Experiential and outdoor education: the participant experience shared through mind maps

Jirásek, Ivo; Plevová, Irena; Jirásková, Miroslava; Dvořáčková, Adéla

doi:10.1080/0158037x.2016.1141762

Cited by 17 publications

(6 citation statements)

References 18 publications

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“…Czech outdoor education has its roots in the early twentieth century. In spite of political restrictions, this type of education persisted until the democratic revolution in 1989, mainly in the form of summer camps and outdoor residential programs focused on developing inter- and intra-personal competence (Jirásek & Turcova, 2017 , Jirásek et al, 2016 , Kudláček et al, 2009 ). Since its beginnings in the non-formal education movement, environmental education has evolved into a closely cooperating network of environmental education centers offering both school-based and residential outdoor programs.…”

Section: Introductionmentioning

confidence: 99%

We love them anyway: outdoor environmental education programs from the accompanying teachers’ perspective

Činčera

Zálešák

Kolenatý

et al. 2021

Journal of Outdoor and Environmental Education

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The ways in which residential outdoor environmental education programs are perceived by the teachers accompanying their elementary school students have rarely been investigated. In this study, interviews were conducted with 17 elementary school teachers who had participated in one of five selected residential programs in the Czech Republic in 2018 – 2019. As the findings show, all the teachers found the residential programs beneficial for their teaching. However, a majority of the teachers reported that the most significant outcome was the improvement in the students’ interpersonal competence and in the relationship between the teachers and their students. Interestingly, the effect of the residential programs on developing the students’ environmental understanding, attitudes, and values remained secondary or was questioned by the teachers. The aspect that the teachers appreciated most was the application of experiential learning methods providing emotional experiences for the students. The paper discusses the possible reasons for such perceptions of these programs and the implications for practice.

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Section: Introductionmentioning

confidence: 99%

We love them anyway: outdoor environmental education programs from the accompanying teachers’ perspective

Činčera

Zálešák

Kolenatý

et al. 2021

Journal of Outdoor and Environmental Education

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“…It was found that visual elements can be ignored when including smart maps in learning. The use of symbolic elements for informa on percep on should be ensured to avoid such an approach (Jirásek et al 2016). The possibility of visual percep on of informa on should be provided when learning a foreign language.…”

Section: Literature Reviewmentioning

confidence: 99%

Implementation of Visual Mind Mapping Strategy to Improve Students’ Language Competence

Derbak,

Pak,

Holubieva

et al. 2024

REDaPECI

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The opportunities of the educational process can be expanded using innovative mechanisms. The aim of the work is to determine the effectiveness of teaching because of implementing the Visual Mind Mapping strategy to improve students’ foreign language competence. The aim was achieved using the general theoretical method of comparison, calculation of the concordance coefficient, the efficiency coefficient, and the Whitney-Wilk test. Learning was ensured through the development of educational mechanisms, which consisted of information visualisation and intellectual activity development. The study of new words, the use of digital technologies (Writer, Rosetta Stone, Busuu), the development of communication skills, and the development of professional skills were also provided. It was found among students that using Visual Mind Mapping contributes to obtaining a high level of knowledge in a shorter time. Focusing on the Kirkpatrick model made it possible to establish that most students acquired a high level of foreign language competence after testing their knowledge. The students have a positive attitude to learning using Visual Mind Mapping. The practical significance of the article is the possibility of involving innovative technologies for learning a foreign language. The prospects of further research are to compare learning effectiveness with using Visual Mind Mapping for junior and senior year students.

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“…Kresba se dá bezpochyby výzkumně aplikovat i u dospělých, byť je prozatím v českém pedagogickém výzkumu její využití v roli subjektivní percepce sdílené formou výtvarných artefaktů mimořádně nízké (navíc sdílené s mezinárodní komunitou, nikoli prostřednictvím českých pedagogických periodik), např. při hlubším porozumění vlivu zimního táboření v rámci neformální edukace (Jirásek et al, 2016;Jirásek & Hanuš, 2022) či v propojení kresby s osobnostní typologií MBTI v roli specifikace studentů vybraného vysokoškolského oboru (Jirásek et al, 2021).…”

Section: Epistemologické Zakotvení Využití Obrazu Ve Výzkumuunclassified

Fenomén učitelské profese v mateřské škole ve vizuálních reprezentacích (studujících) učitelek

Majerčíková¹,

Jirásek²

2022

Orbis Scholae

Self Cite

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A deeper understanding of the kindergarten teacher’s profession allows for the use of visual methodology and symbol analysis of visual representations in pedagogical research. The study seeks to gain a deeper understanding of verbally difficult to convey meanings through quantification of thematic motifs of drawings by student kindergarten teachers (n = 76) and a detailed qualitative analysis of selected images of 5 of them, based on a team-based free association method and subsequent symbolic interpretation of the images. In the results of the quantitative analysis, the kindergarten teacher’s profession is based on the visualization of the relationships and interaction between adults (usually women) and children, most often in free play or learning, with the support of a set agenda and against the background of a positively attuned situation. However, the interpretation of the expressive symbolism of the 5 drawings also offers previously unnoticed contradictions that disrupt this schema. In them, other aspects of the profession emerge, such as overload, elements of unreasonable attachment, dependence or the sad transience of all their efforts and activities, resonating also the weakening of the profession’s importance at the expense of external pressures.

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Experiential and outdoor education: the participant experience shared through mind maps

Cited by 17 publications

References 18 publications

We love them anyway: outdoor environmental education programs from the accompanying teachers’ perspective

We love them anyway: outdoor environmental education programs from the accompanying teachers’ perspective

Implementation of Visual Mind Mapping Strategy to Improve Students’ Language Competence

Fenomén učitelské profese v mateřské škole ve vizuálních reprezentacích (studujících) učitelek

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