Changing spaces, changing relationships: the positive impact

Barriers To Biological Fieldwork: What Really Prevents Teaching Out of Doors?

“…From our discussions with practising teachers, there is a sense that concerns about teacher confidence linked to simply moving beyond the classroom rather than to a lack of subject knowledge may be more important as barriers to fieldwork. Key here is an observation made by teachers after their involvement in fieldwork, and reported by Scott, Boyd, and Colquhoun (2013), that teachers can learn alongside the children in their class and that overcoming the knowledge barrier in partnership with children can actually add value to fieldwork.…”

“…Several teachers made the observation that children enjoy fieldwork and that it often promoted engagement by children who in a classroom setting might be likely to become disengaged. There was a perception that properly managed fieldwork may help to ameliorate some behavioural problems (Scott, Boyd, and Colquhoun 2013). The uncertainty of fieldwork, and the fact that children could learn through investigation, was seen generally as being positive, although it should be noted that not all children respond to uncertainty in the same way.…”

Student Readiness: Examining the Impact of a University Outdoor Orientation Program

“…Orientation programs need to be proactive and focus on meeting the needs of students, not merely help them to adapt to changes in an academic setting. These include nonacademic needs, such as creating a sense of place (Austin et al, 2009), socialization (Mirken & Middleton, 2014), support and trust (Bell et al, 2014), or creating stronger connections between students and faculty (Scott, Boyd, & Colquhoun, 2013).…”

Every Kid in the Woods: The Outdoor Education Experience of Diverse Youth

“…Learning in nature teaches about environmental problems, biodiversity, and environmental action as manifested in environmentally sound behaviors, and helps develop ecological appreciation in nature (Brody, 2005). Furthermore, Scott, Boyd, and Colquhoun (2013) identified that participants experienced elevated levels of motivation and interest in learning about nature, developed and improved relationships with nature, and reinforced positive attitudes towards environmental issues.…”