New light on the life and Indian geological work of H. W. Voysey (1791–1824)

Moore, David Thornton

doi:10.3366/anh.1985.12.1.107

Cited by 8 publications

(12 citation statements)

References 4 publications

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“…These increased opportunities for exploration were also shared during the focus groups with TIS children, as they spoke of how the different elements in the various settings of the school ground could be used to experiment and investigate (e.g., gardens, water habitat, and loose materials). These findings echo Moore and Wong’s (1997) work on school ground redesign in the United States and Singal and Swann’s (2011) work on outdoor learning.…”

Section: Discussionsupporting

confidence: 55%

“…The opportunities for learning offered by different physical features of the school ground have been termed “cognitive affordances” by Khan, Bell, McGeown, and Silveirinha de Oliveira (2019). Indeed, rich and diverse outdoor environments provide more affordances for play and learning (Cosco, 2006; Moore & Wong, 1997), whereas barren school grounds can discourage children from diverse play, social interaction, ecological experience, and learning (Samborski, 2010).…”

Section: Introductionmentioning

confidence: 99%

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Can an Outdoor Learning Environment Improve Children’s Academic Attainment? A Quasi-Experimental Mixed Methods Study in Bangladesh

Khan

McGeown

Bell

2019

Environment and Behavior

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The present study adopted a quasi-experimental mixed method approach to investigate the influence of an improved school ground on children’s academic performance. In total, 123 children from two (intervention and control) primary schools in Bangladesh participated. In the intervention school, a barren school ground was redesigned with several behavior settings (e.g., gardens and amphitheater) for teaching and learning. Treatment group children ( n = 29) received math and science classes outdoors, while a comparison group ( n = 32) received usual indoor classes. A control school with no changes to the outdoor environment was included ( n = 62). The redesigned school ground was associated with higher levels of academic attainment. Furthermore, all intervention schoolchildren perceived more opportunities to explore in the redesigned school ground. Qualitative insights suggest the diverse settings provided more opportunities to explore, experiment, and work collaboratively. These results highlight the potential for school ground design to contribute to improvement of children’s academic attainment in developing countries.

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Section: Discussionsupporting

confidence: 55%

Section: Introductionmentioning

confidence: 99%

Can an Outdoor Learning Environment Improve Children’s Academic Attainment? A Quasi-Experimental Mixed Methods Study in Bangladesh

Khan

McGeown

Bell

2019

Environment and Behavior

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“…Utilizing the schoolyard for outdoor education reduces some of these obstacles given the ease of access and elimination of transit and unpredictable safety concerns. Despite potential challenges, the importance of taking students outside may be worth the effort, as the cognitive benefits of outdoor learning are well documented (e.g., Alexander et al, 1995;Mabie & Baker, 1996;Moore & Wong, 1997;Rahm, 2002;Rickinson et al, 2003;Sabet, 2018). Notably for the current study, outdoor learning has been connected to both science achievement and environmental sensitivity (e.g., Rios & Brewer, 2014).…”

Section: Learnscape As Third Teachermentioning

confidence: 99%

Learnscapes for renewable energy education: An exploration of elementary student understanding of solar energy systems

Cole

Fallahhosseini

Zangori

et al. 2023

INTERDISCIP J ENV SCI ED

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Integrating the built environment of the school is one avenue to deliver place-based energy education connecting abstract ideas with the physical environment. This study examined how and if an outdoor classroom (learnscape) with solar panels together with a six-week renewable energy unit supported students in developing conceptual knowledge of energy systems. Fourth grade classrooms from two schools, one with a learnscape and one without, within the same district enacted the unit. Student learning gains (n=97) were measured through model-based reasoning at four time points before, during, and after the unit. Students (n=12) were interviewed about their models. Students in both schools identified the main system components and sequences. However, learnscape students exhibited a more nuanced understanding of solar energy systems and explicitly cited the learnscape as a “teaching tool” for energy education. Findings suggest that the presence of sustainability features on the school campus can enhance student learning outcomes.

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“…Children’s interaction with nature can strengthen and support children’s creativity, problem-solving ability, critical thinking, and cooperative spirit (Bartosh et al, 2006; Keeler, 2008). Studies conducted on children in the schoolyard have shown that children play in green areas in more creative ways and have more cooperation with each other (Moore & Wong, 1997; Bell & Dyment, 2008). Playing in nature is effective for children’s intellectual development (Kellert, 2006).…”

mentioning

confidence: 99%

Investigating the Conceptual Model of Child–Nature Interaction in Architectural Spaces Using Grounded Theory

Soleimani,

Molanaei,

Khorshidi

et al. 2023

HERD

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Objectives: To explore factors affecting the quality of child–nature interaction (CNI) based on the views and desires of children themselves and to offer solutions and strategies to provide this kind of spaces. Background: CNI is one of the most important needs of children which causes very profound effects on the psyche of children from different aspects. Space and context that have the ability and characteristics to provide opportunities to establish this interaction have an important role in the cognitive and social development of children. Methods: The qualitative data were collected by draw-and-write technique from a study of 119 children aged 2–6 years from five nursery schools located in the city of Hamedan, Iran. Then, the qualitative data were coded based on the grounded theory using three main steps of open, axial, and selective coding and a conceptual model of CNI is provided by the MAXQDA software. Results: The conceptual model developed from CNI consisted of seven core categories: “intertwining with nature,” “objective natural elements,” “nature conservation,” “colors,” “exaggerated plant perceptions,” “path perceptions,” and “nature-home similarity.” Conclusions: To reach an optimal CNI within architectural spaces, thus children should have a sense of belonging to nature, be engaged in it, and protect surrounding natural elements. It is of utmost importance to reflect on some points, such as colors, familiar signs, scales, natural elements, the boundary between natural environments and interior spaces, and natural element circulation and placement in designing and planning spaces made specifically for children.

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New light on the life and Indian geological work of H. W. Voysey (1791–1824)

Cited by 8 publications

References 4 publications

Can an Outdoor Learning Environment Improve Children’s Academic Attainment? A Quasi-Experimental Mixed Methods Study in Bangladesh

Can an Outdoor Learning Environment Improve Children’s Academic Attainment? A Quasi-Experimental Mixed Methods Study in Bangladesh

Learnscapes for renewable energy education: An exploration of elementary student understanding of solar energy systems

Investigating the Conceptual Model of Child–Nature Interaction in Architectural Spaces Using Grounded Theory

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