Learning arithmetic outdoors in junior high school – influence on performance and self-regulating skills

Fägerstam, Emilia; Samuelsson, Joakim

doi:10.1080/03004279.2012.713374

Cited by 25 publications

(22 citation statements)

References 29 publications

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“…A schoolyard greening intervention was associated with decreased physiological stress and increased well-being [139], whereas introducing plants into classrooms did not alter early adolescents' anxiety, well-being, or academic achievement in another study [132]. Outdoor learning was associated with greater improvement of math PLOS ONE PLOS ONE PLOS ONE skills in a quasi-experiment [123], but these results should be interpreted with caution due to significant baseline differences between groups. A higher percentage of parkland in neighbourhoods was associated with lower perceived stress for early adolescents in a cross-sectional geographic study [124], but in an RCT, viewing scenes of natural environments on a screen was not associated with changes in mood or selfesteem [161].…”

Section: Early Adolescents (12-14 Years)mentioning

confidence: 99%

“…While a wider range of study designs were utilised in the GT literature there were methodological shortcomings in some studies which limit causal inferences. A lack of control group in pre-post studies [62,75,76,133,147,172,173,222], significant baseline differences between groups [78,108,123,145], and procedural issues [78,89,221] were common across studies. For example, the educational and well-being effects of education outside the classroom for schoolchildren may have been underestimated in three studies as the control groups were either 'contaminated' with education outside the classroom [78,221], or the intervention schools had a pre-established interest in, and use of, education outside the classroom [89].…”

Section: Plos Onementioning

confidence: 99%

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Psychological impacts of “screen time” and “green time” for children and adolescents: A systematic scoping review

et al. 2020

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Technological developments in recent decades have increased young people's engagement with screen-based technologies (screen time), and a reduction in young people's contact with nature (green time) has been observed concurrently. This combination of high screen time and low green time may affect mental health and well-being. The aim of this systematic scoping review was to collate evidence assessing associations between screen time, green time, and psychological outcomes (including mental health, cognitive functioning, and academic achievement) for young children (<5 years), schoolchildren (5-11 years), early adolescents (12-14 years), and older adolescents (15-18 years). Original quantitative studies were identified in four databases (PubMed, PsycInfo, Scopus, Embase), resulting in 186 eligible studies. A third of included studies were undertaken in Europe and almost as many in the United States. The majority of studies were cross-sectional (62%). In general, high levels of screen time appeared to be associated with unfavourable psychological outcomes while green time appeared to be associated with favourable psychological outcomes. The ways screen time and green time were conceptualised and measured were highly heterogeneous, limiting the ability to synthesise the literature. The preponderance of cross-sectional studies with broadly similar findings, despite heterogeneous exposure measures, suggested results were not artefacts. However, additional high-quality longitudinal studies and randomised controlled trials are needed to make a compelling case for causal relationships. Different developmental stages appeared to shape which exposures and outcomes were salient. Young people from low socioeconomic backgrounds may be disproportionately affected by high screen time and low green time. Future research should distinguish between passive and interactive screen activities, and incidental versus purposive exposure to nature. Few studies considered screen time and green time together, and possible reciprocal psychological effects. However, there is preliminary evidence that green time could buffer consequences of high screen time, therefore nature may be an under-utilised public health resource for youth psychological well-being in a high-tech era.

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Section: Early Adolescents (12-14 Years)mentioning

confidence: 99%

Section: Plos Onementioning

confidence: 99%

Psychological impacts of “screen time” and “green time” for children and adolescents: A systematic scoping review

et al. 2020

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“…Although all practitioners involved in the study valued outdoor learning it might be that some, as Fägerstam and Samuelsson (2014) identified, undervalue the role that the outdoor environment can have in enabling children to reach higher levels of cognitive understanding and for summative assessment. This highlights the importance of offering specialised training for practitioners in this area.…”

Section: Factors Hindering Outdoor Assessmentmentioning

confidence: 99%

“…Practitioners who have an authoritarian attitude may constrain learning (Humberstone and Stan 2011), as they may be less likely to adopt a pedagogy that recognises learning from a child's viewpoint (McInnes et al 2013) and to see the value that the outdoor environment has in enabling children to reach higher levels of cognitive understanding (Fägerstam and Samuelsson 2014). Some practitioners have been found to hold assumptions regarding the groups of children who most benefit from outdoor learning.…”

Section: Introductionmentioning

confidence: 99%

Assessing learning in the early years’ outdoor classroom: examining challenges in practice

Davies

Hamilton

2016

Education 3-13

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The benefit the outdoor environment has for young children's development is widely documented. However, there is less literature outlining practitioners' experiences of assessing learning in the outdoors and factors which impact the level and quality of assessments undertaken. This study, based on a pragmatic mixed methods approach, undertaken in 9 early years' settings in North Wales, reports the findings of 37 practitioners. The research suggests that assessing children in the outdoors is not used to its potential. Factors impeding the use of the outdoor classroom include: lack of appropriate resources; level of staff expertise; child-staff ratio; adverse weather; and changes to curriculum policy which place emphasis on the formal assessment of children. There appears to be assumptions about learners most likely to benefit from outdoor learning and assessment: boys; children in socio-economically deprived areas; and children with additional learning needs. The paper highlights the need for broader training opportunities for practitioners on planning for learning and assessment in the outdoors that go beyond a single course focus. With creative planning, there is no reason why summative assessments of all areas of learning within the early years' curriculum, cannot be done as effectively outdoors as they may be being done indoors.

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“…Demirci Güler & Afacan, 2013;Esteves, Ferreira, Vasconcelos & Fernandes, 2013;Fägerstam & Blom, 2013;Gilbert & Priest, 1997;Yunker, Orion & Hofstein, 1994Orion & Lernau, 2011) megvalósult iskolán kívüli programokról tudósít, azért akad példa a más tudományterületekhez, tantárgyakhoz kapcsolódó tanulmányokra is, mint például a matematika (pl. Debenjak, 2010; Godnič, 2010;Brecelj, 2010;Fägerstam & Samuelsson;, a kémia (pl. Borrows, 2006;Spitzer, Krischer & Gröger, 2014), vagy az olvasás, szövegértés és idegen nyelvek (Lieberman & Hoody, 2000).…”

Section: A Hatásvizsgálatok Területeiunclassified

Az iskolán kívüli tanulás gyakorlatának, megítélésének és hatásának vizsgálata általános iskolás tanulók, pedagógusok és intézményvezetők körében

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Learning arithmetic outdoors in junior high school – influence on performance and self-regulating skills

Cited by 25 publications

References 29 publications

Psychological impacts of “screen time” and “green time” for children and adolescents: A systematic scoping review

Psychological impacts of “screen time” and “green time” for children and adolescents: A systematic scoping review

Assessing learning in the early years’ outdoor classroom: examining challenges in practice

Az iskolán kívüli tanulás gyakorlatának, megítélésének és hatásának vizsgálata általános iskolás tanulók, pedagógusok és intézményvezetők körében

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