The reconceptualisation of outdoor education in the primary school classroom in Aotearoa New Zealand: how might<i>we</i>do it?

Cosgriff, Marg

doi:10.1080/03004279.2015.1020440

Cited by 8 publications

(18 citation statements)

References 15 publications

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“…Pedagogies that foreground space and place are well established in education that occurs outside the classroom (Beames, Higgins, & Nicol, 2012;Hill & Brown, 2014). In New Zealand, education outside the classroom is a developing field of practice that incorporates place as an important pedagogical feature (Brown, 2012;Cosgriff, 2015Cosgriff, , 2016. More generally, space and place are seen as important in education (Edwards & Usher, 2000).…”

Section: Pedagogical Issues In Learning Worldsmentioning

confidence: 99%

Navigating learning worlds: Using digital tools to learn in physical and virtual spaces

Parsons¹,

Inkila²,

Lynch³

2019

AJET

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This article explores the various ways that teachers and learners can navigate different learning worlds with the support of digital tools. Increasingly, teaching and learning takes place in spaces beyond the classroom, whether physical or virtual. Place, navigation and movement have all been recognised as important concepts in approaches to understanding how we learn in and across places. With our postgraduate cohort of in-service teachers from across New Zealand, we have been exploring forms of learning that engage in the exploration of other spaces, using a range of digital tools. Google Tour Builder has allowed creative global navigation in a virtual space, Google Expeditions has given teachers an opportunity to integrate virtual reality into their classrooms, and Actionbound has exposed them to the use and design of situated outdoor learning activities with geolocated augmented content. Our article is based around participant interactions on social media that express their responses and creativity using mobility in physical spaces and the navigation of virtual spaces. Based on these interactions, we reflect on the nature of pedagogy in technology-redefined activities that involve senses of both place and navigation, structuring our analysis along two continua of physical accessibility and the extent of world knowledge.

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Section: Pedagogical Issues In Learning Worldsmentioning

confidence: 99%

Navigating learning worlds: Using digital tools to learn in physical and virtual spaces

Parsons¹,

Inkila²,

Lynch³

2019

AJET

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“…was identified by Bentsen et al (2010) as a key strategy to address this challenge. Similarly, Cosgriff (2015) reported that use of a Councilowned reserve situated adjacent to a New Zealand primary school meant that 'students required no money, specialist clothing, or extra footwear; nor were transport or additional staffing resources involved' (p.10), meaning that outdoor learning was more able to be established as everyday practice rather than one-off events.…”

Section: Commitment Of Resources and Fund Raisingmentioning

confidence: 99%

Falling into LINE: school strategies for overcoming challenges associated with learning in natural environments (LINE)

2016

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As the benefits of outdoor learning have become of increasing interest to the education sector, so the importance of understanding and overcoming challenges associated with this pedagogy has gained greater significance. The Natural Connections Demonstration Project recruited primary, secondary and special schools across southwest England with a view to stimulating and supporting 'learning in the natural environment' across the region. This research paper examines qualitative data obtained from case study visits to twelve of these schools. The results from teaching staff interviews and focus groups show that schools face many and varied challenges to embedding outdoor learning, and a raft of strategies are presented for tackling these challenges and integrating learning in the natural environment into much of the current curriculum.

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“…OAA experiences create vivid long-term memories [15,23], through autonomy and exploration [1,17]. These activities often fall outside normal family experiences such as holidays or visiting friends and relatives [2,10,19,24] and can develop healthy lifelong habits [3,20,25,26] which positively influence academic attainment [15,19,20,27,28].…”

Section: Introductionmentioning

confidence: 99%

“…Since the inception of a National Curriculum (NC) in England in 1988, OAA has been formally, and somewhat contentiously, imbedded within Physical Education (PE) and seen as important in the development of transferable personal and social skills [10,14,16,19,28,29,30,31,32,33,34,35,36]. In 2014 the Conservative-led Government elevated the status of OAA from optional to mandatory from the age of seven (key stage two) onwards [29].…”

Section: Introductionmentioning

confidence: 99%

“…This is often compounded by conflicting priorities placed on the school leadership team through Ofsted inspection, league tables and attainment in core subjects such as English and Mathematics [5,7,41,42,43,44]. Several studies have investigated OAA delivery within schools in England, but few have been conducted since the recent shift in NC policy and introduction of SSPr [25,27,28,40]. Empirically based knowledge is required to more fully understand primary education senior teachers’ perceptions and value of OAA because of the pivotal role they play in its promotion and delivery.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

‘Perhaps a Bit Different to What We Did Twenty Years Ago’: Senior Teachers’ Perceptions of Outdoor Adventure within Primary Education in England

Webber

Hardwell

2019

Sports

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Outdoor and adventurous activities (OAA) are now a compulsory component of the primary education curriculum in England, with senior leadership teams exerting significant influence on its delivery in schools. This study considers senior teachers’ perceptions and value of the OAA strand of the Physical Education (PE) National Curriculum (NC) in primary education. Six senior teachers from across a large northern city took part in semi-structured interviews. Data was analysed using an interpretivist paradigm incorporating a multistage thematic coding process. Findings centred on the lack of guidance given by the NC within OAA and ensuing issues for experienced and less confident teachers of the subject. Different interpretations of OAA were prevalent from traditional skills-based activities to personal and social development through basic activities delivered outside the classroom. Finally, all senior staff highly regarded OAA and offered a strong rationale for its inclusion within curriculum time. The full potential of OAA as a cross-curricular approach to learning in primary education is not being realised and can be partially mitigated by more purposeful integration within teacher education programmes.

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The reconceptualisation of outdoor education in the primary school classroom in Aotearoa New Zealand: how mightwedo it?

Cited by 8 publications

References 15 publications

Navigating learning worlds: Using digital tools to learn in physical and virtual spaces

Navigating learning worlds: Using digital tools to learn in physical and virtual spaces

Falling into LINE: school strategies for overcoming challenges associated with learning in natural environments (LINE)

‘Perhaps a Bit Different to What We Did Twenty Years Ago’: Senior Teachers’ Perceptions of Outdoor Adventure within Primary Education in England

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