Engaging youth in physical activity and STEM subjects through outdoor adventure education

Son, Julie S.; Mackenzie, Susan Houge; Eitel, Karla Bradley; Luvaas, Erik

doi:10.1007/bf03401012

Cited by 10 publications

(8 citation statements)

References 37 publications

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“…In biology, digital classification tools for plants have become best practice [54]. Other studies suggest a combination of outdoor and on-screen time [81,82]. Since the digital generation grew up with mobile internet, being interested in digital tools and biological subjects does not seem to be contradictory anymore.…”

Section: Influence Of Digital Preferences and Fascination Levels On K...mentioning

confidence: 99%

Closing the Gap: Potentials of ESE Distance Teaching

2022

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Environmental and sustainability education (ESE) traditionally relies on green teaching environments and active participation. Thus, during the lockdown phase, a gap between curricular goals and learning outcomes appeared. This study investigates the impact of ESE distance teaching on 288 Bavarian fifth-graders and learning factors that could bridge this gap. The influence of digital preferences on learning progress is examined and compared with the influence of fascination levels. A negative correlation between spending time outside in nature and spending time inside in front of a digital device is expected. A control group completed a learning unit about biological topics such as plant identification and environmental factors, as well as ESE topics such as characteristics of sustainable agriculture, at an out-of-school ESE center. The experimental group completed the same learning unit in distance teaching. Fascination with Biology (FBio) and Digital Nativity Assessment Scale (DNAS) were applied in addition to a customized knowledge test. Both values seem to have a positive impact on learning outcomes. There were no significant differences between the control and experimental group. Surprisingly, Fascination and Digital Nativity show a low, if not negligible, relationship. Implications for digital ESE, especially between outdoor learning centers and schools, are discussed.

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Section: Influence Of Digital Preferences and Fascination Levels On K...mentioning

confidence: 99%

Closing the Gap: Potentials of ESE Distance Teaching

2022

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“…Notwithstanding this trend, the effect of Outdoor Learning on academic metrics remains under-researched [75]. Indeed, many outdoor educators lament one of the key factors limiting Outdoor Learning from taking a greater role in mainstream education is the paucity of evidence demonstrating its impact on academic curriculum performance [11,[76][77][78][79].…”

Section: Efficacy Of Outdoor Learningmentioning

confidence: 99%

A Systematic Review Protocol to Identify the Key Benefits and Efficacy of Nature-Based Learning in Outdoor Educational Settings

Mann

Gray

Truong

et al. 2021

IJERPH

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Outdoor Learning in natural environments is a burgeoning approach in the educational sector. However, the evidence-base of research has not kept pace with teacher perceptions and increased practitioner usage. Anecdotal evidence and formal research suggest the significant health and wellbeing benefits of nature connection. Offering low-cost, non-invasive pedagogical solutions to public health challenges—particularly around mental health, wellbeing, physical literacy, and increasing physical activity–the pedagogical benefits of Outdoor Learning are yet to be fully enunciated. The proposed systematic review will search for studies across eight academic databases which measure the academic and socio-emotional benefits of Outdoor Learning, with a focus on school-aged educational settings. Using the inclusion criteria set out in this paper (and registered with PROSPERO: CRD42020153171), relevant studies will be identified then summarised to provide a synthesis of the current literature on Outdoor Learning. The goal of this review is to document the widespread international investigation into Outdoor Learning and its associated benefits for development, wellbeing, and personal growth. The systematic review will provide insights for teacher-training institutions, educational policy makers, and frontline teachers to improve the learning experiences of future students.

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“…Some work has been done in the field of adventure learning, which focused on introducing technology to formal classroom settings through the lens of adventure, but there is little on adventure-based STEM curricula. At the time of this dissertation, there has been some work with Indigenous American students (Miller, Doering, Roehrig, & Shimek, 2012;Zwick & Miller, 1996), a qualitative study looking at adventure STEM engagement (Son et al, 2017;Mackenzie, Son, & Eitel, 2018) and science-based geocaching (Larsen et al, 2014), but little else focused on combining adventure education and STEM education activities.…”

Section: Gaps In the Literaturementioning

confidence: 99%

“…Adventure STEM education is an emerging discipline. While there have been several studies on adventure STEM programs (Larsen et al, 2014;Mackenzie, Son, & Eitel, 2018;Miller, Doering, Roehrig, & Shimek, 2012;Son et al, 2017;Zwick & Miller, 1996), little has been studied beyond these projects. The work of Miller et al (2012) focused on the cultural context of learning through combining STEM principles with the traditional American Indian game of snow snakes to increase meaning for indigenous youth.…”

Section: Adventure Learningmentioning

confidence: 99%

“…They compared the test scores of students who participated in science-based outdoor educational activities with students who received traditional classroom-based lessons and found that the students given the outdoor lessons scored significantly higher. Son et al's (2017) and Mackenzie et al's (2018) papers both came from the same study. In this study, the researchers conducted focus group interviews with 22 high school students who participated in a five-day outdoor snow science program, and their findings suggest that the experience provided greater engagement opportunities in both physical activities and science education.…”

Section: Adventure Learningmentioning

confidence: 99%

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Understanding Academic Relevancy: Linking Practice to Classroom Through Adventure STEM Education

Morgan¹

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The purpose of this research paper was to examine the relationship between vocational relevancy and adventure STEM education in the context of a four-day adventure STEM camp. Middle school students participated in a variety of adventure activities designed to teach STEM concepts. Using a concurrent triangulation mixed methods design, 246 students completed preand post-surveys that assessed changes in attitudes related to STEM interest, career interest, STEM career knowledge, STEM identity, STEM self-efficacy, and STEM value. Fourteen students and eight teachers participated in semi-structured interviews to further examine the role of vocational relevancy in curricula. Overall, results indicate some support for increased positive STEM attitudes as a result of attending camp, with positive results across multiple data points for STEM self-efficacy (surveys, student interview, teacher interview). STEM interest received support in teacher interviews, STEM career interest in surveys and student interviews, and STEM career knowledge in surveys. STEM values showed conflicting results. Emergent interview data also indicated the possibility of an increase in students' social and interpersonal skills. Though further research in this area is needed, findings support a link between vocational relevancy and adventure STEM education. Future potential research avenues are also discussed.iii DedicationMi deciĉas ĉi tiun laboron al mia edzo, Kevin. Vi estas mia gvida stelo kaj la lumo de mia vivo.I would like to acknowledge everyone who helped make my postdoctoral journey possible. Thank you to my family for the love and support along the way. In particular, thank you to my Mom who helped me find my wings and has never faltered in the belief that I can do anything. Your belief and encouragement made me who I am today.

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Engaging youth in physical activity and STEM subjects through outdoor adventure education

Cited by 10 publications

References 37 publications

Closing the Gap: Potentials of ESE Distance Teaching

Closing the Gap: Potentials of ESE Distance Teaching

A Systematic Review Protocol to Identify the Key Benefits and Efficacy of Nature-Based Learning in Outdoor Educational Settings

Understanding Academic Relevancy: Linking Practice to Classroom Through Adventure STEM Education

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