Journeys outside the classroom

Beames, Simon; Ross, Hamish

doi:10.1080/14729679.2010.505708

Cited by 57 publications

(44 citation statements)

References 31 publications

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“…Although such visits are often appreciated by both students and teachers, the difficulty of relating the learning experience to everyday school learning remains a concern. Most of the previous studies on school-based outdoor learning investigated the primary school context (Beames & Ross, 2010;Dyment, 2005;Jordet, 2007;Mygind, 2005;Waite, 2011). This study contributes to our knowledge of school-based outdoor learning by focusing on secondary school teachers.…”

Section: Aims Of the Studymentioning

confidence: 93%

“…Furthermore, since outdoor learning engages skills from various disciplines, it may also enhance multidisciplinary learning. A study where primary students went on 'outdoor journeys' in the neighbourhood reported improved cross-curricular and holistic learning, and increased connection with the students' surroundings (Beames & Ross, 2010). Thus, school-based outdoor learning seems to have the potential to improve learning in different ways.…”

Section: Aims Of the Studymentioning

confidence: 99%

“…Before the start of the project, teachers emphasized the aspect of expanding school knowledge by increasing place-based, multidisciplinary and 'authentic' learning outdoors. Increased multidisciplinary learning outdoors, in the way suggested by Dyment (2005) and Beames & Ross (2010), seemed harder to achieve in the high school context than in a primary school context. This can be related to the highly structured and subject-specific schedule employed in high school education leaving less room for multidisciplinary teaching.…”

Section: Place-based and Multidisciplinary Learningmentioning

confidence: 99%

See 2 more Smart Citations

High school teachers’ experience of the educational potential of outdoor teaching and learning

Fägerstam

2013

Journal of Adventure Education and Outdoor Learning

129

101

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Section: Aims Of the Studymentioning

confidence: 93%

Section: Aims Of the Studymentioning

confidence: 99%

Section: Place-based and Multidisciplinary Learningmentioning

confidence: 99%

See 1 more Smart Citation

High school teachers’ experience of the educational potential of outdoor teaching and learning

Fägerstam

2013

Journal of Adventure Education and Outdoor Learning

129

101

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“…Interdisciplinary approach to teaching also enables the use of different teaching strategies, which allow a more profound understanding of content and more meaningful learning, and affect students' academic achievements (Dolenec & Dolenec, 2013). Studies have demonstrated benefits of learning outside the classroom (Szczepanski et al, 2007;Bentsen et al, 2010;Jordet, 2010;Beames & Ross, 2010), but have also indicated that organization and distribution of classes make it more difficult to organize integrated thematic teaching outside the classroom in senior years of primary and secondary schools.…”

Section: Integrated Outdoor Teachingmentioning

confidence: 99%

Benefits of teaching outside the classroom and effects on knowledge retention

Andjelkovic¹

2017

PROSOC

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Natural and social environments provide excellent opportunities for the application of integrated and constructivist approach to teaching and practicing of a variety of teaching and learning strategies. In this sense, the objective of this study was to examine how a programme of integrated learning outside the classroom "The Danube -a classroom on the water " effects immediate short-term and long-term retention of the presented content. The survey was conducted on a sample of 120 third grade primary school pupils who were divided into the experimental (N=60) and control group (N=60). Pupils of the experimental group participated in the outdoor learning project "The Danube -a classroom on the water", whereas pupils of the control group were taught the same content in the classroom through regular teaching methods -lecturing and presentation. The results of this study demonstrate the benefits of integrated outdoor teaching in respect to knowledge retention. Thus, the necessity to increase teaching hours outside the classroom in schools in Serbia is recommended in order to improve the quality of students' knowledge retention.

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“…Dale, 1967;Openshaw and Whittle, 1993;Rudman, 1994;Higgins, 1996;Tal, 2001;Ballantyne and Packer, 2002;Barker et al, 2002;Howarth and Slingsby, 2006;Byrd et al, 2007;Hamilton-Ekeke, 2007;Prokop et al, 2007;Tal and Morag, 2009;Beames and Ross, 2010;Martin, 2010;Öhman, 2010, 2012;Hanel and Hanelová 2011). These studies provide many excellent examples of outdoor practices and their use in education.…”

Section: Introductionmentioning

confidence: 99%

Shield Bugs of the genus Elasmucha - a Model Insect Group for Parental Care Demonstration within Field Excursions in Central and Northern Europe

Hanel¹,

Hanelová²

2014

Envigogika

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Direct observation of the environment and practical scientific enquiry outside the classroom are fundamental to an understanding of the nature of science as well as a source of inspiration and motivation. Thanks to the inclusion of excursions (field trips) during biology lessons students can directly participate in the process of science and improve their scientific reasoning skills. This paper presents parental care as an important life-history animal strategy. This phenomenon can be easily demonstrated by invertebrates, e.g. bugs (Insects, Heteroptera). The procedures described here offer step-by-step instructions on how bugs are used to guide students within research field-trip observation. Students can observe and investigate this interesting behaviour on selected bug species in natural conditions. These activities can increase student´s involvement and interest in biology. Although the activity mentioned above is aimed at high school students, it is easy to adapt it to other age groups. Presented proposals of school research can be used in various European regions with the vegetation formed by birch trees (Betula sp.). Key Words:active learning, outdoor biology, scientific observations, bugs (Heteroptera), parental carePloštice rodu Elasmucha jako modelová skupina k prezentaci rodičovské péče při přírodovědných školních exkurzích ve střední a severní Evropě. AbstraktPozorování různých procesů a dějů přímo v přírodních podmínkách jsou důležitá pro pochopení vědeckého bádání, stejně jako zdroj inspirace a motivace. Díky zahrnutí vycházek (exkurzí) do výuky biologie se studenti mohou prakticky seznamovat se zásadami přírodovědných průzkumů a zlepšit své vědecké logické myšlení. Článek představuje rodičovskou péči jako důležitou životní strategii živočichů. Tento jev lze snadno prezentovat na některých bezobratlých, např. na plošticích (Insecta, Heteroptera). V článku popsané názorné postupy slouží k lepší orientaci studentů v problematice a umožní jim provádět vědecká pozorování. Studenti tak mohou pozorovat a zkoumat tento zajímavý projev chování živočichů na vybraných druzích ploštic v jejich přirozeném prostředí. Tyto badatelské aktivity mohou zvýšit aktivní zapojení studentů do výuky i jejich zájem o biologii. Přestože prezentovaný návod na pozorování je především určen studentům středních škol, je snadné ho přizpůsobit i jiným věkovým skupinám. Uvedená badatelská školní aktivita může být využita v různých evropských regionech s porosty, kde jsou zastoupeny břízy (Betula sp.).

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Journeys outside the classroom

Cited by 57 publications

References 31 publications

High school teachers’ experience of the educational potential of outdoor teaching and learning

High school teachers’ experience of the educational potential of outdoor teaching and learning

Benefits of teaching outside the classroom and effects on knowledge retention

Shield Bugs of the genus Elasmucha - a Model Insect Group for Parental Care Demonstration within Field Excursions in Central and Northern Europe

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