Pub Date : 2022-10-14DOI: 10.1080/14729679.2022.2135117
Safiyeh Ashjae, K. Fattahi, Fatemeh Derakhshanian
{"title":"Investigating the links between outdoor class and learning in primary school students (case study of a male-school in Shiraz)","authors":"Safiyeh Ashjae, K. Fattahi, Fatemeh Derakhshanian","doi":"10.1080/14729679.2022.2135117","DOIUrl":"https://doi.org/10.1080/14729679.2022.2135117","url":null,"abstract":"","PeriodicalId":51697,"journal":{"name":"Journal of Adventure Education and Outdoor Learning","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46726703","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/14729679.2022.2127114
Sue J. Waite, Heather E. Prince
When we planned this special edition, we wanted to encourage articles that would provide insight into what occurred within the processes of various forms of outdoor learning, shining a light on the complex interactions between the child, the context and others in mediating experiences and learning. The articles presented here do not disappoint in this, and their diversity of approaches has surprised and delighted us. They include provocations that we hope will generate continuing debate and inquiry into complex interactions in outdoor learning. It was not possible to include all submitted articles in this special issue. In some cases, they were not ready for our deadlines for publication in 2022, but those of high quality will be published in later general issues of the journal. We would like to thank all those who submitted articles for consideration and the reviewers of their papers for their help in constructing this examination of interactions between child, place, and others. The is in the within early years, primary and phases. the in the stem within the but the and which are detail. as we have the as well as local communities and preventative
{"title":"Editorial: Child, place, and others: interactions that support outdoor learning","authors":"Sue J. Waite, Heather E. Prince","doi":"10.1080/14729679.2022.2127114","DOIUrl":"https://doi.org/10.1080/14729679.2022.2127114","url":null,"abstract":"When we planned this special edition, we wanted to encourage articles that would provide insight into what occurred within the processes of various forms of outdoor learning, shining a light on the complex interactions between the child, the context and others in mediating experiences and learning. The articles presented here do not disappoint in this, and their diversity of approaches has surprised and delighted us. They include provocations that we hope will generate continuing debate and inquiry into complex interactions in outdoor learning. It was not possible to include all submitted articles in this special issue. In some cases, they were not ready for our deadlines for publication in 2022, but those of high quality will be published in later general issues of the journal. We would like to thank all those who submitted articles for consideration and the reviewers of their papers for their help in constructing this examination of interactions between child, place, and others. The is in the within early years, primary and phases. the in the stem within the but the and which are detail. as we have the as well as local communities and preventative","PeriodicalId":51697,"journal":{"name":"Journal of Adventure Education and Outdoor Learning","volume":"22 1","pages":"275 - 277"},"PeriodicalIF":1.9,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42661898","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-27DOI: 10.1080/14729679.2022.2127113
Renee Owen, S. Priest, Andre Kotze
{"title":"Applying behaviour analysis to team-building in outdoor learning","authors":"Renee Owen, S. Priest, Andre Kotze","doi":"10.1080/14729679.2022.2127113","DOIUrl":"https://doi.org/10.1080/14729679.2022.2127113","url":null,"abstract":"","PeriodicalId":51697,"journal":{"name":"Journal of Adventure Education and Outdoor Learning","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43390066","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-26DOI: 10.1080/14729679.2022.2127111
A. Janik
{"title":"Outdoor (anti-)play spaces and places: a qualitative study of Polish large city backyards seen from children’s perspective","authors":"A. Janik","doi":"10.1080/14729679.2022.2127111","DOIUrl":"https://doi.org/10.1080/14729679.2022.2127111","url":null,"abstract":"","PeriodicalId":51697,"journal":{"name":"Journal of Adventure Education and Outdoor Learning","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41628746","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-26DOI: 10.1080/14729679.2022.2127112
Imre van Kraalingen, David Hills, Jack Reed, Simon Beames, B. Munge
{"title":"Digital technology and networked spaces in outdoor education: reflections upon presenting at an international webinar","authors":"Imre van Kraalingen, David Hills, Jack Reed, Simon Beames, B. Munge","doi":"10.1080/14729679.2022.2127112","DOIUrl":"https://doi.org/10.1080/14729679.2022.2127112","url":null,"abstract":"","PeriodicalId":51697,"journal":{"name":"Journal of Adventure Education and Outdoor Learning","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46100059","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-25DOI: 10.1080/14729679.2022.2127110
John Pierce, Simon Beames
{"title":"Where’s the E in OE? The McDonaldization of Irish outdoor education","authors":"John Pierce, Simon Beames","doi":"10.1080/14729679.2022.2127110","DOIUrl":"https://doi.org/10.1080/14729679.2022.2127110","url":null,"abstract":"","PeriodicalId":51697,"journal":{"name":"Journal of Adventure Education and Outdoor Learning","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47310667","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-24DOI: 10.1080/14729679.2022.2115522
S. Friedman, J. Gibson, Catherine Jones, Claire Hughes
{"title":"‘A new adventure’: a case study of autistic children at Forest School","authors":"S. Friedman, J. Gibson, Catherine Jones, Claire Hughes","doi":"10.1080/14729679.2022.2115522","DOIUrl":"https://doi.org/10.1080/14729679.2022.2115522","url":null,"abstract":"","PeriodicalId":51697,"journal":{"name":"Journal of Adventure Education and Outdoor Learning","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43656462","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-13DOI: 10.1080/14729679.2022.2111693
Angela Garden
Forest schools are distinctive outdoor spaces that are often regarded as an alternative to mainstream education. Their increasing popularity in the United Kingdom is often attributed to a perceived decrease in children’s outdoor play, due to a concomitant increase in children’s use of digital technologies in the home;further compounded by the Covid-19 pandemic. This study explores how iPads can enhance outdoor learning activities. Semi-structured interviews were conducted with 32 Key Stage 2 children selected from two UK primary schools. The interviews explored the experiences and opinions of the children about the role of iPads in the forest school space using Interpretive Phenomenological Analysis (IPA). Findings suggest that Forest School spaces can accommodate new technologies through accommodation of the outdoor environment and technology. Suggestions for future research include the meaningful integration of iPads into Forest School practice while considering the relative influences of space and place. [ FROM AUTHOR] Copyright of Journal of Adventure Education & Outdoor Learning is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
{"title":"An exploration of children’s experiences of the use of digital technology in forest schools","authors":"Angela Garden","doi":"10.1080/14729679.2022.2111693","DOIUrl":"https://doi.org/10.1080/14729679.2022.2111693","url":null,"abstract":"Forest schools are distinctive outdoor spaces that are often regarded as an alternative to mainstream education. Their increasing popularity in the United Kingdom is often attributed to a perceived decrease in children’s outdoor play, due to a concomitant increase in children’s use of digital technologies in the home;further compounded by the Covid-19 pandemic. This study explores how iPads can enhance outdoor learning activities. Semi-structured interviews were conducted with 32 Key Stage 2 children selected from two UK primary schools. The interviews explored the experiences and opinions of the children about the role of iPads in the forest school space using Interpretive Phenomenological Analysis (IPA). Findings suggest that Forest School spaces can accommodate new technologies through accommodation of the outdoor environment and technology. Suggestions for future research include the meaningful integration of iPads into Forest School practice while considering the relative influences of space and place. [ FROM AUTHOR] Copyright of Journal of Adventure Education & Outdoor Learning is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)","PeriodicalId":51697,"journal":{"name":"Journal of Adventure Education and Outdoor Learning","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47976120","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-05DOI: 10.1080/14729679.2022.2100431
Nicole Kavner Miller, Saravana Kumar, K. Pearce, K. Baldock
ABSTRACT Nature-based play and learning is of increasing interest to primary schools. However, few studies have investigated primary school staffs’ views. Therefore, this study aimed to survey school staff about the barriers and benefits of nature-based play and learning. The online cross-sectional survey was completed by 50 respondents each representing a South Australian public primary school. Participants were mostly female (92%), educators (68%), in metropolitan schools (56%). The benefits of nature-based play and learning included ‘mental health’ (reported by 98% of participants), ‘spending time outdoors,’ ‘connection to nature,’ ‘cognitive development’ and ‘risk-taking’ (all reported by 96% of participants). The barriers included ‘teacher knowledge and/or confidence’ (68%) and ‘crowded curriculum’ (64%). No significant associations were identified between school characteristics and benefits and barriers of nature-based play and learning. The findings suggest that while nature-based play and learning within primary schools offers promise, barriers to uptake exist. Thus, enabling strategies should underpin implementation.
{"title":"The perceived benefits of and barriers to nature-based play and learning in South Australian public primary schools: A cross-sectional study","authors":"Nicole Kavner Miller, Saravana Kumar, K. Pearce, K. Baldock","doi":"10.1080/14729679.2022.2100431","DOIUrl":"https://doi.org/10.1080/14729679.2022.2100431","url":null,"abstract":"ABSTRACT Nature-based play and learning is of increasing interest to primary schools. However, few studies have investigated primary school staffs’ views. Therefore, this study aimed to survey school staff about the barriers and benefits of nature-based play and learning. The online cross-sectional survey was completed by 50 respondents each representing a South Australian public primary school. Participants were mostly female (92%), educators (68%), in metropolitan schools (56%). The benefits of nature-based play and learning included ‘mental health’ (reported by 98% of participants), ‘spending time outdoors,’ ‘connection to nature,’ ‘cognitive development’ and ‘risk-taking’ (all reported by 96% of participants). The barriers included ‘teacher knowledge and/or confidence’ (68%) and ‘crowded curriculum’ (64%). No significant associations were identified between school characteristics and benefits and barriers of nature-based play and learning. The findings suggest that while nature-based play and learning within primary schools offers promise, barriers to uptake exist. Thus, enabling strategies should underpin implementation.","PeriodicalId":51697,"journal":{"name":"Journal of Adventure Education and Outdoor Learning","volume":"22 1","pages":"342 - 354"},"PeriodicalIF":1.9,"publicationDate":"2022-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44589152","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-28DOI: 10.1080/14729679.2022.2100801
Louise N. Montgomery, A. Gange, D. Watling, Deborah J. Harvey
{"title":"Children’s perception of biodiversity in their school grounds and its influence on their wellbeing and resilience","authors":"Louise N. Montgomery, A. Gange, D. Watling, Deborah J. Harvey","doi":"10.1080/14729679.2022.2100801","DOIUrl":"https://doi.org/10.1080/14729679.2022.2100801","url":null,"abstract":"","PeriodicalId":51697,"journal":{"name":"Journal of Adventure Education and Outdoor Learning","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48016631","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：