Experiential Learning in Outdoor Environments

Abstract

Children who develop a sense of curiosity begin to discover, question, investigate, and criticize new things. The new environments that students enter allow them to explore their curiosity and try to get to know and explore the environment. While exploring their environment, students research, question, criticize, ask, analyze, and construct/schematize new knowledge. From this point of view, purposefully structured environments for outdoor educational activities or unstructured environments for different purposes offer a rich learning space for students to develop these skills. In order to carry out activities in outdoor environments, it is essential to recognize these environments, to know how to design educational processes, to analyze the contribution of these activities to the development of different skills and learning of students, to adapt to developments in science and technology and to support them with technology, and to evaluate the process holistically.