Outdoor education 2011

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Outdoor education 2011

  1. 1. 1<br />Sagadi 2011<br />TheNatureof<br />OutdoorEducation<br /> Asta Tuusti<br /> RMK Sagadi NatureSchool<br />
  2. 2. 2<br />Introduction<br />Howtobuildunderstandingthat<br />humans are part ofnature?<br />Howtofosterrespect and caring<br />forone’senvironment?<br />Howtodevelopanemotional<br />connectionwithnature ?<br />Kassikakk<br />Händkakk<br />
  3. 3. 3<br />SD<br />OutdoorEducationmodel<br />Humanhealth<br />Environmental<br />education<br />OE activities<br />OE<br />Personal and Social<br />development<br />Higgins, Loynes 1997;<br />Szczepanski, Nicole 2005<br />
  4. 4. 4<br />Kool - haridus <br />Literacyinnaturalsciencesas a goal<br />Abilitytouseknowledgefromnaturalsciencesto solve everydayproblems, make and justifygooddecisions.<br />_______________________________<br />Holbrook, J.; Rannikmäe, M. (2007). Nature of Science Education for Enhancing Scientific Literacy. International Journal of Science Education, 29(11), 1347 - 1362. <br />Natural ScienceEducation<br />
  5. 5. 5<br />Theconceptofnature<br />Nature – <br /><ul><li>materialworld;
  6. 6. wholeuniverse;
  7. 7. environmentuninfluenced</li></ul>byhumanactivity;<br /><ul><li>rawmaterialsforartificial</li></ul>environment;<br /><ul><li>researchobjectfor</li></ul>naturesciences.<br />Orperhaps a foreignforce, <br />whichhumans need tobesubdued?? <br />Wolf’smilk<br />
  8. 8. 6<br />Nature<br />Cuplichen<br />
  9. 9. 7<br />Nature<br />HinoLake<br />
  10. 10. 8<br />Nature<br />Selsimire<br />
  11. 11. 9<br />Nature<br />GreatCrestedNewtlarva<br />
  12. 12. 10<br />Nature<br />EdibleFrog<br />Harivesiliku vastne<br />
  13. 13. 11<br />Nature<br />Kingfisher<br />European Roller<br />Harivesiliku vastne<br />
  14. 14. 12<br />Nature<br />Fircones<br />Harivesiliku vastne<br />
  15. 15. 13<br />Nature<br />Harivesiliku vastne<br />Karusammal<br />Blueberryflowers<br />
  16. 16. 14<br />Nature?<br />Sagadi manor<br />
  17. 17. 15<br />Loodus?<br />Man and Nature<br />Ant and Nature?<br />Ant’snest<br />
  18. 18. 16<br />Ecology<br />Scientificknowledgeofbiosphere’secological PROCESSES: <br /><ul><li>photosynthesis
  19. 19. Ecologicalcycles
  20. 20. Soil generation</li></ul>Valueing and protectingBiologicalDiversity<br />Whereisthe real prototypeof<br />naturehiding?<br />
  21. 21. Humansshowedup!<br />… and changedtheworld.<br />Lifebegan3.6-3.8 billionyrsago<br />Ifthethelengthoflife on Earth<br />Were 1 hour, then<br />Precambrium– 53 mins.<br />Paleozoic–4 mins.<br />MiddleAges–2 mins.<br />Cenozoic–1 minut, 15 sek<br />Humans, as a specieswouldbe<br /> 0.002 sek<br />http://www.ebu.ee/esitlus/Eluareng.ppt<br />
  22. 22. 18<br />Developedsouthofthe Sahara about 200 000 yrs. ago. <br />100 000 yrsagospreadtoAsia, Indonesia and reachedAustralia 60 000 yrsago.<br />Secondemigration 60 000 yrsagotoAsia, fromthere<br /> 40 000 yrsagotoEurope and 20 000 yrsagotoAmericas.<br />OldestcavepaintingsinAustraliafrom 50 000 yrsago.<br />Homo sapiens – wise man<br />Cro-Magnon ca. 40 000 yrsago<br />
  23. 23. 19<br />What’sgoing on?<br />
  24. 24. 20<br />SustainableDevelopment<br />SustainableDevelopment – securing a descentenvironmentfor present and futuregenerations.<br />Ecologicalsustainability<br />Social-culturalsustainability<br />Economicsustainability<br />
  25. 25. 21<br />OutdoorEducation<br />PrinciplesofOutdoorEducation:<br />Genuineenvironment<br />Learningbydoing<br />First-handexperience<br />Sharingofexperience<br />Mikk Sarv<br />place, sense, action, story, essence (iva)<br />
  26. 26. The model ofENVIRONMENTAL EDUCATION (ESD) <br />KNOWLEDGE <br />and<br />SKILLS <br />ACTIVITIES<br />choices,decisions <br />solutions<br />VALUES <br />and<br />RESPONSIBILITY<br />EXPERIENCES<br />and<br />EMOTIONS<br />BEHAVIOUR <br />
  27. 27. 23<br />Goals<br />TheGoalsofenvironmentaleducationcoincidewiththoseofnatureinterpretation:<br />Shapingpeoplewho: <br /><ul><li>valuediversityintheenvironment,
  28. 28. understandthelinksbetween man and nature,
  29. 29. actresponsibly.</li></li></ul><li>24<br />Principlesofenvironmentaleducation<br /><ul><li>adventursome
  30. 30. experiential
  31. 31. activity-based
  32. 32. problem-centered
  33. 33. values and opinionsbased
  34. 34. optimistic/ positive
  35. 35. integrated/ whole
  36. 36. continuity
  37. 37. future-oriented</li></ul>Teacher’srole:<br />Learningguide, advisor, valuer,<br />of activities, motivator, provider<br />of choices, mediatorofskills, <br />rolemodel, assessor.<br />
  38. 38. 25<br />The aim ofgames<br />Games:<br /><ul><li>Helpcreatemental and emotionalharmonywiththesurroundingnature;
  39. 39. Giveanunderstandingofnaturalprocessesinanadventurous and experientialway;
  40. 40. Developsensitivitythroughdirectsenseexperience;
  41. 41. Shapeattitudes and valuesthroughpositiveemotions.</li></ul>___________________________________________<br />(Cornell, J. SharingNaturewithChildren, 1979)<br />
  42. 42. 26<br />Summary<br />Wehavenotinheritedthe<br />Earthfromourparents, but<br />haveborroweditfromour<br />children.<br />
  43. 43. 27<br />Thankyou! !<br />Summary<br />

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