Promoting Social Skills through Outdoor Education and Assessing Its’ Effects

Harun, Mohd Taib; Salamuddin, Norlena

doi:10.5539/ass.v10n5p71

Cited by 24 publications

(16 citation statements)

References 9 publications

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“…The conclusions of the research performed by Harun and Salamuddin (2014) confirmed that empiric learning during the physical activity is basis of the development of social capabilities. The works of other scientists (Del Val Núñez, Romero, Sánchez, & Aránega, 2018;Muñoz Campos, 2017) also confirm the development of social capabilities during empiric learning.…”

Section: Resultssupporting

confidence: 53%

Conceptual Model of the Educational Presumptions of the Coordination of Collaboration and Competition Capabilities in Dancesport

Armas

Šniras

2019

Baltic Journal of Sport and Health Sciences

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Background. Simultaneously manifested collaboration and competition capabilities are coordinated. This harmony is determined by social interdependency of participants of the activity. It is also true about the dancesport activity. Dancesport dancers mostly compete for higher results, but collaboration is obligatory in order to achieve that result. The problem question was what the educational presumptions of the coordination of collaboration and competition in the dancesport activity are. The research aim was to create the conceptual model of the educational presumptions of the coordination of collaboration and competition in the dancesport activity. Research method was theoretical analysis and synthesis. The results of theoretical analysis are generalized and incorporated into the conceptual model. Discussion and conclusions. The theoretical model of the educational presumptions of the coordination of collaboration and competition in dancesport compiled and presented on the basis of the analysis of scientific literature reveals the conceptual basis of the educational presumptions of the coordination of collaboration and competition in dancesport. Dancesport dancers act and strive for sport and personal goals by using collaboration and competition capabilities, coordinating them and reaching the higher form of coopetition (harmony). The model of the educational presumptions of the coordination of collaboration and competition in dancesport is based on the analysis of literature about the forms of the interpersonal interaction both in the social environment and sport activity, manifestation of discussed forms of the interaction and theory of empiric learning including capabilities.

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Section: Resultssupporting

confidence: 53%

Conceptual Model of the Educational Presumptions of the Coordination of Collaboration and Competition Capabilities in Dancesport

Armas

Šniras

2019

Baltic Journal of Sport and Health Sciences

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“…Teachers, parents, and students report that wilderness and other nature experiences boost self-confidence, critical thinking, and problem-solving (e.g., Kochanowski and Carr, 2014; Truong et al, 2016) as well as leadership and communication skills such as making important decisions, listening to others, and voicing opinions in a group (e.g., Jostad et al, 2012; Cooley et al, 2014). Students emerge more resilient, with a greater capacity to meet challenges and thrive in adverse situations (Beightol et al, 2012; Cooley et al, 2014; Harun and Salamuddin, 2014; Warber et al, 2015; Richmond et al, 2017). Interestingly, greener everyday settings may also boost positive coping (Kuo, 2001) and buffer children from the impacts of stressful life events (Wells and Evans, 2003).…”

Section: Outcomes For Learning and Developmentmentioning

confidence: 99%

Do Experiences With Nature Promote Learning? Converging Evidence of a Cause-and-Effect Relationship

2019

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Do experiences with nature – from wilderness backpacking to plants in a preschool, to a wetland lesson on frogs—promote learning? Until recently, claims outstripped evidence on this question. But the field has matured, not only substantiating previously unwarranted claims but deepening our understanding of the cause-and-effect relationship between nature and learning. Hundreds of studies now bear on this question, and converging evidence strongly suggests that experiences of nature boost academic learning, personal development, and environmental stewardship. This brief integrative review summarizes recent advances and the current state of our understanding. The research on personal development and environmental stewardship is compelling although not quantitative. Report after report – from independent observers as well as participants themselves – indicate shifts in perseverance, problem solving, critical thinking, leadership, teamwork, and resilience. Similarly, over fifty studies point to nature playing a key role in the development of pro-environmental behavior, particularly by fostering an emotional connection to nature. In academic contexts, nature-based instruction outperforms traditional instruction. The evidence here is particularly strong, including experimental evidence; evidence across a wide range of samples and instructional approaches; outcomes such as standardized test scores and graduation rates; and evidence for specific explanatory mechanisms and active ingredients. Nature may promote learning by improving learners’ attention, levels of stress, self-discipline, interest and enjoyment in learning, and physical activity and fitness. Nature also appears to provide a calmer, quieter, safer context for learning; a warmer, more cooperative context for learning; and a combination of “loose parts” and autonomy that fosters developmentally beneficial forms of play. It is time to take nature seriously as a resource for learning – particularly for students not effectively reached by traditional instruction.

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“…The concept outdoor itself refers to open-air settings (English Oxford Living Dictionaries). Outdoor education comprises a holistic form of education with the goal of enhancing the overall well-being of children and adolescents, including their academic, physical, emotional, social, and psychological well-being (Harun & Salamuddin, 2014). The conceptual jungle in the field is evident.…”

Section: Definition: What Is Outdoor Education?mentioning

confidence: 99%

“…These aspects all contribute to the social and psychological well-being of children. Indeed, another important benefit of outdoor education is the promotion of social relationships and the practice of social skills in group settings (Harun & Salamuddin, 2014), thereby increasing the meaningfulness of this approach from students' perspectives (see also Garrison, Östman, & Håkansson, 2015).…”

Section: Outdoor Education As a Meaningful Learning Experiencementioning

confidence: 99%

Transformational elements for learning outdoors in Finland: A review of research literature

Sarivaara¹,

Uusiautti²

2017

IJRSE

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In Finland, new curriculum and new teaching guidelines have placed new demands on schools and learning requirements. This article discusses outdoor education and organized learning in out-of-school setting. Thematic inquiry based learning is a significant method in outdoor learning because it brings pupils and teachers outside of the traditional classroom. Therefore, we discuss how outdoor education has been defined and why outdoor education should be an important element of education at all schools according to the scholarly research. Outdoor education has been found to increase student's psychological and physical well-being, and students have been found to perform and learn better in applied environments. The pedagogical concepts that underlie related teaching concepts are also discussed, and a review of the relevant literature is performed. In conclusion, we highlight some of the main benefits of outdoor education as out-of-school learning such as for wellbeing, self-capability and experimental learning experiences and moreover, its applications for the pupils in the 21st century.

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Promoting Social Skills through Outdoor Education and Assessing Its’ Effects

Cited by 24 publications

References 9 publications

Conceptual Model of the Educational Presumptions of the Coordination of Collaboration and Competition Capabilities in Dancesport

Conceptual Model of the Educational Presumptions of the Coordination of Collaboration and Competition Capabilities in Dancesport

Do Experiences With Nature Promote Learning? Converging Evidence of a Cause-and-Effect Relationship

Transformational elements for learning outdoors in Finland: A review of research literature

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