Place-based curriculum making: devising a synthesis between primary geography and outdoor learning

Dolan, Anne

doi:10.1080/14729679.2015.1051563

Cited by 33 publications

(27 citation statements)

References 33 publications

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“…Children's connections to the landscape, nature, and people in it can also be developed through outdoor learning, as children learn issues about their living environment and develop their place knowledge. Such learning would be possible if children were studying co-operatively and collaboratively [58] through "ground learning" in local phenomena, gaining "lived experiences" [59]. Consequently, through geographical cross-curricular themes, which foster a strong sense of place and space, understanding of sustainability can also be supported.…”

Section: Outdoor Learning Promotes Sustainability In Geography Educationmentioning

confidence: 99%

Teaching and Learning Methods in Geography Promoting Sustainability

2019

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Understanding and learning geographic knowledge and applying it to sustainable development (SD) depends not only on the knowledge itself, but also on how it is taught and studied. The teaching and learning methods for promoting sustainability in geography have not been thoroughly studied. This qualitative study examined articles on geography teaching and SD. The material was selected using keywords related to geography education. The study describes 17 articles published in peer-reviewed scientific journals from 2008 to 2018. The focus group varied from primary to higher education. The proportion of teaching and learning methods were determined. The data were analyzed using qualitative content analysis. The foci of the analyses were the teaching and learning methods, topics, goals, and levels of thinking skills. Additionally, features of the teaching methods used in geography education, including outdoor education, to achieve the sustainable development goals (SDGs) were investigated. Different teaching methods used together and interactive learning were the most often preferred. Group work and teachers’ presentations were mentioned in 12 articles, and inquiry-based learning and argumentation in half of the articles. The most often written expressions promoting SD in geography education concerned environmental sustainability (42%), followed by social (25%), economic (19%), and cultural sustainability (14%). The most emphasized features of the current teaching methods were active participation, thinking skills, animation, evaluation, dialog, demonstrations, and information and communication technology skills. The whole school approach and forward-looking perspective in geography should be implemented in school education to reach the SDGs and to support SD.

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Section: Outdoor Learning Promotes Sustainability In Geography Educationmentioning

confidence: 99%

Teaching and Learning Methods in Geography Promoting Sustainability

2019

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“…School-based provision is where outdoor learning is used to support curriculum delivery and integrated into it (Fägerstam, 2014;Macquarrie, 2016;) and not as supplementary (Nicol, 2014) or seen as a privilege (Power et al, 2009). It can be integrated in all teaching and learning (Dolan, 2015) as regular rather than short term provision (Stern, Powell & Hill, 2014).…”

Section: You M a Y N O Tmentioning

confidence: 99%

Changes in outdoor learning in primary schools in England, 1995 and 2017: lessons for good practice

Prince

2018

Journal of Adventure Education and Outdoor Learning

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“…Place-based approaches have been the subject of recent attention in the outdoor education field (Brown, 2012;Dolan, 2015;Quay & Seaman, 2013). Brown (2012) noted from the particular context of place-based outdoor education in New Zealand, A place-responsive approach moves the focus from viewing outdoor education as a set of activities to outdoor education as a way to view relationships; both with people and place(s) .…”

Section: The Microadventures Of the Everydaymentioning

confidence: 99%

“…Some people may get the impression that contemporary outdoor education is like a three-legged stool held up by Dewey, Hahn, and the experiential learning cycle as popularized by Kolb (1984). Dolan (2015) cited what she refers to as a "classic" definition of outdoor education "provided by Donaldson and Donaldson in 1958, when they stated that 'outdoor education is in, about, and for the outdoors'" (p. 49). To Quay and Seaman (2013), however, outdoor education remains a "confused" field that has yet to resolve basic conflicts around whether it is predominantly a content subject (the outdoors) or a unique method (teaching through the outdoors).…”

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confidence: 99%

Re-Placing Outdoor Education: Diversity, Inclusion, and the Microadventures of the Everyday

Roberts

2018

JOREL

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With the increased emphasis on sustainability and place-based education, along with a heightened sense of awareness of diversity and inclusion issues in outdoor education, the time has come to critically examine the long-held trip and expedition construct within the outdoor education field. This paper will explore the theoretical influences of Romanticism on the field and connect these influences to long-standing and unresolved issues of diversity and inclusion in outdoor education. Using the romantic concept of the "sublime, " I argue that outdoor and adventure education have traditionally settled around the organizing motif of the trip and the expedition in contrast with local and everyday experiences, and as a result, these frameworks have caused the field to miss opportunities for wider acceptance and usage as well as solidarity with like-minded pedagogies in environmental and place-based education. In this paper, I claim that a critical awareness of the romantic legacy, combined with a renewed focus on the concept of place and everyday experiences, will allow the fields of outdoor and adventure education to expand in influence and inclusion.

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Place-based curriculum making: devising a synthesis between primary geography and outdoor learning

Cited by 33 publications

References 33 publications

Teaching and Learning Methods in Geography Promoting Sustainability

Teaching and Learning Methods in Geography Promoting Sustainability

Changes in outdoor learning in primary schools in England, 1995 and 2017: lessons for good practice

Re-Placing Outdoor Education: Diversity, Inclusion, and the Microadventures of the Everyday

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