Complementing classroom learning through outdoor adventure education: out-of-school-time experiences that make a difference

Richmond, Dan; Sibthorp, Jim; Gookin, John; Annarella, Sarah; Ferri, Stephanie

doi:10.1080/14729679.2017.1324313

Cited by 73 publications

(51 citation statements)

References 35 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The first function is related to fomenting environmental empathy, connectedness to nature, and attitudes and respect for nature; and the second function is to help children and adolescents with adjustment problems to achieve greater motivation and school integration while promoting pro-environmental behaviors (Yaman, Abdullah, Rozali, & Salim, 2018). The possible positive effects of the outdoor classroom have been investigated with positive results (Dove, Zorotovich, & Gregg, 2018;Eugenio & Aragón, 2017;Jacobi-Vessels, 2013;Largo-Wight et al, 2018;Richmond, Sibthorp, Gookin, Annarella, & Ferri, 2018).…”

Section: Discussionmentioning

confidence: 99%

Is School Adjustment Related to Environmental Empathy and Connectedness to Nature?

Musitu-Ferrer¹,

Ibáñez²,

León-Moreno³

et al. 2019

Psychosocial Intervention

View full text Add to dashboard Cite

School is a place where information, values, and attitudes that are considered fundamental in life are transmitted (García, Carrero, Marande, & Musitu, 2017). To achieve these goals, it is important for adolescents to feel integrated and have adequate school adjustment (Harrison, Clarke, & Ungerer, 2007; Ladd & Troop-Gordon, 2003). School adjustment is defined as an adolescent's ability to adapt to school, and includes variables such as academic performance, adaptation to school rules, respect for the teacher as an authority figure, a positive attitude toward school, and participation in school activities (Ladd & Burgess, 2001). School is also a place where adolescents interact h t t p s : / / j o u r n a l s. c o p m a d r i d. o rg / p i

show abstract

Section: Discussionmentioning

confidence: 99%

Is School Adjustment Related to Environmental Empathy and Connectedness to Nature?

Musitu-Ferrer¹,

Ibáñez²,

León-Moreno³

et al. 2019

Psychosocial Intervention

View full text Add to dashboard Cite

show abstract

“…Several areas of knowledge, like physical education [21,22] or natural and experimental sciences [11,23,24] already occasionally link leisure and open-air learning, and have been associated with good results in the acquisition of knowledge, self-efficiency and environmental consciousness. Several experiences and studies on open-air learning programmes related to environmental education and sustainability have resulted in achievement and/or improvement in motivation and enjoyment, thus promoting social abilities and positive attitudes toward the environment [25][26][27][28][29]. Results obtained through these studies have shown that it is not only students who benefit from such programmes, as teachers also gain sensitivity towards the environment and consider this form of learning to have a greater impact than learning carried out indoors.…”

Section: Introductionmentioning

confidence: 99%

Social Sciences, Art and Physical Activity in Leisure Environments. An Inter-Disciplinary Project for Teacher Training

et al. 2018

View full text Add to dashboard Cite

Factors such as social change and increasing urbanization processes in the early years of the 21st century have caused a reduction in the amount of time that children devote to leisure activities in the open-air, resulting in more sedentary lifestyles than children in previous decades. An education in healthy habits from early ages to increase children's physical and mental well-being together with their level of cultural knowledge contributes to the acquisition of a Leisure Culture that allows children to perceive the close environment as a scene for learning and enjoyment. It is thus be necessary for schools to foster pedagogical experiences, taking the physical and cultural environment as teaching resources. An innovation project is proposed which will be implemented with 25 university students from the School of Teacher Training and Education at the University of Oviedo (Oviedo, Spain). The project will consist of the proposal of educational itineraries through the city of Oviedo and Mount Naranco. As teachers-to-be, students must combine knowledge of the related areas and generate inter-disciplinary activities throughout the routes that will foster respect for the environment and leisure based on culture and physical activity, attitudes that they will transmit to their own students in the future.

show abstract

“…There are elements of the camp experience that support the ability to live in the moment, including being away from technology and the stresses of school and home life. Other studies have found that camp-like contexts support feelings of being present (Richmond, Sibthorp, Gookin, Annarella, & Ferri, 2018), mindfulness (Gillard, Roark, Nyaga, & Bialeschki, 2011), and provide opportunities for authentic interactions with others (Goodwin et al, 2011). Future studies may want to examine how camp experiences help participants seek out opportunities to disconnect from everyday life and live in the moment for the benefit of personal well-being.…”

Section: Contextualizing Outcomes Highly Attributable To Campmentioning

confidence: 96%

Understanding the Role of Summer Camps in the Learning Landscape: An Exploratory Sequential Study

Richmond

Sibthorp

Wilson

2019

JYD

Self Cite

View full text Add to dashboard Cite

Summer camp is an important setting within the learning landscape of youth—a landscape that also includes school, sports, arts and music, religious settings, home, and eventually, work. While research on camp outcomes is abundant, practitioners and policymakers have little empirical evidence that summer camp participation offers long-term impact and value. The purpose of this study was to build on existing camp research to identify learning outcomes that are highly attributable to camp participation and to determine whether these outcomes are considered important in everyday life. A second purpose was to identify other settings that may contribute to learning outcomes often associated with camp participation. This study used mixed methods design and involved a national sample of 352 individuals (18-25 years old) who had attended camp for at least 3 weeks in their youth and had not worked at a camp. Alumni reported that the development of independence, perseverance, responsibility, appreciation for differences, and appreciation for being present were camp-related outcomes that were highly attributable to their camp experiences and that these outcomes were also of high importance in daily life. Among all outcomes that were highly attributable to camp, study participants noted that camp was a primary setting for developing affinity for nature, how to live with peers, leisure skills, a willingness to try new things, independence, being present, and empathy and compassion. School and home were primary learning settings for other outcomes. Findings from this study help identify where camp is particularly effective in promoting lasting outcomes and areas where camps may need more intentionality and resources.

show abstract

Complementing classroom learning through outdoor adventure education: out-of-school-time experiences that make a difference

Cited by 73 publications

References 35 publications

Is School Adjustment Related to Environmental Empathy and Connectedness to Nature?

Is School Adjustment Related to Environmental Empathy and Connectedness to Nature?

Social Sciences, Art and Physical Activity in Leisure Environments. An Inter-Disciplinary Project for Teacher Training

Understanding the Role of Summer Camps in the Learning Landscape: An Exploratory Sequential Study

Contact Info

Product

Resources

About