Directions In Outdoor Education Curriculum

Lugg, Alison

doi:10.1007/bf03400706

Cited by 30 publications

(16 citation statements)

References 2 publications

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“…Outdoor education curriculum in Victoria has moved towards environmental education objectives: for outdoor educators to educate for as well as in and about the environments in which they teach (Lugg, 1999;Martin, 1998). The VCE was established as the senior secondary (final two years of schooling --age group 16-18 years) curriculum framework in Victorian schools in 1991 and determines students' tertiary entrance scores.…”

Section: The Local Curriculum Backgroundmentioning

confidence: 99%

“…The VCE was established as the senior secondary (final two years of schooling --age group 16-18 years) curriculum framework in Victorian schools in 1991 and determines students' tertiary entrance scores. The initial content and processes of VCE Outdoor Education demonstrated a significant shift away from the personal development objectives towards a more critical examination of human development and relationships with non-human nature (Lugg, 1999;Martin, 1998 These curriculum developments bring into focus the skills and interests of the outdoor education teacher which should extend to environmental knowledge. This point is particularly significant because the majority (76%) of outdoor education teachers in Victorian secondary schools do not have any formal tertiary training in outdoor education and, of these, forty percent of outdoor education teachers have physical education qualifications (Lugg & Martin, 2001).…”

Section: The Local Curriculum Backgroundmentioning

confidence: 99%

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Use of national parks for outdoor environmental education: An Australian case study

Lugg¹,

Slattery²

2003

Journal of Adventure Education & Outdoor Learning

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The need for environmental education through outdoor education experiences is becoming increasingly evident in outdoor education theory and practice. In Australia, this environmental focus is reflected in recent outdoor education curriculum documents, particularly in the Victorian Certificate of Education (VCE). For many outdoor education teachers who do not have expertise in environmental education, this curriculum development presents a challenge. Outdoor education teachers frequently use National Parks to help them address this challenge.The study examined the educational objectives and roles of teachers and park staff involved in environmental education through outdoor education in National Parks in Victoria, Australia. This paper discusses findings related to the teachers "educational objectives and roles while those of the park staff are examined in a separate paper. The findings indicate that the teachers often lack the environmental knowledge and sMlls needed to teach some aspects of the curriculum thus making the role of the park ranger or education officer particularly significant in educating teachers as well as students. Issues are raised about the training of outdoor education teachers and of park rangers to meet the environmental education needs of outdoor education students. Questions are also raised about the appropriateness of using National Parks for outdoor education purposes.

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Section: The Local Curriculum Backgroundmentioning

confidence: 99%

Section: The Local Curriculum Backgroundmentioning

confidence: 99%

Use of national parks for outdoor environmental education: An Australian case study

Lugg¹,

Slattery²

2003

Journal of Adventure Education & Outdoor Learning

Self Cite

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“…Outdoor education is a holistic form of education which aids in overall wellbeing of adolescence, including academic, physical, emotional, social and psychology well being (Gray & Perusco, 1993;Marsh & Richards, 1988;Davidson, 2001;Hattie, 1997). It provides opportunities for students to apply knowledge and skills to master, especially in real-life situations and increase the level of understanding of the relationship between humans and the environment (Lugg, 1999). Outdoor education program implemented in the school curriculum claims to be very valuable to help the teaching and learning process of formal education in the classroom (Henderson & Barnett, 2001).…”

Section: Introductionmentioning

confidence: 99%

Promoting Social Skills through Outdoor Education and Assessing Its’ Effects

Harun¹,

Salamuddin²

2014

ASS

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Outdoor education is a holistic form of education which aids in overall wellbeing of adolescence, including academic, physical, emotional, social and psychology well being. The aim of this study was to see whether outdoor education promotes social skills and assess its effects on participants. Research sample comprised of 671 adolescence attending a five-day residential outdoor education program. Kolb's Cycle of Learning through Experience is used as the theoretical framework while the research framework is adapted from Carver's Outdoor Education Framework. Social skills measured are cooperative teamwork, leadership ability, and ability to cope with changes. Descriptive and inferential statistics used were t-test, Cohen's D, multiple analysis of variance, and post hoc test. The result showed that the outdoor programme had a significant influence for all the constructs involved in this study. Cohen's D showed that the treatment contributes greatly to leadership ability (60%), and ability to cope with changes (61%). Wilks' Lambda in multiple analysis of variance showed that the outdoor education module contributes significantly high F=30.78, p<0.05; ή²= 0.57 to changes in social skills. Analysis of variance showed that there is a retention period whereby the changes in social skills examined remain in the participants for a certain period of time. This retention of changes in social skills is significant for all factors studied which are cooperative teamwork, leadership ability, and ability to cope with changes.

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“…Like Physical Education, Outdoor Education's nature and scope has been contested since its inception as a subject. Leading into the 1990s a major shift in Outdoor Education discourse was driven by several key authors in universities here and the United Kingdom towards the purpose of Outdoor Education being education for an environmentally sustainable future (Lugg, 1999). This shift was reflected in the curriculum in several Australian states, but most noticeably in Victoria.…”

Section: Achper Urges the Federal Government To Formally Acknowledge mentioning

confidence: 99%