scholarly journals Enhancing Learning With Outdoor Experiential Support Spaces

2021 ◽  
Author(s):  
Kelvin Lee
Keyword(s):  
Natural Environment ◽  
Science Curriculum ◽  
Traditional Classroom ◽  
Learning Spaces ◽  
School Students ◽  
Elementary Curriculum ◽  
Maria Montessori ◽  
Outdoor Spaces ◽  
Educational Environments ◽  
Indoor And Outdoor

There is substantial evidence that primary school students whose education incorporates outdoor settings benefit from this addition to traditional classroom learning. Educational theories introduced by John Dewey, Maria Montessori, and Rudolph Steiner have provided a significant foundation for experiential learning in natural outdoor settings. This thesis explores educational environments that combine indoor and outdoor spaces. The result of this research is the design of three learning spaces sited in a natural environment that support education in a natural science curriculum. These three environments are proposed to supplement the provincial elementary curriculum, and involve three different natural conditions. These outdoor classrooms will provide children with exposure to the natural environment even as they learn within the boundaries of a controlled setting.

scholarly journals Enhancing Learning With Outdoor Experiential Support Spaces

2021 ◽  
Author(s):  
Kelvin Lee
Keyword(s):  
Natural Environment ◽  
Science Curriculum ◽  
Traditional Classroom ◽  
Learning Spaces ◽  
School Students ◽  
Elementary Curriculum ◽  
Maria Montessori ◽  
Outdoor Spaces ◽  
Educational Environments ◽  
Indoor And Outdoor

There is substantial evidence that primary school students whose education incorporates outdoor settings benefit from this addition to traditional classroom learning. Educational theories introduced by John Dewey, Maria Montessori, and Rudolph Steiner have provided a significant foundation for experiential learning in natural outdoor settings. This thesis explores educational environments that combine indoor and outdoor spaces. The result of this research is the design of three learning spaces sited in a natural environment that support education in a natural science curriculum. These three environments are proposed to supplement the provincial elementary curriculum, and involve three different natural conditions. These outdoor classrooms will provide children with exposure to the natural environment even as they learn within the boundaries of a controlled setting.

scholarly journals SARS-COV-2: SIR Model Limitations and Predictive Constraints

Symmetry ◽  
2021 ◽  
Vol 13 (4) ◽  
pp. 676
Author(s):  
Charles Roberto Telles ◽  
Henrique Lopes ◽  
Diogo Franco
Keyword(s):  
Time Series Data ◽  
Data Extraction ◽  
Sir Model ◽  
Series Data ◽  
Atmospheric Conditions ◽  
Main Research ◽  
Outdoor Spaces ◽  
Model Equations ◽  
Physical Features ◽  
Indoor And Outdoor

Background: The main purpose of this research is to describe the mathematical asymmetric patterns of susceptible, infectious, or recovered (SIR) model equation application in the light of coronavirus disease 2019 (COVID-19) skewness patterns worldwide. Methods: The research modeled severe acute respiratory syndrome coronavirus 2 (SARS-COV-2) spreading and dissemination patterns sensitivity by redesigning time series data extraction of daily new cases in terms of deviation consistency concerning variables that sustain COVID-19 transmission. The approach opened a new scenario where seasonality forcing behavior was introduced to understand SARS-COV-2 non-linear dynamics due to heterogeneity and confounding epidemics scenarios. Results: The main research results are the elucidation of three birth- and death-forced seasonality persistence phases that can explain COVID-19 skew patterns worldwide. They are presented in the following order: (1) the environmental variables (Earth seasons and atmospheric conditions); (2) health policies and adult learning education (HPALE) interventions; (3) urban spaces (local indoor and outdoor spaces for transit and social-cultural interactions, public or private, with natural physical features (river, lake, terrain). Conclusions: Three forced seasonality phases (positive to negative skew) phases were pointed out as a theoretical framework to explain uncertainty found in the predictive SIR model equations that might diverge in outcomes expected to express the disease’s behaviour.

Parent Engagement Interventions Are Not Costless: Opportunity Cost and Crowd Out of Parental Investment

2021 ◽  
pp. 016237372110304
Author(s):  
Carly D. Robinson ◽  
Raj Chande ◽  
Simon Burgess ◽  
Todd Rogers
Keyword(s):  
High School Students ◽  
Parent Engagement ◽  
Science Curriculum ◽  
Educational Interventions ◽  
Text Messages ◽  
School Students ◽  
Parental Time ◽  
Engagement Interventions ◽  
Crowd Out ◽  
The Impact

Many educational interventions encourage parents to engage in their child’s education as if parental time and attention is limitless. Sadly, though, it is not. Successfully encouraging certain parental investments may crowd out other productive behaviors. A randomized field experiment (N = 2,212) assessed the impact of an intervention in which parents of middle and high school students received multiple text messages per week encouraging them to ask their children specific questions tied to their science curriculum. The intervention increased parent–child at-home conversations about science but did not detectably impact science test scores. However, the intervention decreased parent engagement in other, potentially productive, parent behaviors. These findings illustrate that parent engagement interventions are not costless: There are opportunity costs to shifting parental effort.

Transitional Spaces: Between Indoor and Outdoor Spaces

2013 ◽  
pp. 14-32 ◽  
Author(s):  
Christian Kray ◽  
Holger Fritze ◽  
Thore Fechner ◽  
Angela Schwering ◽  
Rui Li ◽  
...  
Keyword(s):  
Outdoor Spaces ◽  
Transitional Spaces ◽  
Indoor And Outdoor

scholarly journals Economic Evaluation of Environmental Interventions: Reflections on Methodological Challenges and Developments

2018 ◽  
Vol 15 (11) ◽  
pp. 2459 ◽  
Author(s):  
Laura Bojke ◽  
Laetitia Schmitt ◽  
James Lomas ◽  
Gerry Richardson ◽  
Helen Weatherly
Keyword(s):  
Economic Evaluation ◽  
Cost Effectiveness ◽  
Natural Environment ◽  
Complex Interventions ◽  
Environmental Policies ◽  
Evaluation Methodology ◽  
Environmental Interventions ◽  
Urban Green Spaces ◽  
Scarce Resources ◽  
Indoor And Outdoor

Evaluation of the costs and outcomes associated with environmental policies and interventions is often required to inform public policy and allocate scarce resources. Methods to conduct assessments of cost-effectiveness have been developed in the context of pharmaceuticals, but have more recently been applied in public health, diagnostics, and other more complex interventions. The suitability of existing economic evaluation methodology has been explored in many contexts, however, this is yet to be undertaken for interventions and policies pertaining to the natural environment, such as urban green spaces and strategies to reduce indoor and outdoor air pollution. To make significant inroads into the evaluation of interventions and policies relating to the natural environment requires an understanding of the challenges faced in this context. Many of these challenges may be practical (data-related), however, a number are also methodological, and thus have implications for the appropriate framework for economic evaluation. This paper considers some of the challenges faced when conducting cost-effectiveness analyses in this context and explores what solutions have been proposed thus far. The intention is to help pave the way for consideration of which existing framework is most appropriate for the evaluation of natural environment (NE) interventions, or if a distinct framework is required. Environmental policies and interventions relating to the built environment, for example, housing, are not explicitly included here.

scholarly journals Flexible and innovative learning spaces: An exploration of parental perspectives on change, consultation and participation

2021 ◽  
pp. 147490412110412
Author(s):  
Leon Benade
Keyword(s):  
Research Question ◽  
National Policy ◽  
Ministry Of Education ◽  
Learning Spaces ◽  
Parent Questionnaire ◽  
Educational Environments ◽  
Innovative Learning ◽  
Open Plan ◽  
Role Of Parents ◽  
Education Delivery

The role played by innovative educational environments to support learning for the 21st century has attracted the interest of the Organisation for Economic Cooperation and Development at the global governance level and at the national policy level internationally. This article draws on global, European and Australasian research and data from a qualitative study of consultation and participation in the development of innovative and flexible learning spaces in the New Zealand context. It focuses specifically on the role of parents, drawing data from relevant policies and documents, a parent questionnaire and interviews of parents, architects and Ministry of Education Delivery Managers, responsible for delivering large capital works projects. While the architect participants believe their bold designs are inspirational and promote new pedagogical styles, and positive relationships, some parents view these open-plan learning areas (and associated pedagogies) as needlessly experimental, placing the needs and education of their children at risk. Delivery Managers are focussed on seeing the projects to conclusion, on time and on budget. The critical analysis considers the findings in relation to the research question and reflects on the dual themes of innovation and risk. Further questions for research are suggested.

scholarly journals APPLICATION OF NATURAL ENVIRONMENT APPROACHES TO IMPROVE SCIENCE PROCESS SKILLS IN ELEMENTARY SCHOOL STUDENTS

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Laksmi Evasufi Widi Fajari ◽  
Joharman Joharman ◽  
Moh Salimi
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Prospective Teachers ◽  
Natural Environment ◽  
Collaborative Study ◽  
School Students ◽  
Class V ◽  
Process Skill ◽  
Science Process Skill ◽  
Teachers And Students

<em>The purpose of this research is to describe the implementation of Natural Environment Approach (PLAS) to improve the science process skill in elementary school students. This classroom action research is a collaborative study conducted by teachers and prospective teachers. The subjects of this study were teachers and students of class V. The results showed that the application of PLAS can improve the science process skill through the steps of: (1) determining the learning objectives, tools and instruments needed, and instructional activities, (2) the students are divided into several groups, (4) investigating and observing objects, discussing task sheets, and recording information, (5) reporting findings, (6) conclusions and evaluations of learning.</em>

South African Undergraduate Students' Access to Entrepreneurial Education and Its Influence on Career Choice

2019 ◽  
pp. 232-252
Author(s):  
Thea Van der Westhuizen
Keyword(s):  
High School Students ◽  
South African ◽  
Undergraduate Students ◽  
Business Performance ◽  
Program Effectiveness ◽  
Science Curriculum ◽  
Entrepreneurship Education ◽  
School Students ◽  
Business Studies ◽  
Start Ups

Entrepreneurship education was introduced in South African schools in 2000 when it was made part of the Economics and Management Science curriculum for Grades 3 to 9, followed by incorporation in the Business Studies curriculum for grades 10 to 12. Problems noted by Shay and Nchu (2015) were that not all schools offered entrepreneurship education. Little is known about post-program effectiveness in actual start-ups and business performance. A study by Peterman and Kennedy (2013) investigating the effects of Young Achievement Australia on a sample of high school students in Australia found that the desirability and feasibility of entrepreneurship after attending the programme had increased, indicating that entrepre

scholarly journals High School Students’ Learning and Perceptions of Phylogenetics of Flowering Plants

2014 ◽  
Vol 13 (4) ◽  
pp. 653-665 ◽  
Author(s):  
Julie R. Bokor ◽  
Jacob B. Landis ◽  
Kent J. Crippen
Keyword(s):  
High School ◽  
High School Students ◽  
Scientific Literacy ◽  
Science Curriculum ◽  
Science Research ◽  
School Curriculum ◽  
Student Response ◽  
Flowering Plant ◽  
School Students ◽  
K 12

Basic phylogenetics and associated “tree thinking” are often minimized or excluded in formal school curricula. Informal settings provide an opportunity to extend the K–12 school curriculum, introducing learners to new ideas, piquing interest in science, and fostering scientific literacy. Similarly, university researchers participating in science, technology, engineering, and mathematics (STEM) outreach activities increase awareness of college and career options and highlight interdisciplinary fields of science research and augment the science curriculum. To aid in this effort, we designed a 6-h module in which students utilized 12 flowering plant species to generate morphological and molecular phylogenies using biological techniques and bioinformatics tools. The phylogenetics module was implemented with 83 high school students during a weeklong university STEM immersion program and aimed to increase student understanding of phylogenetics and coevolution of plants and pollinators. Student response reflected positive engagement and learning gains as evidenced through content assessments, program evaluation surveys, and program artifacts. We present the results of the first year of implementation and discuss modifications for future use in our immersion programs as well as in multiple course settings at the high school and undergraduate levels.

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