Snapshots from the field: Transforming outdoor education in the primary school

2015 ◽  
Vol 2 ◽  
pp. 26-35
Author(s):  
Marg Cosgriff
Keyword(s):  
Primary School ◽  
Outdoor Education ◽  
Field Transforming

NATURE OBJECT COGNITION: IDEAS FOR EDUCATIONAL ACTIVITY IN PRESCHOOL EDUCATIONAL INSTITUTION AND IN PRIMARY SCHOOL

2019 ◽  
Vol 25 (1) ◽  
pp. 35-54
Author(s):  
Rita Makarskaitė-Petkevičienė
Keyword(s):  
Primary School ◽  
Outdoor Education ◽  
Educational Institution ◽  
Preschool Age ◽  
Educational Activity ◽  
Educational Training ◽  
Pine Tree ◽  
Teaching Learning ◽  
Children Education ◽  
School Yard

Two trips have encouraged to prepare this methodological article, having provided not only new knowledge but also contradictory ideas about the environments used for education. One trip was to British educational training and technology exhibition Bett-2019, the other – to Reggio Emilia, where everyone was introduced to the unique Loris Malaguzzi education method. Holding an opinion “unique is what is simple”, it was decided to use proper objects for education right here, in the kindergarten / primary school yard and to generate the ideas how to use them for education. The research object is a pine-tree and a fir-tree as a teaching/learning device in the kindergarten and in the primary school: what, how and why. The aims: 1) to look through the preschool age children achievement description (2014) and a standardised world cognition programme (2015) in order one could tell, what achievements the children could develop if they explored a pine-tree and a fir-tree, growing in the kindergarten / primary school yard; 2) to provide childhood teachers with the knowledge about the mentioned trees and to share the ideas, how one could use a pine tree and a fir tree for children education in childhood, what activities, what spheres or school subjects to integrate. In the article, methodological advice is given illustrated with lots of pictures. Key words: childhood pedagogy, tree cognition, outdoor education.

TEACHERS’ OPINIONS ON SIGNIFICANCE AND IMPLEMENTATION OF OUTDOOR SCHOOL IN THE TEACHING PROCESS

2018 ◽  
Vol 28 (3) ◽  
pp. 865-870
Author(s):  
Zoran Momčilović ◽  
Tatjana Milosavljević Đukić ◽  
Ana Spasić Stošić
Keyword(s):  
Primary School ◽  
Outdoor Education ◽  
Modern Society ◽  
Theory And Practice ◽  
Educational Activity ◽  
Quality Level ◽  
Educational Work ◽  
Teaching Process ◽  
Main Research ◽  
Positive Effects

During the last few decades outdoor school or teaching in nature, as a particular form of educational work, has obtained a significant role in preparation and implementation of teaching in lower grades of primary school. As school is nowadays expected to respond to numerous request of modern society, this form of work could be one of possible solutions for finding not only new, different, interesting contents that are attractive to students but also patterns of educational activity. With various activities and many methods, techniques and forms of work, outdoor school opens up a space for suitable pedagogical action and implementation of teaching contents established by curriculum and syllabus and adapted to the environmental conditions where outdoor teaching is being applied. Its pedagogical values were confirmed in theory and practice a long time ago, so this form of educational work is increasingly getting attention of researchers and is the key subject of this paper. The paper shows results of the research the aim of which was to examine teachers’ attitudes on primary values, significance and contribution of outdoor education to more successful organization of teaching process and teaching implementation in the first stage of primary school education. Considering the fact that the research is theoretical and empirical in character, the methods used include theoretical analysis method and descriptive scientific research method. The main research techniques involve survey and scaling, while the instruments used include survey questionnaire which was specially designed for the purpose of this research. The survey population consisted of primary school teachers on the territory of the district of Vranje and the district of Bor, so the sample consists of 73 teachers employed in the school year of 2018/2019. In order to look at influence, dependency and differences among the analysed data, the results obtained in the research were processed by using certain statistical procedures: frequency (f), percentages (%), arithmetic mean (M), standard deviation (SD), chi-square test (χ²) , t - test and one-factor analysis of variance (ANOVA). The analysis results show that teachers greatly value the contribution of outdoor school to better organization of teaching process because it achieves positive effects in teaching process, in implementing educational and training aims and tasks, especially within the teaching of the subjects of Science and Social Studies and Physical Education. Furthermore, it can be concluded that the respondents give a positive account of its influence on the development of students’ capacities, their educational achievements and social relationships. Based on the respondents’ opinions, outdoor education should be enriched by various aspects in order to reach the expected quality level.

scholarly journals How does a primary school organize outdoor swimming and water safety lessons?

2022 ◽  
Vol 6 (1) ◽  
pp. 37-50
Author(s):  
Torbjørn Lundhaug ◽  
Hege Randi Eriksen
Keyword(s):  
Physical Education ◽  
Experiential Learning ◽  
Primary School ◽  
Outdoor Education ◽  
Photo Elicitation ◽  
Video Observation ◽  
Risk Awareness ◽  
Water Safety ◽  
Education Practice

The main purpose of this study was to explore how a primary school organized a week with outdoor education, and especially what characterized the outdoor swimming and water safety (SWS)-lessons. The SWS-lessons were part of the physical education (PE) program. Two teachers and one headmaster from a primary school participated in the study. Four days of video observation of SWS-lessons were used in photo-elicitation interviews with teachers and the headmaster. The findings revealed that the headmaster highly prioritized the outdoor education practice in this school and that the teachers’ colleagues showed great eagerness to cooperate and prioritize these lessons. The week’s organization was characterized by collaborating management, and the outdoor SWS-lessons were characterized by experiential learning, challenge by choice, and risk awareness. The outdoor education practice corresponded well with the Norwegian curriculum goals about learning to be safe in, on, and around water.

scholarly journals Plant Species Recognition Skills in Finnish Students and Teachers

2019 ◽  
Vol 9 (2) ◽  
pp. 85 ◽  
Author(s):  
Arja Kaasinen
Keyword(s):  
General Education ◽  
Primary School ◽  
Plant Species ◽  
Outdoor Education ◽  
Species Recognition ◽  
Age Groups ◽  
Negative Influence ◽  
University Teachers

Limited awareness about nature and its species can have a negative influence on children’s relationship to nature. Plant species recognition and outdoor education are perhaps the easiest way to approach nature relationships and increase knowledge. Unfortunately, it has been shown that people do not recognize plant species very well. This phenomenon is called “plant blindness”. This study presents information about the phenomenon in Finland. The purpose of this research was to determine how well Finnish students from different age groups recognize plant species and which variables explain recognition of plant species in general education in Finland. The subjects were pupils from primary school to university teachers. A total of 754 people took part in the research. The results showed that Finnish pupils do not recognize plant species very well, with wide variations in responses between student levels. Species recognition skills improved from primary school to university teachers.

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