Journal of Adventure Education and Outdoor Learning最新文献_第9页

Investigating the links between outdoor class and learning in primary school students (case study of a male-school in Shiraz) 调查小学生户外课堂与学习之间的联系(以设拉子一所男校为例)

IF 1.9

Journal of Adventure Education and Outdoor Learning Pub Date : 2022-10-14 DOI: 10.1080/14729679.2022.2135117

Safiyeh Ashjae, K. Fattahi, Fatemeh Derakhshanian

引用次数: 0

Editorial: Child, place, and others: interactions that support outdoor learning 社论：孩子、地方和其他人：支持户外学习的互动

IF 1.9

Journal of Adventure Education and Outdoor Learning Pub Date : 2022-10-02 DOI: 10.1080/14729679.2022.2127114

Sue J. Waite, Heather E. Prince

{"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}

引用次数: 1

Applying behaviour analysis to team-building in outdoor learning 行为分析在户外学习团队建设中的应用

IF 1.9

Journal of Adventure Education and Outdoor Learning Pub Date : 2022-09-27 DOI: 10.1080/14729679.2022.2127113

Renee Owen, S. Priest, Andre Kotze

引用次数: 3

Outdoor (anti-)play spaces and places: a qualitative study of Polish large city backyards seen from children’s perspective 户外(反)游戏空间和场所:儿童视角下波兰大城市后院的定性研究

IF 1.9

Journal of Adventure Education and Outdoor Learning Pub Date : 2022-09-26 DOI: 10.1080/14729679.2022.2127111

A. Janik

引用次数: 0

Digital technology and networked spaces in outdoor education: reflections upon presenting at an international webinar 户外教育中的数字技术和网络空间：在国际网络研讨会上的思考

IF 1.9

Journal of Adventure Education and Outdoor Learning Pub Date : 2022-09-26 DOI: 10.1080/14729679.2022.2127112

Imre van Kraalingen, David Hills, Jack Reed, Simon Beames, B. Munge

引用次数: 2

Where’s the E in OE? The McDonaldization of Irish outdoor education OE中的E在哪里?爱尔兰户外教育的麦当劳化

IF 1.9

Journal of Adventure Education and Outdoor Learning Pub Date : 2022-09-25 DOI: 10.1080/14729679.2022.2127110

John Pierce, Simon Beames

引用次数: 4

‘A new adventure’: a case study of autistic children at Forest School “新的冒险”：森林学校自闭症儿童的个案研究

IF 1.9

Journal of Adventure Education and Outdoor Learning Pub Date : 2022-08-24 DOI: 10.1080/14729679.2022.2115522

S. Friedman, J. Gibson, Catherine Jones, Claire Hughes

引用次数: 5

An exploration of children’s experiences of the use of digital technology in forest schools 儿童在森林学校使用数字技术的体验探索

IF 1.9

Journal of Adventure Education and Outdoor Learning Pub Date : 2022-08-13 DOI: 10.1080/14729679.2022.2111693

Angela Garden

{"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}

引用次数: 5

The perceived benefits of and barriers to nature-based play and learning in South Australian public primary schools: A cross-sectional study 南澳大利亚公立小学基于自然的游戏和学习的好处和障碍：一项横断面研究

IF 1.9

Journal of Adventure Education and Outdoor Learning Pub Date : 2022-08-05 DOI: 10.1080/14729679.2022.2100431

Nicole Kavner Miller, Saravana Kumar, K. Pearce, K. Baldock

{"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}

引用次数: 3

Children’s perception of biodiversity in their school grounds and its influence on their wellbeing and resilience 儿童对校园生物多样性的感知及其对其福祉和复原力的影响

IF 1.9

Journal of Adventure Education and Outdoor Learning Pub Date : 2022-07-28 DOI: 10.1080/14729679.2022.2100801

Louise N. Montgomery, A. Gange, D. Watling, Deborah J. Harvey

引用次数: 3