How young people respond to learning spaces outside school: A sociocultural perspective

Peacock, Alan; Pratt, Nick

doi:10.1007/s10984-011-9081-3

Cited by 25 publications

(30 citation statements)

References 28 publications

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“…Furthermore, farm and garden based learning may help to overcome the sense of independence experienced by some urban children, giving them concrete experiences of how modern divisions of labour in fact increase dependence on others. Clearly, farm and other food production settings offer -learning space‖ that is potentially more innovative and experiential compared with conventional classroom settings [22]. However, there is limited exploration of how schools might implement a wide ranging school programme designed to facilitate education about sustainable food production and animal welfare issues.…”

Section: Garden Enhanced Education and Farm Visitsmentioning

confidence: 99%

Creating a Learning Environment to Promote Food Sustainability Issues in Primary Schools? Staff Perceptions of Implementing the Food for Life Partnership Programme

et al. 2013

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Abstract:There is increasing interest in the role that schools can play in promoting education for sustainable development (ESD), and evidence is emerging that schools can be influential in the emerging agenda around the ecological, ethical and social aspects of food, diet and nutrition. With regard to such food sustainability issues, this paper analyses the role of the Food for Life Partnership national programme in supporting garden and farm-based learning activities in 55 primary schools in England, UK. Using a mixed methods approach, the study examined the programme's implementation through staff perceptions and a range of school change indicators. The study found that the programme delivery was associated with widespread institutional reforms. According to staff, implementation of the programme provided a range of opportunities for pupils to learn about food production and sustainability, but addressing these issues was challenging for teachers and raised a number of questions concerned with effective, equitable and on-going implementation. At a pedagogical level, teachers also reflected on conceptually challenging aspects of food sustainability as a topic for primary school education. The study identified ways that ESD programmes could support schools to think about and implement learning opportunities as well as identifying significant barriers related to resourcing such programmes. OPEN ACCESSSustainability 2013, 5 1129

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Section: Garden Enhanced Education and Farm Visitsmentioning

confidence: 99%

Creating a Learning Environment to Promote Food Sustainability Issues in Primary Schools? Staff Perceptions of Implementing the Food for Life Partnership Programme

et al. 2013

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“…Learner's individual perception of the environment: Peacock and Pratt (2011) state that it is possible to distinguish different ways in which individual people comprehend terms or ideas, and how they respond to a particular environment. The latter may range from those who strongly identify with it to those who strongly reject it.…”

Section: Factors Which Impact Fieldtrip Learningmentioning

confidence: 99%

“…Based on their review of literature and the meta-analysis done by others such as Rickinson Dillon, Teamey, Morris, Choi, Sanders, and Benefield (2004) as well as Peacock and Pratt (2011) argue that field trip learning environments include factors which are not apparent in classrooms. In a fieldtrip setting Vygotsky's theory of mediated action (educator/teacher -child -object, see p. 31) has a different quality to that achieved in classroom learning.…”

Section: Social Interactionmentioning

confidence: 99%

“…may increase cognitive learning, others that overbearing structures diminish interest in the learning outcomes or positive attitudes toward the visit (Österlind, 2005;DeWitt & Storcksdieck, 2008). Because of this, highly structured field trips are often criticised for adopting a class-room style and task oriented approaches, which focus pupils on the process of 'schooling' (Peacock & Pratt, 2011, Adams et al, 2008.…”

Section: Social Interactionmentioning

confidence: 99%

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Garden Learning: A Study on European Botanic Gardens Collaborative Learning Processes

Kapelari¹

2015

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“…The physical learning environment often used in formal education is a classroom setting. Literature shows that changing this setting-getting outdoor, working in other cultures or countries, in new landscapes-can increase the learning capacity of students (Meijles and Van Hoven 2010;Peacock and …”

Section: Designing a Wilderness Entrepreneurship Curriculummentioning

confidence: 99%

Preparing a New Generation of Wilderness Entrepreneurs

Jobse

Witteveen

Santegoets

et al. 2015

Rewilding European Landscapes

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This chapter discusses the role of education in the preparation of the next generation of entrepreneurs in nature conservation. Departing from the traditional conservation education, which emphasizes ecological management, the chapter is a plea for incorporating entrepreneurship in the curricula of educational programmes on rewilding ecosystems. An Erasmus Intensive Programme on European Wilderness Entrepreneurship is presented as a case study. A set of competences is defined and operationalized based on the evaluation of the first edition of the programme undertaken in Rewilding Europe's pilot area in Western Iberia. Aspects of the learning strategies and learning environment are presented and reviewed. The conclusion of this chapter is that to learn wilderness entrepreneurship competences, an environment should be created in which students, teachers and stakeholder co-learn at the boundaries of their comfort zones.

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How young people respond to learning spaces outside school: A sociocultural perspective

Cited by 25 publications

References 28 publications

Creating a Learning Environment to Promote Food Sustainability Issues in Primary Schools? Staff Perceptions of Implementing the Food for Life Partnership Programme

Creating a Learning Environment to Promote Food Sustainability Issues in Primary Schools? Staff Perceptions of Implementing the Food for Life Partnership Programme

Garden Learning: A Study on European Botanic Gardens Collaborative Learning Processes

Preparing a New Generation of Wilderness Entrepreneurs

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