Teacher and student perceptions of an outdoor classroom

Guardino, Caroline; Hall, Katrina; Largo-Wight, Erin; Hubbuch, Charles

doi:10.1007/s42322-019-00033-7

Cited by 24 publications

(13 citation statements)

References 25 publications

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“…As Noriega states [39], outdoor education seeks to achieve meaningful learning and well-rounded education and to provide the activities with a playful component. This is in line with the findings of Guardino et al [34], who showed that both teachers and students perceived a greater sense of well-being, pleasure, and interest in teaching and learning in outdoor education. Fernández-Palma [40] affirm that the model of outdoor education is an effective option that can meet the needs of children at this stage and guarantee a happy education in contact with nature.…”

Section: Discussionsupporting

confidence: 92%

“…In addition, it is often the case that rural schools tend to maintain a stronger family environment, a higher level of parental involvement, and a stronger connection to the community, in contrast to urban schools [33]. Thus, some research has analyzed the perceptions about this type of educational practice in the United States of America [34,35], in Norway, or Oman [36]. However, teachers' specific perceptions about outdoor education, how this practice is carried out, or the main obstacles encountered depending on the location of the school are not yet known.…”

Section: Aimmentioning

confidence: 99%

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Early Childhood Education Teachers’ Perception of Outdoor Learning Activities in the Spanish Region of Extremadura

et al. 2021

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Over the years, it has been demonstrated that nature is a very important pillar in learning. Outdoor education is an innovative pedagogical approach that is gaining prominence and brings numerous benefits to the students who receive it. Previous studies have tried to show the positive relationship between education and nature and its benefits for children, but only a few reports refer to the specific perception of teachers on this issue, as well as possible differences according to the location of the school. Thus, taking into account the research questions, this paper aims to identify, analyze, and interpret the perception of early childhood education teachers in the Spanish region of Extremadura about outdoor educational practices. For this purpose, attention is paid to the implementation, difficulties, training, or area in which these outdoor educational practices take place, considering the location of the school. Findings showed that teachers are aware of the benefits of outdoor education, but most of them have not received specific training on it, perceive difficulties in carrying them out, or only carry them out at school. As a result, some differences can be perceived depending on the location of the school. Therefore, these results should make us change our perception of education and be able to propose alternatives, involving all the agents and participants of the education system and being aware of the benefits of outdoor education.

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Section: Discussionsupporting

confidence: 92%

Section: Aimmentioning

confidence: 99%

Early Childhood Education Teachers’ Perception of Outdoor Learning Activities in the Spanish Region of Extremadura

et al. 2021

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“…The preservice teachers also highlighted, even with lower frequencies, the social domains such as respect for differences, learning about new cultures, and including disadvantaged groups. Guardino, Hall, Largo-Wight, and Hubbuch (2019) concluded that students with special needs perform their tasks less anxiously and taking more responsibilities in out-of-class learning environments.…”

Section: Discussionmentioning

confidence: 99%

Preservice Teachers’ Views Regarding Out-of-Class Teaching Processes: A Case Study

Gökmen¹

2021

IES

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Out-of-class learning environments are important learning environments because they improve students’ mental and physical health as well as providing them with cognitive, affective, and psychomotor skills. However, it is necessary to make a plan, implement and evaluate the teaching processes appropriately to efficient benefit from out-of-class teaching environments. The present study aimed to determine preservice teachers’ views regarding out-of-class teaching processes. The study utilized the case study design, a qualitative research approach, to make an in-depth analysis of preservice teachers’ views. 58 preservice teachers from the educational faculty of a state university in Turkey were the participants of the study. Data were collected using a semi-structured interview form developed by the researcher of the present study. For the analysis of data obtained, content analysis was carried out using NVivo9 software, and themes and codes were determined. Findings were presented with frequencies, percentages, excerpts of preservice teachers’ views, and models that indicate the relationship between themes and codes. Findings revealed six different themes for the preservice teachers’ views: out-of-class learning places; advantages of out-of-class teaching; limitations of out-of-class teaching; planning of out-of-class teaching; implementation of out-of-class teaching; and assessment of out-of-class teaching. The study findings were discussed in line with the related literature and suggestions were made regarding the findings.

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“…International reviews of outdoor learning programmes have found that regular compulsory school-and curriculum-based programmes can promote pupils' development in social, academic, physical and psychological dimensions (Becker et al, 2017;Rickinson et al, 2004). According to Guardino et al (2019), classes held outdoors provide a more authentic and engaging environment as well as opportunities to integrate content area subjects within outdoor experiences. Knowledge and practices related to uteskole, recently furthered by the Danish TEACHOUT project, document an increase in pupils' physical activity (Schneller et al, 2017), school motivation (Bølling et al, 2019) and enhancement of academic skills (Otte et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Theoretical and practical, but rarely integrated: Norwegian primary school teachers’ intentions and practices of teaching outside the classroom

Winje

Løndal

2021

Journal of Outdoor and Environmental Education

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This study investigates teachers’ intentions and practices related to teaching outside the classroom. We report on three months of fieldwork consisting of participatory observations and qualitative interviews of teachers in two Norwegian primary schools practising weekly uteskole [outdoor school]. We find that the teachers’ intentions for uteskole are to facilitate first-hand experiences for their pupils. The teachers organise and teach uteskole in two distinct ways: 1) friluftsliv activities [outdoor living activities] and 2) theoretical learning activities. The connections between friluftsliv activities and theoretical learning activities are seldom emphasised. Furthermore, the teachers rarely organise theoretical learning activities that entail pupils’ transacting with their surroundings. We discuss how the teachers’ work can be understood through the Romantic and the Pragmatist perspectives of experiential education and through the representational epistemology of traditional schooling. We outline how a transactional epistemology, operationalised as the “multi-modal model of knowing”, can support teachers in facilitating transaction between the pupils and the environment outdoors and aid in establishing continuity between learning activities outdoors and indoors. We argue that these are important factors that can enhance uteskole as a teaching method for facilitating deep learning in Norwegian primary education.

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Teacher and student perceptions of an outdoor classroom

Cited by 24 publications

References 25 publications

Early Childhood Education Teachers’ Perception of Outdoor Learning Activities in the Spanish Region of Extremadura

Early Childhood Education Teachers’ Perception of Outdoor Learning Activities in the Spanish Region of Extremadura

Preservice Teachers’ Views Regarding Out-of-Class Teaching Processes: A Case Study

Theoretical and practical, but rarely integrated: Norwegian primary school teachers’ intentions and practices of teaching outside the classroom

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