A scoping review of research on school-based outdoor education in the Nordic countries

Remmen, Kari Beate; Iversen, Elisabeth

doi:10.1080/14729679.2022.2027796

Cited by 31 publications

(26 citation statements)

References 70 publications

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“…Harvey et al (2020) observed significant improvement in children's moods and well-being over a yearlong outdoor learning program for 8-11 years old. Similar conclusions were reached in two recent reviews on the effects of OE on students by Kuo et al (2019) and Remmen and Iversen (2022). They reported its positive impact on students' physical, mental and social well-being.…”

Section: Introductionsupporting

confidence: 86%

“…Therefore, the search for ways to support teacher well-being is ultimately beneficial to students. By finding that school-based OE positively relates to teacher SWB, this research has highlighted another possible benefit of OE and its well-documented impacts on students' learning and well-being (Malone, 2008;Kuo et al, 2019;Remmen and Iversen, 2022). Thus, this research's findings suggest that OE is a teaching practice that could benefit students and teachers alike.…”

Section: Discussionmentioning

confidence: 67%

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School-based outdoor education and teacher subjective well-being: An exploratory study

Deschamps

Scrutton²,

Ayotte-Beaudet³

2022

Front. Educ.

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Can school-based outdoor education (OE) benefit teachers’ well-being? Multiple studies have reported the positive impact of OE on students’ well-being and the benefits of contact with nature for adults. However, a literature review revealed no research on the impact of OE on teachers’ well-being. This study explores the possible relationships between OE and preschool and primary school teachers’ subjective well-being (SWB) in Québec, Canada, during COVID-19. A survey measuring teacher SWB was conducted; 381 teachers responded, 164 practiced OE, and 217 did not. The questionnaire results indicated that teachers who practice OE have significantly higher SWB than their colleagues (d = 0.21 to d = 0.36). However, only a limited positive correlation was found between teacher SWB and the number of times teachers practice OE (rho = 0.184). This study suggests that school-based OE is positively related to teacher SWB and therefore has the potential to benefit teachers and students alike.

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Section: Introductionsupporting

confidence: 86%

Section: Discussionmentioning

confidence: 67%

School-based outdoor education and teacher subjective well-being: An exploratory study

Deschamps

Scrutton²,

Ayotte-Beaudet³

2022

Front. Educ.

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“…The public also agrees that museums innovate in providing convenience services to the community [32]. These innovation includes 13 kinds of ways including ( 1) online reservation [33], (2) social media Instagram [34], (3) an information system called SIMVONI [35]; ( 4) Virtual Art Museum [36]; (5) digital technology [37]; (6) digital learning videos [38]; (7) Mobile learning [39]; (8) augmented reality [40]; (9) Android platform technology [41]; (10) Museum visualization [18]; (11) web museum [42,1] (12) YouTube [1,42]; (13) Virtual tour [43,44,45,32,46,34,47,48,33,49,50,7,45]. Virtual tours are indeed the most widely used in developing museums in Indonesia and in the world.…”

Section: Resultsmentioning

confidence: 99%

“…Students can also learn directly from museum guides who have expertise in the objects or cultural heritage being displayed. However, outside learning Classes are still very rarely [13]. In fact, museums are very rich in material and information that can be directly captured by the students' cognitive and affective from various levels, elementary, middle school, high school, to university.…”

Section: Introductionmentioning

confidence: 99%

Yogyakarta Vredeburg Fort Museum Based to Conduct the Designation of Learning Video of Social Science

Gularso¹,

Fairuzabadi²,

Birsyada³

2022

Proceedings of the 1st UPY International Conference on Education and Social Science (UPINCESS 2022)

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A museum is a building or building that is used as a place to exhibit objects that deserve public attention, such as historical relics, arts and sciences. The museum has educational and artistic value so that it can be used as a source of student learning at all levels of education in Indonesia. One of the learning resources that can be developed based on the information in the museum is learning videos. Especially during the current Covid-19 pandemic, students and teachers have difficulty making direct visits to museums, especially for the ones who are geographically far from the museum location. The learning video that will be developed in this research is a Social Science one by taking subjects in elementary, middle and high school. The museum that will be the object of research is the Fort Vredeburg Museum, located in Yogyakarta, Indonesia. The design of learning videos employs the multimedia development life cycle/MDLC method in content development with six cyclical steps, namely drafting concepts, designing, collecting materials, assembling, testing and distributing the learning videos. This research is still at the design stage of social studies learning videos with the Vredeburg Fort museum as the basis for thinking. The next step of this research is a social studies learning video based on the Vredeburg Fort Museum, where validity tests, reliability tests, effectiveness tests and usability tests are carried out.

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“…A possible reason for that may lie in the fact that there is a lack of teacher training programs regarding their role in out-of-school learning contexts. According to Remmen and Iversen (2022), teachers should gain more knowledge about the use of outdoor education in the areas of physics chemistry, health education and geography.…”

Section: Discussionmentioning

confidence: 99%

Guided school visits to a research center: Perspectives from teachers and staff

Giannakoudaki

Stavrou

2022

Int J Phys & Chem Ed

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This study investigates (i) the educational program offered by one of the largest research centers in Greece and (ii) the teachers’ and staff’s perspectives for the school visits. Data came from interviews of teachers, staff of the research center and observation of the school visits. Though the majority of the teachers were satisfied of the visit, and they perceived the trip as a unique experience for their students, it was mostly inconsistent with recommendations of informal science teaching literature, as science teachers perceived the visit as an isolated one-day occurrence with no connection to the curriculum and no intention of planning any pre- or post-visit activities. This fact, combined with the demonstrated gap between teachers’ and staff’s perspectives, gave little or no learning orientation to the visits. Finally, this study assists in developing guidelines that would serve both teachers and research centers in collaborating together for better school trips.

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A scoping review of research on school-based outdoor education in the Nordic countries

Cited by 31 publications

References 70 publications

School-based outdoor education and teacher subjective well-being: An exploratory study

School-based outdoor education and teacher subjective well-being: An exploratory study

Yogyakarta Vredeburg Fort Museum Based to Conduct the Designation of Learning Video of Social Science

Guided school visits to a research center: Perspectives from teachers and staff

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