‘Did you enjoy your holiday?’ Can residential outdoor learning benefit mainstream schooling?

Christie, Beth; Higgins, Peter; McLaughlin, Patrick

doi:10.1080/14729679.2013.769715

Cited by 22 publications

(6 citation statements)

References 15 publications

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“…Indeed, significant concerns have been raised in regards to how this form of OE aims to provide transferrable and transformative learning opportunities for pupils (Beames and Atencio, 2008). Christie et al (2013: 2) note that scholars have previously made strong claims as to the impact of outdoor residential experiences on “self-confidence, social skills, motivation and their academic attainment”. Yet, a critical view has been proffered that contests this widely accepted discourse that substantial learning transfer will necessarily occur between OE camps and schools (Beames et al, 2009; Beames and Atencio, 2008; Nicol and Higgins, 1998).…”

Section: Discussionmentioning

confidence: 99%

‘The strawberry generation… they are too pampered’

Atencio

Tan

et al. 2014

European Physical Education Review

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This paper explores pre-service PE teachers’ conceptions of outdoor education (OE) in Singapore. Survey questionnaires were administered to 120 pre-service teachers; 14 teachers participated in follow-up semi-structured interviews. The findings indicate that OE is predominantly situated within the outdoor camp environment. Pre-service teachers regularly envisioned the purpose of OE as to instil a sense of discipline among students and to ameliorate the negative health impacts of an urban and wealthy lifestyle. We propose that the dislocation of OE from local and situated school contexts as well as the instrumental nature of OE pedagogy runs contrary to aims of fostering acquisition of life skills and character development. We concomitantly question how the pre-service teachers’ envisioning of OE can convincingly support holistic learning outcomes deemed beneficial to Singaporean youth and society more broadly.

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Section: Discussionmentioning

confidence: 99%

‘The strawberry generation… they are too pampered’

Atencio

Tan

et al. 2014

European Physical Education Review

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“…It was further highlighted that there is little in the way of educational curriculum‐based outcomes within existing the literature. In addition to outcomes reported in the Blagrave Report, existing evidence for the positive impact of outdoor education is anecdotal and lacks experimental rigour, as opposed to quantitative measurement of effect (Randler et al ., ; Bowker, ; Hamilton‐Ekeke, ; Karpinnen, ; Christie et al ., ). Adding to this, and as stated above, the majority of outdoor programmes are delivered on single, sporadic days rather than consecutive multiple days, owing to restrictions on travel and costs faced by schools.…”

Section: Introductionmentioning

confidence: 97%

Wilderness Schooling: A controlled trial of the impact of an outdoor education programme on attainment outcomes in primary school pupils

Quibell

Charlton

Law

2017

British Educational Res J

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Gaps in education attainment between high and low achieving children in the primary school years are frequently evidenced in educational reports. Linked to social disadvantage, these gaps have detrimental long-term effects on learning. There is a need to close the gap in attainment by addressing barriers to learning and offering alternative contexts for education. There is increasing evidence for beneficial impacts of education delivered outdoors, yet most programmes are un-structured, and evidence is anecdotal and lacks experimental rigour. In addition, there is a wealth of socialemotional outcomes reported yet little in the way of educational attainment outcomes. The current study explores the educational impact of a structured curriculum-based outdoor learning programme for primary school children: 'Wilderness Schooling'. A matched-groups design: Wilderness Schooling (n=223) and conventional schooling (n=217), was used to compare attainment data in English reading, English writing and maths, collected at three time-points: Pre-(T1) and postintervention (T2) and at a 6-week follow up (T3). Data show that children in the Wilderness Schooling group significantly improved their attainment in all three subjects compared to controls. Trajectories of impact indicated attainment continued to increase from baseline in the following weeks after the intervention concluded. These results allow the case to be made for the core curriculum to be conducted outdoors to improve children's learning. However, it is important to consider that there are likely to be various components of the intervention that could form a theory of change essential to reported outcomes.

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“…This leads to another complex of research desiderates, i.e., the quality of the learned contents during the outdoor teaching in comparison to the “normal” school context in a longitudinal design, i.e., content quantity and quality, as well as learning sustainability, which has been searched into in a mixed-method approach by Christie et al ( 2013 ), yielding promising results. In our above-mentioned longitudinal survey, we will also address this problem in a control group design.…”

Section: Summary and Discussionmentioning

confidence: 99%

Investigating the motivational behavior of pupils during outdoor science teaching within self-determination theory

et al. 2015

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This paper presents data from a mixed-method pilot study (n = 84) searching into learning psychological aspects of an outdoor science teaching program. We use data from qualitative explorations into the pupils' learning motivation during field observation, a group interview, and open questionnaires, in order to understand quantitative measures from the Self-Determination Index (SDI), and the Practical Orientation (PO) of the program. Our data suggest that lower self-regulated pupils in “normal” science classes show a significantly higher self-regulated learning motivational behavior in the outdoor educational setting (p < 10−4), and that the outdoor-teaching has generally been perceived as more practical than teaching at the normal school context (p < 10−4), irrespective of gender or school culture. We are going to provide in-depth analyses of all quantitative findings with our qualitative data and thus explain the findings logically, with respect to the direction of the statistical interpretation, and substantially, with respect to the meaning of the discoveries. We conclude that outdoor programming appears to be a suitable tool to trigger interest in science in youngsters, especially for less motivated pupils.

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‘Did you enjoy your holiday?’ Can residential outdoor learning benefit mainstream schooling?

Cited by 22 publications

References 15 publications

‘The strawberry generation… they are too pampered’

‘The strawberry generation… they are too pampered’

Wilderness Schooling: A controlled trial of the impact of an outdoor education programme on attainment outcomes in primary school pupils

Investigating the motivational behavior of pupils during outdoor science teaching within self-determination theory

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