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1.
Learning while playing: Children's Forest School experiences in the UK   总被引：1，自引：0，他引：1  
Children's outdoor play is declining, despite clear links between play, learning and development. Alternative learning initiatives which provide children with a diversity of play opportunities, including the chance to play outdoors, are therefore needed. One such programme, Forest School, is increasing in popularity in the UK and internationally, yet little is understood about its impact on children's learning, or how alternative approaches are informing learning in mainstream settings. This novel study examined primary school children's experiences of engaging in a Forest School programme in relation to this intersection between formal and informal approaches to learning. It explored how children interpret their experiences when faced with a fusion of learning environments and critically evaluates the benefits children realise, when asked to reflect on their learning engagement in both classroom and outdoor settings. Interviews were conducted with 33 children from two mainstream primary schools in England who had recently completed a 6-week Forest School programme. A rigorous phenomenological thematic analysis revealed three inter-related themes: a break from routine; learning through play; collaboration and teamwork. The findings suggest that the blending of Forest School with mainstream settings contributes to children's social, cognitive, emotional and physical skill development through experiential learning using play. These findings are significant because they not only emphasise the values of social constructivist play-pedagogy which underpin Forest School practice, but also highlight the need for primary schools to consider learning outside of the classroom as an effective pedagogy.  相似文献   

2.
This article presents an educational programme designed to explore the multicultural history of Poland. Targeting Jewish and non-Jewish students of Polish heritage, the Polonia Programme (PP) was conceptualised with the aim of applying the tools of experiential education to initiate a new approach to examining one of the world’s most challenging and fraught historical narratives. The programme, piloted in the summer of 2014, takes two groups of young people from the United States to Poland each year. It features a combination of formal lectures and interactive tours, complemented by structured and semi-structured discussions. The destination of this particular tour, with these particular participants, both challenges and reinforces accepted notions of “heritage tourism” within an experiential educational framework. This framework enables a sense of group connectivity which allows students to be, perhaps, more open to alternative narratives about the past. The authors of this article, who were involved in evaluating the pilot launch of the Polonia Programme, found that the programme’s experiential approach succeeded in encouraging participants in the pilot cohort to challenge ideas about their definitions of and preconceptions about “who and what counts as Polish”. For many, the experience shifted their understanding of Poland towards one which took its multi-ethnic and multicultural history into account. Several discovered new perspectives on their own identity and heritage, while others reached a new understanding of the shared histories of Poles and Jews. The experiential nature of this programme also allowed students to encounter difficult histories: experience, then, became a vehicle for more challenging conversations and deeper learning.  相似文献   

3.
Abstract

Experiential learning theory states that reflection is just as important to learning as action. However, business educators often overlook reflection in their experiential learning activities, especially when it’s understood as a dialogue process. Drawing on reflective learning theory, we explored the case of an undergraduate business programme that has been combining experiential learning with three different reflective learning mechanisms for the past ten years. Results show that: (1) reflective dialogue is central for ensuring that impressions from experience translate into better-defined learning outcomes, (2) this dialogue process greatly benefits from a closely guided process, and (3) different reflection mechanisms contribute differently to the learning process. Considering how fast experiential learning has popularised in business schools, this study alerts educators to the importance of combining their experiential learning activities with a guided process of reflection. Otherwise, educators risk students extracting meagre, wrong or misleading impressions from their experience.  相似文献   

4.
This paper draws upon research undertaken for the Outdoor Pedagogies project and explores the processes of teaching and learning at one outdoor residential education centre with children and staff from ‘Oliver’ Primary School. Data were collected through ethnographic research and include participant observation, interviews with teachers and centre staff and group interviews with pupils. Whilst the interviewed children reflected positively on the experience, we highlight the importance of the teachers' interaction with the children in providing for democratic, shared positive learning through the presentation of an extreme or ‘critical’ incident. We raise the issue of professional development for school teachers working with primary school children in outdoor, residential situations.  相似文献   

5.
幼儿的体验活动本质上是一种具有探究性和实践性的学习活动。良好的活动体验可以强化幼儿的学习兴趣,改善幼儿的学习态度,促进幼儿对事物的认识与理解,增强幼儿学习的目的性和持续性,往往代表着高水平的学习卷入,说明幼儿的体验活动与其深度学习之间存在着有机的内在连接。教师应尊重幼儿的学习主体性,给予幼儿充分的自主学习机会,提高幼儿对体验活动的情感参与;应为幼儿创设真实的学习情境,提升幼儿活动体验的水平与质量,促进幼儿学习能力与学习品质的发展;应加强与家庭、社区之间的合作,为幼儿开展体验活动、实现深度学习提供外部环境支持。  相似文献   

6.
A pupils' attitude test was developed to monitor change over the two years of a primary science in-service programme. It explores pupils' views about school in general so that changes in science attitudes can be contextualized within the whole school experience; feelings towards science experiments; and perceptions of real-world science. The test was piloted with schools outside the in-service programme. Approximately 2000 pupils were tested in January 1999, September 1999 or January 2000. A random sample of children were retested in June 1999 and compared with a ‘control’ school. All the children in the project were tested again in July 2000. The results indicate a generally positive attitude towards coming to school, with particular preferences for work with computers and working together. As the pupils get older, their enthusiasm for science falls as they find it less difficult or demanding. This relationship appears to be broken by teacher in-service to some extent. Girls in particular also showed a greater enthusiasm for independent investigative science after the programme.  相似文献   

7.
Academic outcomes of post-16 education can be understood in terms of their value for gaining access to university and, at a time when global educational mobility is growing, internationally recognised university entrance qualifications may be considered a form of personal capital. However, narrowly measured outcomes may not reflect the breadth of the school experience nor the extent to which this breadth contributes to the development of the young person. One curriculum which aims to prepare students in ways that extend beyond the academic is the International Baccalaureate Diploma Programme, which incorporates an experiential element at its core. Creativity, Activity, Service attaches a transformative purpose to education, where students’ experiences in each of the three strands can support personal learning that is not confined to subject areas of an academic curriculum. This paper describes the evolution of CAS in the academically rigorous Diploma Programme and presents the findings from a review of literature which contribute towards developing an understanding of the transformative potential of this component.  相似文献   

8.
Whilst adventure-based experiential education traditions have long-standing claims of progressive, democratic learning potential, little research has examined practice from within democratic theories of participation and learning. Focusing on a complex network making up a disturbing interaction in an outdoor education programme, I posit forms of structural management privileging institutional design blockaded democratic forms of interaction when bids arose, while simultaneously identifying the peripheral ‘un-structured’ symbolic spaces beyond the care-gaze of educators as necessary sites of creative emergence. Drawing on the work of Lather [Lather, Patti. 1996. “Troubling Clarity: The Politics of Accessible Language.”Harvard Educational Review 66 (3): 525–546], I explore the peripheral boundaries of traditional ethnographic writing, decentering norms of finality and conclusivity, and invite the reader into a critical interaction with ‘a shifting text’ [Babich, Babette. 1994. Nietzsche's Philosophy of Science: Reflecting Science on the Ground of Art and Life. Albany: State University of New York Press, p. 27] and a chaotic moment in the programme.  相似文献   

9.
In this paper we present key ideas for an ecological dynamics approach to learning that reveal the importance of learner–environment interactions to frame outdoor experiential learning. We propose that ecological dynamics provides a useful framework for understanding the interacting constraints of the learning process and for designing learning opportunities in outdoor experiential learning.  相似文献   

10.
以参加体验式红色教育的373名大学生为样本,采用问卷调查、文本分析的方法,调查体验式红色教育中大学生学习投入与学习收获现状及其影响因素。研究发现,大学生的个体学习、团队学习、师生互动、学习体验等方面的投入水平较高,且部分受学生背景特征影响,大学生对红色文化的理解认知、情感态度与精神信仰、意志行为与实践能力等方面获得了积极变化,学习投入各变量对学习收获有显著正向效应。建议加强红色文化资源的开发利用,完善高校体验式红色教育体系;把握体验式红色教育的基本原则,促进大学生的学习投入;升华学生的学习收获,促进大学生思想政治素质的发展。  相似文献   

11.
The case study aimed to provide a deeper understanding of learners’ perception and experience of using augmented reality (AR) for language learning. Seven university students were recruited in this study, and they were provided access to an AR-based stroke-by-stroke animation guide for learning Japanese orthography with their own mobile computing devices. Data were collected through semi-structured interviews and direct observations. Subsequent thematic analysis showed that, overall, learners had positive perception and attitude towards the immersive language learning experience afforded by the AR programme. However, challenges pertinent to technology and user experience were also revealed. The findings accentuate the role of teachers in the implementation process and point out possible directions for more effective uptake of AR in this field.  相似文献   

12.
This article examines learning processes and learning opportunities in the outdoor school based on 13 focus-group interviews with children (ages 8–9) at three German elementary schools. For 1 year, cross-curricular teaching had taken place once a week outside the classroom—in natural settings, at cultural sites or on school grounds. The article discusses the learning potential of the outdoor school in terms of activities that the children perceive as dominant, i.e. playing, moving and social cooperation. It will discuss and reflect upon the learning opportunities that arise as well as on the limitations of learning in out-of-school settings and the role of learning in the children’s perception. The study reveals that the outdoor school as a place of teaching, play, exploration and experience offers formal and informal learning opportunities and encourages children to engage among themselves and within their social and inanimate surroundings by challenging them physically, cognitively, perceptually and socially. Learning processes initiated through play, activity and social cooperation are often not perceived by the children as ‘learning’ in the formal sense. Apparently, a significant proportion of the outdoor school’s potential lies in the combination of teacher-structured and informal learning processes that arise spontaneously.  相似文献   

13.
This paper provides an informed and critical understanding of the concept of self-esteem. It explores this psychological construct in relation to its use in adventure education and outdoor learning. Enhancing a participant's self-esteem is perceived to be fundamentally a good thing and is culturally linked to the Hahnian notion that implies outdoor education is good for character-building and more recently personal development. This paper suggests that the improvement of self-esteem has become a reified programme outcome as well as an argument for the value and importance of outdoor education programmes. In this paper I seek to address the often uncritical and at times evangelical claim that outdoor programmes enhance self-esteem. This paper looks at the development of self-esteem generally and then considers its appearance in the outdoor education literature. Aspects of this that relate to outdoor learning and adventure education include: development of the self, behaviour, disaffected young people, recent UK developments and common misconceptions regarding self-esteem. These are explored and their implications for practice and research are considered. The essence of this paper is that outdoor educators need to be more critical, informed and specific about exactly what it is they are trying to achieve, how their programmes are evaluated, particularly with outcomes that are related to potential changes in ‘self’ and how these changes are measured.  相似文献   

14.
农村留守儿童的学习适应是农村留守儿童教育问题的核心议题。基于文献梳理,设计了农村留守儿童教师支持与学习适应的评价指标并提出研究假设,将问卷调研区域聚焦在县域层面,选择河南省X县为样本采集区域,采集调研数据,并进行数据分析,探寻教师支持对农村留守儿童学习适应的影响机制。研究发现:情绪性支持对工具性支持具有直接的正向影响效应;工具性支持对学习态度、学习成效具有直接的正向影响效应;学习态度对学习成效具有直接的正向影响效应。研究发现,从留守儿童学习适应改善的角度提出相应的教师支持策略:以鼓励、关爱及尊重为教师情绪性支持要点,助推工具性支持改善;以倾听、沟通与指导为工具性支持策略,改善学习态度及成效;以学习认知、表现及体验为关注点,提升留守改善儿童的学习成效。  相似文献   

15.
In this article, we describe a collegial case study conducted in one Finnish university during the last field experience in a primary school teacher education program and discuss pedagogy of supervision from university supervisors’ perspectives. The aim of the study was to clarify the role of university supervisors and try out a collegial supervision approach to combine theory and practice in a field experience. We aimed to develop student teachers’ understanding of curriculum as an enacted phenomenon in which they have agency, and enhance their understanding of the development of language skills when working with young children. Our supervision was based on the importance of situated learning and Kolb’s experiential learning model. The results showed that a theory-based approach is possible and collegial supervision can add extra value to supervision. The student teachers became more aware of the different levels of curriculum and their meaning in teachers’ planning processes. They also gained more comprehensive understanding of primary school teachers’ possibilities to develop children’s language skills every day and in all subjects.  相似文献   

16.
Abstract

There is increasing evidence that zoos and aquariums do, as intended, educate their visitors. However, even though most zoos offer a wide array of educational experiences, few studies have considered if the duration of an educational experience affects learning or whether learning lasts beyond the immediate visit. The current study used matched-pairs surveys to investigate children’s knowledge, attitude and knowledge of positive behavior during both a five-day zoo camp and six months after an aquarium visit. The participants of the study included children aged 9–12?years some of whom had participated in a purposefully designed educational intervention. First, the impact of a five-day zoo camp experience on children’s learning was investigated. Second, learning retention was investigated six months after a school tour at an aquarium. Results showed that during the camp learning was positively affected by participation in the educational intervention and by previous zoo experience. Girls were more likely than boys to have an increase in learning six months after an aquarium visit. The study demonstrates that learning persists, but that education can be enhanced with longer programs. Thus, zoos can play an increasingly important role in igniting pro-environmental behavior.  相似文献   

17.
The Foundation Phase for Wales advocates an experiential, play-based approach to learning for children aged three to seven years that includes child-initiated activity within the outdoor environment. In previous research, Foundation Phase practitioners maintained that children perceived to be ‘underachieving’ within the classroom came into their own when engaged in child-initiated learning outdoors. This study, which involved eight Foundation Phase teachers, aimed to explore these perceived differences as well as teachers’ perceptions of ‘underachievement’. It is concluded that the more natural outdoor spaces in which child-initiated activity took place appeared to amplify the effects of child-initiated learning and diminish the perception of underachievement; that engagement in this project enabled some teachers to see ‘underachievement’ as being distributed across people, place and activity; and that through constructing the outdoor ‘space’ as a ‘place’ embedded with positive meanings, children may have had the opportunity to reconstruct themselves as strong, competent children rather than as ‘underachieving’ pupils.  相似文献   

18.
This article explores the approaches to risk that some teachers adopt when they are involved in facilitating outdoor activities. The research was carried out at a residential outdoor centre as part of a PhD study and a follow-up pilot project. The participants were primary school pupils, their teachers and the centre staff. For the purpose of this article, the term ‘teacher’ is used to refer to both visiting teachers accompanying the school groups and the centre staff. This research was eclectic. It took an ethnographic approach using participant observation and semi-structured interviews to collect a variety of data. Ethnography was considered as the most appropriate for this research because it puts an emphasis on understanding the perceptions and cultures of the people and organisations studied. The findings of the research have shown that, on occasion, teachers take a controlling approach when facilitating outdoor activities in order to manage the perceived risk of being in the outdoors. This tended to result in the disempowerment of the children and put the teachers in a position of power, which had serious implications for the pupils’ learning experience. By giving the children specific instructions, and mainly focusing on maintaining discipline during the activities, teachers do not allow their pupils to workout how to deal with risk. The article argues that this had a negative impact on the educational process by taking away opportunities for learning from the children.  相似文献   

19.
ABSTRACT

This paper introduced how a mechanical engineering course was redesigned by applying experiential learning theory to improve student engagement and learning experience. Design of machine elements has been considered by students to be a difficult course. Traditional teaching methods tend not to be effective in engaging students. Experiential learning is a philosophy of learning by doing. In applying an experiential learning approach to the course, the design project and workshop activities were restructured in such a way that students were engaged in direct experience and focused reflection to construct knowledge. By exploring a physical gearbox model, working on subtasks for the design project, having group discussions, raising questions, getting feedback, and moving forward for next subtasks, students experienced the learning cycles of ‘DO, OBSERVE, THINK, and PLAN’ many times. Course survey results showed that application of experiential learning helped to improve student engagement and learning experience significantly.  相似文献   

20.
ABSTRACT

The Estonian National Curriculum for Preschool Child Care Institutions values learning through games, observation and research in various environments. There are no official guidelines regarding the frequency of outdoor learning or the content that children should experience, but outdoor learning creates the best opportunities to accomplish this purpose. The aim of the current study is to clarify the opinions of teachers about outdoor learning and the possibility of utilizing it in learning activities. The data was collected by questionnaire which consisted of open-ended questions. The results showed that teachers do not practice outdoor learning very often, although they find studying outdoors to be important. The results helped to determine how preschool teachers see themselves as practitioners of outdoor learning and how outdoor learning supports the development of children. Based on the findings, outdoor learning should be included in the teacher training process.  相似文献   

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