigottFiona²

2018

Ecopsychology

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Engaging with nature is needed for the holistic development of children. However, a lack of longitudinal research exists to outline the impact of Outdoor Learning in the school curriculum. In our current educational climate which places inordinate focus upon evidencebased outcomes, teachers are needing encouragement to embrace unconventional nature-based pedagogies. In the late 1970s, a bespoke Wilderness Studies class was introduced in an Australian school for adolescents which extended over two full academic years. Three decades later, these students were contacted to assess the residual impact of this pioneering teaching method. Utilizing social media research techniques, the study unveils their salient memories to enable a better understanding of the enduring impact of nature immersion. Invariably, respondents argued the outdoor experiences eclipsed their indoor classroom counterpart and left an indelible impression on their formative years of education. Surprisingly, a large number had occupations involving outdoor leadership or environmental stewardship. Our retrospective study conveys the durability of Outdoor Learning 30 years after completion. We conclude with a facilitation model underpinned by three Rs: Resilience, Reflection, and Relationship emanating from reflecting on years of successful pedagogical practice. Derived from positive psychology, contemplative practice, storytelling, indigenous teachings, and slow pedagogies, the core elements have been incorporated into a learning framework. Lessons learned from the trailblazing pedagogy have helped distil the key principles needed in the 21st-century curriculum. As we head toward a new era of nature-estranged students, these findings offer insights and gravitas for educators searching for tangible pathways to engage students with wild spaces.

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Section: Conclusion: Last Year's Fruit Nourishes Us Today and Evolves To Become Next Year's Seedmentioning

confidence: 99%

Lasting Lessons in Outdoor Learning: A Facilitation Model Emerging from 30 Years of Reflective Practice

Gray

PigottFiona²

2018

Ecopsychology

View full text Add to dashboard Cite

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Mapping points for a place-based pedagogy of practice

Bates

Teudt²,

Collier

2019

Curric Perspect

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Pre-service teachers’ experiences of affective nature connection through intentional pedagogies on an extended expedition

Hayward¹,

Smith

Moltow

2023

Journal of Outdoor and Environmental Education

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Emotion plays a significant role in the human experience. Nevertheless, emotion (as an attribute of the affective domain), is often side-lined in formal learning environments (including Higher Education) in favour of a focus on the cognitive. This paper shares findings of a research project involving pre-service outdoor education teachers as they affectively experienced connections with nature on an extended expedition, while exposed to intentional nature connection pedagogies. It achieves this through the lens of the current shifts in outdoor education practice and pedagogy specifically, and curriculum and educational policies more broadly. The research was conducted as a case study, within a constructivist paradigm. The collection of data involved in-field observations on a six-day expedition, participant interviews, and researcher reflective journals. The data was analysed inductively which revealed a novel framework: the Affective Nature Connection Matrix. Through this matrix, the affective nature connection wave and heartbeat emerged. This theoretically derived and practice informed model highlighted the collective similarity of the expedition experiences, while acknowledging that these experiences were individually subjective. All participants experienced a rise and fall of affective nature connection, the wave, within individual and collective critical moments, the heartbeats, in response to intentional learning experiences which directly impacted and resulted in a deepened connection to self, others and nature.

show abstract

Bringing the Inside Out and the Outside In: Place-Based Learning Rendering Classroom Walls Invisible

Cited by 3 publications

References 28 publications

Lasting Lessons in Outdoor Learning: A Facilitation Model Emerging from 30 Years of Reflective Practice

Lasting Lessons in Outdoor Learning: A Facilitation Model Emerging from 30 Years of Reflective Practice

Mapping points for a place-based pedagogy of practice

Pre-service teachers’ experiences of affective nature connection through intentional pedagogies on an extended expedition

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