Teaching maths outside the classroom: does it make a difference?

Otte, Camilla Roed; Bølling, Mads; Elsborg, Peter; Nielsen, Gunnar Lauge; Bentsen, Peter

doi:10.1080/00131881.2019.1567270

Cited by 21 publications

(16 citation statements)

References 39 publications

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“…A lack of control group in pre-post studies [ 62 , 75 , 76 , 133 , 147 , 172 , 173 , 222 ], significant baseline differences between groups [ 78 , 108 , 123 , 145 ], and procedural issues [ 78 , 89 , 221 ] were common across studies. For example, the educational and well-being effects of education outside the classroom for schoolchildren may have been underestimated in three studies as the control groups were either ‘contaminated’ with education outside the classroom [ 78 , 221 ], or the intervention schools had a pre-established interest in, and use of, education outside the classroom [ 89 ]. Furthermore, potential psychological effects of schoolyard greening interventions may have been underestimated in two studies, as students in a greening intervention school had higher baseline executive functioning than control school students in one study [ 139 ], while intervention students in another study reported liking their schoolyard to a greater extent at baseline than students in control schools [ 108 ].…”

Section: Resultsmentioning

confidence: 99%

“…While a wider range of study designs were utilised in the GT literature there were methodological shortcomings in some studies which limit causal inferences. A lack of control group in pre-post studies [62,75,76,133,147,172,173,222], significant baseline differences between groups [78,108,123,145], and procedural issues [78,89,221] were common across studies. For example, the educational and well-being effects of education outside the classroom for schoolchildren may have been underestimated in three studies as the control groups were either 'contaminated' with education outside the classroom [78,221], or the intervention schools had a pre-established interest in, and use of, education outside the classroom [89].…”

Section: Plos Onementioning

confidence: 99%

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Psychological impacts of “screen time” and “green time” for children and adolescents: A systematic scoping review

et al. 2020

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Technological developments in recent decades have increased young people's engagement with screen-based technologies (screen time), and a reduction in young people's contact with nature (green time) has been observed concurrently. This combination of high screen time and low green time may affect mental health and well-being. The aim of this systematic scoping review was to collate evidence assessing associations between screen time, green time, and psychological outcomes (including mental health, cognitive functioning, and academic achievement) for young children (<5 years), schoolchildren (5-11 years), early adolescents (12-14 years), and older adolescents (15-18 years). Original quantitative studies were identified in four databases (PubMed, PsycInfo, Scopus, Embase), resulting in 186 eligible studies. A third of included studies were undertaken in Europe and almost as many in the United States. The majority of studies were cross-sectional (62%). In general, high levels of screen time appeared to be associated with unfavourable psychological outcomes while green time appeared to be associated with favourable psychological outcomes. The ways screen time and green time were conceptualised and measured were highly heterogeneous, limiting the ability to synthesise the literature. The preponderance of cross-sectional studies with broadly similar findings, despite heterogeneous exposure measures, suggested results were not artefacts. However, additional high-quality longitudinal studies and randomised controlled trials are needed to make a compelling case for causal relationships. Different developmental stages appeared to shape which exposures and outcomes were salient. Young people from low socioeconomic backgrounds may be disproportionately affected by high screen time and low green time. Future research should distinguish between passive and interactive screen activities, and incidental versus purposive exposure to nature. Few studies considered screen time and green time together, and possible reciprocal psychological effects. However, there is preliminary evidence that green time could buffer consequences of high screen time, therefore nature may be an under-utilised public health resource for youth psychological well-being in a high-tech era.

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Section: Resultsmentioning

confidence: 99%

Section: Plos Onementioning

confidence: 99%

Psychological impacts of “screen time” and “green time” for children and adolescents: A systematic scoping review

et al. 2020

View full text Add to dashboard Cite

show abstract

“…According to Indahsari (2015), the performance of students of Junior High School with learning activities outside the classroom was higher than the results obtained in the classroom learning. Nevertheless, these results are not in line with Otte, Bølling, Elsborg, Nielsen, & Bentsen (2019). From their explorative study, teaching outside the classroom neither harmed nor improved pupils' mathematical skills.…”

Section: Resultsmentioning

confidence: 77%

The Effect of Contextual Teaching and Learning (CTL) Model With Outdoor Approach Towards the Students’ Ability of Mathematical Representation

Priyadi¹,

Negeri²,

Yumiati³

2021

eqr

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This study aimed to determine the effect of the implementation of the Contextual Teaching and Learning (CTL) model with the outdoor approach towards students’ ability in mathematical representation. It was quasi-experimental research consisting of two experimental classes and one control group. It used a pretest-posttest control group design. The population of this study was the students of SUPM Tegal. Sampling was conducted using cluster random consisting of three classes. The first experimental group was carried out by implementing the learning model of CTL with the outdoor approach. The second experimental group was carried out by implementing a learning model of CTL, while the control group was conducted by implementing a conventional learning model. The research instrument was a 7-point mathematical representation test in the form of an essay. The results of the research were 1) the learning model of CTL with an outdoor approach affected the improvement and achievement of the students’ ability in mathematical representation and was higher than CTL and a conventional learning; 2) the improvement of the students’ ability of representation in the groups of CTL with outdoor approach, CTL, and conventional learning respectively was in high, medium, and low category.

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“…EOtC is experienced in almost all issues and is frequently interdisciplinary. The learning practices in EOtC are frequently conducted by pupils, who utilize their physical bodies and emotions in collaborative activity in "real-world" backgrounds with the aim of getting private experiences (Bentsen et al, 2009;Bentsen et al, 2019;Bølling, Pfister, Mygind, & Nielsen, 2019;Otte, Bølling, Elsborg, Nielsen, & Bentsen, 2019;Sjöblom & Svens, 2019;Waite, 2011;Waite, Bølling, & Bentsen, 2016).…”

Section: School's Open Yards and Natural Environments Impacts On Studmentioning

confidence: 99%

“…The relation did not relate to sex, or previous reading ability and amount of achieved EOtC lessons in national language. Further large-scale experimental research is essential to toughen deduction on that issue (Nielsen et al, 2016;Otte et al, 2019).…”

Section: School's Open Yards and Natural Environments Impacts On Students' Learning Abilitymentioning

confidence: 99%

The impact of nature and outdoor learning on students

Sam¹,

KOUHİROSTAMİ²,

Azimi³

2020

GRID - Architecture, Planning and Design Journal

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The human innate tendency to interact with the natural environment has been proven by psychologists. This interaction should be placed in educational environments (schools). Unfortunately, interaction with nature is not considered in schools today, and the schoolyard, a place where students can interact with open space and nature, is designed to be completely separated from the classrooms. That means the schoolyard and the classrooms should be designed in harmony with each other. Students spend a majority of their educational period in classrooms, so to create diversity and increase student's productivity, it is necessary to combine outdoor natural spaces with indoor educational areas. So, the schoolyard plays a complementary role to the classroom. Additionally, the natural environment can be considered as another educational setting option. The major goal of this review paper is analyzing the impact of the school's outdoor and natural spaces on enhancing students' learning abilities. Accordingly, first, the landscape architecture theories related to individuals and the natural environment, the importance of nature in learning spaces, and its impacts on students are presented. Then, the outcome of designing learning spaces in combination with outdoor spaces is displayed. Finally, the results can provide guidelines to education stakeholders, designers, and policymakers focused on creating more encouraging environments for students' learning.

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Teaching maths outside the classroom: does it make a difference?

Cited by 21 publications

References 39 publications

Psychological impacts of “screen time” and “green time” for children and adolescents: A systematic scoping review

Psychological impacts of “screen time” and “green time” for children and adolescents: A systematic scoping review

The Effect of Contextual Teaching and Learning (CTL) Model With Outdoor Approach Towards the Students’ Ability of Mathematical Representation

The impact of nature and outdoor learning on students

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