1) The document discusses outdoor education as an effective means of experiential learning in secondary schools in Nigeria. It explores concepts like outdoor education, experiential learning, and models like Kolb's experiential learning cycle.
2) Key benefits of outdoor education discussed include developing students' environmental awareness and responsibility. It allows learning across the curriculum through hands-on experiences.
3) The paper concludes by recommending that the Nigerian government and schools support outdoor education by establishing committees, training teachers, and providing facilities to properly develop an outdoor education curriculum.
How current debates are influencing the science curriculum in the UKCobain Schofield
This essay seeks to understand how the current issues and debates relating to science education (both primary and secondary levels) are influencing the curriculum.
Grade: 77%
PROBLEM BASED LEARNING: BARROW AND BLOOM TAXONOMY (Experimental activity)ijejournal
This paper explains what the PBL consists of, exposes the role of the teacher and the student in
this methodology, and discusses the convenience of using pictograms to determine the
convenience of raising in the PBL, problems, or cases. Based on our teaching experience, a
taxonomy is proposed to facilitate an awareness of these differences and help teachers choose a
problem-based learning method more appropriate for their students. Also, a PBL planning
process is presented for an experimental activity and its process evaluation.
How current debates are influencing the science curriculum in the UKCobain Schofield
This essay seeks to understand how the current issues and debates relating to science education (both primary and secondary levels) are influencing the curriculum.
Grade: 77%
PROBLEM BASED LEARNING: BARROW AND BLOOM TAXONOMY (Experimental activity)ijejournal
This paper explains what the PBL consists of, exposes the role of the teacher and the student in
this methodology, and discusses the convenience of using pictograms to determine the
convenience of raising in the PBL, problems, or cases. Based on our teaching experience, a
taxonomy is proposed to facilitate an awareness of these differences and help teachers choose a
problem-based learning method more appropriate for their students. Also, a PBL planning
process is presented for an experimental activity and its process evaluation.
MULTICULTURALISM AND HISTORY EDUCATION: TEACHERS’ PERCEPTIONSijejournal
The present paper attempts to explore the perceptions and views of public primary school teachers in the city of Thessaloniki on multiculturalism and historical education. In particular, the involvement of teachers in the implementation of intercultural practices was studied, while specifically the history course was chosen since on one hand it gathers many identical features and on the other hand it is offered for the design and implementation of many intercultural interventions. The city of Thessaloniki with its multicultural past was used as a basis for outlining the trends and views of the human resources that serve education. The sample of the research consisted of 413 teachers from the primary schools of the prefecture of Thessaloniki. The quantitative methodological approach was followed and the data were collected using a questionnaire. The results of the research showed that the teachers’ training in matters of intercultural education is incomplete, a fact that affects their perceptions and their intercultural practices in a negative way. The research also showed that history curricula are in need of great changes in respect to integrate the multicultural perspective.
Learning how to learn problem based learning.molil
Problem based learning is an instructional, learner centred approach that empowers learners to conduct research, integrate theory and practice, and apply knowledge and skills to develop a viable solution to a defined problem. (J.R Savery, 2006, p12)
PBL also has the potential to help learners to develop flexible understanding and lifelong learning skills. (C.E Hmelo-Silver, 2004, p235)
Students work in collaborative groups to identify what they need to learn in order to solve a problem.
Students engage in self-directed learning and then apply their new knowledge to the problem, reflect on what they have learned and assess the effectiveness of the strategies employed. (C.E Hmelo-Silver, 2004, p235)
The teacher in PBL becomes a facilitator of the learning process rather than providing the knowledge.
Characteristics of PBL:
Students must have the responsibility for their own learning.
PBL is learner centred.
Problem simulations must be ‘ill-structured’.
Learning should be integrated from a wide range of disciplines or subjects.
Collaboration is essential.
Student learning through self-directed process must be applied back to the problem with analysis, resolution and discussion.
Peer and self-assessment should be carried out.
PBL activities must be those valued in the real world.
Student assessment should include measurement of student progress toward goals of student problem-solving capabilities.
PBL should be the pedagogical base in the curriculum and not a part of a didactic curriculum.
Expected outcomes:
Flexible knowledge
Effective problem-solving skills
Self-directed learning skills
Effective collaboration skills
Intrinsic motivation
Dynamic Learning Program for Millennial Learnersijtsrd
This research determined the effectiveness of Dynamic Learning Program for the six science process skills of our Grade 9 millennial learners of Soom Integrated School, Trinidad, Bohol, Philippines. These six science process skills are observing, communicating, classifying, inferring, measuring and predicting. Fifty three students were the respondents of the study and quasi experimental method was used. To determine the significant mean difference, z test was used. The target topics of the experiment were the three modules of the third grading period Volcanoes, Climate and Constellation. Findings revealed that Dynamic Learning Program helped students obtain higher academic performance in science, thus the six science process skills were enhanced and developed. Post test data rejected the null hypothesis there was a significant difference between the pre test and post test scores of the student. An enriched Dynamic Learning Program was designed to address the issue on low performance in science subject. Jenny P. Manatad "Dynamic Learning Program for Millennial Learners" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-5 , August 2020, URL: https://www.ijtsrd.com/papers/ijtsrd31740.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/education/31740/dynamic-learning-program-for-millennial-learners/jenny-p-manatad
Researcher Positionality - A Consideration of Its Influence and
Place in Qualitative Research - A New Researcher Guide.
Masters and PhD student researchers in the social sciences are often required to explore and
explain their positionality, as, in the social world, it is recognized that their ontological and epistemological beliefs influence their research. Yet novice researchers often struggle with identifying their positionality. This paper explores researcher positionality and its influence on and place in the research process. Its purpose is to help new postgraduate researchers better understand positionality so that they may incorporate a reflexive approach to their research and start to clarify their positionality.
Learning in the nature - Integrating outdoor adventure education into the cur...Maarit Marttila
Oral presentation: Nordisk konferens i anpassad fysisk aktivitet och handikappidrott – Nordic Conference in APA and Disability Sport,19.–21.8.15, Liikuntakeskus Pajulahti
Modular approach in teaching has been a buzzword in our educational system. This paper ascertained the effectiveness of Modular Teaching Approach in teaching Grade 10 Science at Maximino Noel Memorial National High School. Quasi experimental and Purposive sampling was utilized. Data were collected through pre test and post test using the learning module in Science 10 prescribed by the Department of Education. Data obtain using frequency count, percentage, mean and standard deviation and t test for the significant difference. Results revealed that the performance of the Grade 10 students during the pre test in the following competencies describing the distribution of active volcanoes, earthquake epicenters, and major mountain belts distinguishing the different types of plate boundaries and explaining the different processes that occur along the plate boundaries, was described as Beginning. However, after using the Modular Teaching Approach, the post test performance of the students on the aforementioned competencies increased significantly and was described as Proficient. This indicated that the approach evidently showed positive results and displayed a vital connection in increasing students’ academic achievement. Thus, enhanced learning module was proposed as instructional intervention in improving students’ performance in Science 10. Marsha R. Valencia "Modular Approach in Teaching Science 10" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-3 , April 2020, URL: https://www.ijtsrd.com/papers/ijtsrd30318.pdf Paper Url :https://www.ijtsrd.com/other-scientific-research-area/other/30318/modular-approach-in-teaching-science-10/marsha-r-valencia
Strategic Intervention Material SIM for Grade 11 Scienceijtsrd
This research assessed the effectiveness of Strategic Intervention Material for Grade 11 Science at Don Andres Soriano National High School, Toledo City Division. Twenty one students from Grade 11 STEM Academic Strand were the respondents of the study. Quasi experimental method of research particularly the one group pre and post test design with purposive sampling was used in the study. To determine the significant mean difference, a t test was used. The study was designed to assess the status of strategic intervention material as an instructional tool for learning acquisition. The topics of the experiment were the layers of the earth and the continental drift theory. Findings revealed that SIM aided students to obtain higher academic performance in Earth Science. Post data rejected the null hypothesis. Thus, there was a significant difference between the pre test and post test results. Strategic intervention materials were made which can be utilized as a medium of instruction for students’ new way of learning acquisition. Gica M. Tugbong "Strategic Intervention Material (SIM) for Grade 11 Science" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-2 , April 2023, URL: https://www.ijtsrd.com.com/papers/ijtsrd53996.pdf Paper URL: https://www.ijtsrd.com.com/other-scientific-research-area/other/53996/strategic-intervention-material-sim-for-grade-11-science/gica-m-tugbong
MULTICULTURALISM AND HISTORY EDUCATION: TEACHERS’ PERCEPTIONSijejournal
The present paper attempts to explore the perceptions and views of public primary school teachers in the city of Thessaloniki on multiculturalism and historical education. In particular, the involvement of teachers in the implementation of intercultural practices was studied, while specifically the history course was chosen since on one hand it gathers many identical features and on the other hand it is offered for the design and implementation of many intercultural interventions. The city of Thessaloniki with its multicultural past was used as a basis for outlining the trends and views of the human resources that serve education. The sample of the research consisted of 413 teachers from the primary schools of the prefecture of Thessaloniki. The quantitative methodological approach was followed and the data were collected using a questionnaire. The results of the research showed that the teachers’ training in matters of intercultural education is incomplete, a fact that affects their perceptions and their intercultural practices in a negative way. The research also showed that history curricula are in need of great changes in respect to integrate the multicultural perspective.
Learning how to learn problem based learning.molil
Problem based learning is an instructional, learner centred approach that empowers learners to conduct research, integrate theory and practice, and apply knowledge and skills to develop a viable solution to a defined problem. (J.R Savery, 2006, p12)
PBL also has the potential to help learners to develop flexible understanding and lifelong learning skills. (C.E Hmelo-Silver, 2004, p235)
Students work in collaborative groups to identify what they need to learn in order to solve a problem.
Students engage in self-directed learning and then apply their new knowledge to the problem, reflect on what they have learned and assess the effectiveness of the strategies employed. (C.E Hmelo-Silver, 2004, p235)
The teacher in PBL becomes a facilitator of the learning process rather than providing the knowledge.
Characteristics of PBL:
Students must have the responsibility for their own learning.
PBL is learner centred.
Problem simulations must be ‘ill-structured’.
Learning should be integrated from a wide range of disciplines or subjects.
Collaboration is essential.
Student learning through self-directed process must be applied back to the problem with analysis, resolution and discussion.
Peer and self-assessment should be carried out.
PBL activities must be those valued in the real world.
Student assessment should include measurement of student progress toward goals of student problem-solving capabilities.
PBL should be the pedagogical base in the curriculum and not a part of a didactic curriculum.
Expected outcomes:
Flexible knowledge
Effective problem-solving skills
Self-directed learning skills
Effective collaboration skills
Intrinsic motivation
Dynamic Learning Program for Millennial Learnersijtsrd
This research determined the effectiveness of Dynamic Learning Program for the six science process skills of our Grade 9 millennial learners of Soom Integrated School, Trinidad, Bohol, Philippines. These six science process skills are observing, communicating, classifying, inferring, measuring and predicting. Fifty three students were the respondents of the study and quasi experimental method was used. To determine the significant mean difference, z test was used. The target topics of the experiment were the three modules of the third grading period Volcanoes, Climate and Constellation. Findings revealed that Dynamic Learning Program helped students obtain higher academic performance in science, thus the six science process skills were enhanced and developed. Post test data rejected the null hypothesis there was a significant difference between the pre test and post test scores of the student. An enriched Dynamic Learning Program was designed to address the issue on low performance in science subject. Jenny P. Manatad "Dynamic Learning Program for Millennial Learners" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-5 , August 2020, URL: https://www.ijtsrd.com/papers/ijtsrd31740.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/education/31740/dynamic-learning-program-for-millennial-learners/jenny-p-manatad
Researcher Positionality - A Consideration of Its Influence and
Place in Qualitative Research - A New Researcher Guide.
Masters and PhD student researchers in the social sciences are often required to explore and
explain their positionality, as, in the social world, it is recognized that their ontological and epistemological beliefs influence their research. Yet novice researchers often struggle with identifying their positionality. This paper explores researcher positionality and its influence on and place in the research process. Its purpose is to help new postgraduate researchers better understand positionality so that they may incorporate a reflexive approach to their research and start to clarify their positionality.
Learning in the nature - Integrating outdoor adventure education into the cur...Maarit Marttila
Oral presentation: Nordisk konferens i anpassad fysisk aktivitet och handikappidrott – Nordic Conference in APA and Disability Sport,19.–21.8.15, Liikuntakeskus Pajulahti
Modular approach in teaching has been a buzzword in our educational system. This paper ascertained the effectiveness of Modular Teaching Approach in teaching Grade 10 Science at Maximino Noel Memorial National High School. Quasi experimental and Purposive sampling was utilized. Data were collected through pre test and post test using the learning module in Science 10 prescribed by the Department of Education. Data obtain using frequency count, percentage, mean and standard deviation and t test for the significant difference. Results revealed that the performance of the Grade 10 students during the pre test in the following competencies describing the distribution of active volcanoes, earthquake epicenters, and major mountain belts distinguishing the different types of plate boundaries and explaining the different processes that occur along the plate boundaries, was described as Beginning. However, after using the Modular Teaching Approach, the post test performance of the students on the aforementioned competencies increased significantly and was described as Proficient. This indicated that the approach evidently showed positive results and displayed a vital connection in increasing students’ academic achievement. Thus, enhanced learning module was proposed as instructional intervention in improving students’ performance in Science 10. Marsha R. Valencia "Modular Approach in Teaching Science 10" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-3 , April 2020, URL: https://www.ijtsrd.com/papers/ijtsrd30318.pdf Paper Url :https://www.ijtsrd.com/other-scientific-research-area/other/30318/modular-approach-in-teaching-science-10/marsha-r-valencia
Strategic Intervention Material SIM for Grade 11 Scienceijtsrd
This research assessed the effectiveness of Strategic Intervention Material for Grade 11 Science at Don Andres Soriano National High School, Toledo City Division. Twenty one students from Grade 11 STEM Academic Strand were the respondents of the study. Quasi experimental method of research particularly the one group pre and post test design with purposive sampling was used in the study. To determine the significant mean difference, a t test was used. The study was designed to assess the status of strategic intervention material as an instructional tool for learning acquisition. The topics of the experiment were the layers of the earth and the continental drift theory. Findings revealed that SIM aided students to obtain higher academic performance in Earth Science. Post data rejected the null hypothesis. Thus, there was a significant difference between the pre test and post test results. Strategic intervention materials were made which can be utilized as a medium of instruction for students’ new way of learning acquisition. Gica M. Tugbong "Strategic Intervention Material (SIM) for Grade 11 Science" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-2 , April 2023, URL: https://www.ijtsrd.com.com/papers/ijtsrd53996.pdf Paper URL: https://www.ijtsrd.com.com/other-scientific-research-area/other/53996/strategic-intervention-material-sim-for-grade-11-science/gica-m-tugbong
CHS281Recap and assignment guidanceThis module addressedVinaOconner450
CHS281
Recap and assignment guidance
This module addressed creative approaches to the primary curriculum.
What is creative in all these approaches is the fact that they do not focus on one subject at any one time and as a result they do not follow a ‘traditional, conventional even conservative’ way of teaching school subjects to pupils.
Hence, we talk about pedagogic approaches that are promoting connections.
Cross-curricular (connecting curriculum) is a major theoretical underpinning of these approaches. Barnes labelled cross-curriculum approaches as liberating.
Barnes (2012, p.236) argued that: “Today cross-curricular approaches are believed to open up a narrowed curriculum, ensure greater breadth and balance and potential give each child the opportunity to find what Robinson and Aronica (2009) call their ‘element’”.
Barnes (2012, p.239-240) argued that: “…neuroscience, psychology and social science lead us to suspect that effective, lasting, transferable learning in both pure subject and cross-curricular contexts may be generated by: emotional relevance, engagement in fulfilling activity, working on shared challenges with others.”
Throughout the course of this module we saw how different, creative, pedagogic (inherently cross-curricular) approaches attempted to strike such emotional relevance with pupils, such a motivating engagement and all these within a ‘sharing’ context with others.
HOWEVER: The cross-curricular dimensions are essentially the responsibility of the teachers, especially in terms of devising, expediting and completing projects.
Cross-curricular teaching is not an easy task – teachers need to be mindful of their planning; Barnes (2012, p.248) tells us about: ‘…spurious links were often made between too many subjects, and little sense of progression or subject record keeping were possible.’ This is why teachers need to carefully decide which subjects can contribute and carefully write up learning objectives accordingly.
What is the theoretical underpinning of cross-curricular approaches?
Cross-curricular approaches reflect a constructivist and social constructivist approach to learning.
In constructivism, the basic idea is that the individual learner must actively construct knowledge and skills.
Dewey, Bruner, Vygotsky, Piaget have contributed to this notion of constructivism in learning.
Cognitive constructivism draws mainly from Piaget’s work on his theory of cognitive development. Piaget proposed that individuals construct their knowledge through experience and interaction with the environment.
Social constructivism with Vygotsky its main proponent, claims that the social context of learning is also very important.
Creative approaches
Story
Project/problem-based
Enquiry
Outdoors
Environmental Education
Education for sustainability
Margaret Dolnaldson (1978) Children’s Minds – embedded/dis-embedded contexts.
Szurnak and Thuna (2013, p.550-551) argued that: “Narrative is a powerful tool for teaching a ...
This study examined the effect of Guided-Discovery (GD) technique on
Colleges of Education Social Studies students’ learning outcome in Nigeria.
The study employed 2x2x2 randomized research design. A total of 100
students participated in the study, consisted of 50 GD and 50 Lecture
Technique. Social Studies Performance Tests (SSPT) was used to collect
data. It was designed using National Commission for Colleges of Education
curriculum and validated by four Social Studies experts. The reliability value
of 0.82 was obtained for the instrument using Cronbach Alpha. ANOVA and
t-test were used for data analyses. This study found that GD technique of
teaching Social Studies was next in producing higher significant effect in
students’ learning outcome than LT. Gender has no significant interactive
effect on students’ learning outcome in Social Studies. The mode of entry
had no significant interactive effect in the learning outcome of Colleges of
Education Social Studies Students. The study concluded that GD was found
to be more effective in enhancing Social Studies Students’ learning outcome
in Colleges of Education. It was recommended that GD technique should be
used in teaching Social Studies in Colleges of Education.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Exploring outdoor education as an effective means of
1. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.10, 2013
152
Exploring Outdoor Education as an Effective Means Of
Experiential Learning In Secondary
Schools in Nigeria
ONIFADE COMFORT ADENIKE
Department of Communications and General Studies,
Federal University of Agriculture Abeokuta,
E-MAIL: drcaonifade@yahoo.com
ADEDIRAN ADEKUNLE AMOS
Department of Social Studies
School of Arts and Social Sciences
Federal College OF Education,
Abeokuta, Ogun State, Nigeria
E-MAIL: speaktoa3@yahoo.com / speaktoa3@gmail.com
Abstract
Outdoor education acknowledges the necessity of selecting a well deserved place for learning to take place. In
this place, students learn directly within their immediate environment and gain knowledge about the physical
reality of that environment. Through these means, students learn about the key importance of relationships and
respect for the learning and teaching processes. The process begins with personal experience and leads to deep
questioning which brings about new ideas and knowledge. This paper therefore discourses the essence of
outdoor education for students in secondary school, curriculum in the outdoor classroom setting. It also explains
the symbiotic relationship between the outdoor education and constructivist strategy. Some models of
experiential learning for outdoor education are also highlighted. Conclusion and recommendations are discussed
at the end of the paper.
Keywords: Outdoor Education, Experiential Learning, Exploring, Second Cycle Institution, Effective.
Introduction
Outdoor education is a cultural construct which is thought about and applied in different ways within and
between countries. The concept of outdoor education acknowledges the importance of selecting an appropriate
place for education as well as a technique or means of learning. In this setting, students learn directly about the
relationship of knowledge to the physical reality of that place. This is achieved through environmental, social,
and cultural dimensions whereby that which is known have a past, present and future. Through these means
students learn about the key importance of relationship and respect for the learning and teaching process.
The relationship between the teacher and learner is characterized by an open minded exchange of views between
the two. This is a constructivist pedagogy whereby the learners construct their own views of the world based on
personal experience. A second dimension, reconstruction, recognizes that the learner may wish to modify their
personal experiences with reference to existing theoretical construct. Lastly, throughout the process reflection, it
is sometimes necessary to deconstruct personal and social constructs in order to gain new understandings. The
process begins with personal experience and leads to deep questioning.
Purpose of the Study
Purpose of the study is to:
1) Develop an interest in environment/recreational and make sure time activities of students.
2) Develop in student the sense of personal responsibility toward local environment.
3) Stimulate students to appreciate aesthetic of national environment.
4) Develop curiosity in student about the wonder of the outdoor world.
5) Allow spiritual development and ability in students to express their feelings about the environment.
2. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.10, 2013
153
Concept of Outdoor Education
Szczepanski (2002) define outdoor environmental education as a thematic and interdisciplinary field of
education in the natural and cultural landscape. Through thematic studies and activities in the landscape, outdoor
environmental education tries to animate the often abstracts concepts of the subject disciplines, and thereby
create a local, ecological, historic, physical and social sense of place among children, students and teachers
(Dahlgren and Szczepanski, 1997). The ultimate goal of outdoor environmental education and ecological
learning, other than to generate knowledge is to develop students’ awareness and concern about the whole
ecosystem and its associated problems. (Dahlgren and Szczepanski 1998). Direct nature experiments are widely
acknowledged to enhance environmental awareness and to foster sympathetic attitudes. It is an essential goal of
such educational approaches to produce an environmentally knowledgeable citizenry that is competent and
willing to take action (Szczepanski and Ekstom 1993).
Some studies about outdoor education according to Szczepanski (1998) promote a more solid grasp of the
concepts than a similar environmental curriculum taught in a traditional classroom setting. Outdoor education,
environmental education and nature education, all interrelated terms, are particularly beneficial to elementary
students and early adolescents because the activities promote problem solving, risk taking, leadership training,
self confidence and teamwork along with the necessary cognitive skills. These characteristics are attributes in
which adolescents are still at the stage of developing.
The Curriculum in the Outdoor Classroom
Outdoor education develops knowledge, attitudes and skills across the whole curriculum. It is knowledge about
the environment (Heads), developing skills through going out in the environment (Hands) which in turn creates
the caring attitudes needed for the environment (Heart). The approach to education was originally proposed by
the Scots polymath, Sir Patric Cteddes (Adams 1998). Many aspects of the curriculum especially in science,
geography, physical education and art can only be taught effectively through outdoor experience, and the school
grounds are the obvious place to start. Teachers need the confidence to use this outdoor classroom but
unfortunately the environmental education module in teacher – training courses has disappeared from most UK
colleges. In – service courses, therefore are extremely valuable to give teachers the confidence and expertise to
develop learning opportunities in the school grounds, ranging from growing and caring for plants to designing
and making a solar punared fountain.
Link between Outdoor Education and Constructivist Strategy
Outdoor education and constructivist pedagogy concepts represent a move away from traditional ideas of
education and are oriented towards what used to be referred to as the learner or recipients. The link between the
two concepts by means of concrete approaches often mentioned is that which the learner already knows in one
form or another. Furthermore, they state that, occurring to the constructivist view, the individual himself
construct and add to this knowledge by frequent visits to the real world (Dahlgren and Szczepanski 1998).
Models of Experiential Learning for Outdoor Education
Experiential learning is generally concerned with learning that depends on first-hand experiences which connect
the learner with real people and real issues. It is often associated with informal education although this is not
exclusively so. Furthermore, it is generally considered to be a lifelong process integrating education work and
leisure. (Glasersfeld 1995).
Experiential learning according to Jonasson (1991) is based, on the premise that the learner learns best by doing
and one of the teaching methods often explored is based on problem solving approaches. In this way experience
becomes the catalyst for learning in other key government policy objectives such as citizenship and personal and
social education. This means that experiential learning has direct relevance to the transition from secondary
school to adult life and enhancing a range of personal and social skills among young people (Kopke 1995).
3. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
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Kolb cycle model of experiential learning
Fig. 1
Source: Kolb (1995)
Kolb’s cycle model implies that experience and reflection occur independent of each other, which is
challengeable. It does however, provide a framework for thinking about the linkages between different
components of learning processes. Consequently, it offers a tool to think about how we work with young people.
Learning Styles (Hong and Mumford models).
Fig. 2
Source: Kolb (1995).
Experiencing
Interpreting the
experience
Applying the
Centralizing the experience
Interpreting the
experience (reflector)
Applying the
experience
(pragmatist)
Centralizing the experience
(theorist)
Experiencing something
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This model can be used to show that people vary in their preferred style of learning (Honey and Mumford,
1992). It implies that people generally show tendencies towards one particular learning style, that of the activist,
reflector, theorist or pragmatist. It is based on both learning cycle and so the “activist is associated with
experiencing something, the reflector” with interpreting the experience and so on. Consequently the teacher
needs to be aware that desired outcomes may depend on different methods for different people. This is where the
models can be useful.
They help the teacher/instructor to become involved in each young person’s learning cycle, allowing them to be
alerted at an early stage as to whether their teaching is being effective. This is an extremely important point
because it is important to distinguish between teaching strategies (that which the teacher marks the young person
to learn) and learning outcomes (that which the young person actually learns).
Range and Scope of Outdoor Education
The relationship between the three dimensions can be seen in the above models of outdoor education. Further
understandings can be developed through thinking about concepts such as:
• learning out of doors,
• outdoor learning
• education out of doors
• education in nature
• authentic learning in landscapes.
There are diversity of approaches that lie in different theoretical understandings and practical applications of
outdoor education. They include ideas about the cultural and natural heritage, ideas about a sense of place, and
how to use the opportunities available to each teacher’s particular situation. The common thing to these ideas is
that the teacher and pupils pursue learning outcomes beyond the classroom.
Outdoor
Activities Environmental
Education
Personal and social
development
Outdoor
Edu
Source: Higgins and Loynes
Dimensions of Outdoor Education
Fig. 3
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Conclusion
This is not to suggest that outdoor education is a better form of learning than class-based learning. It is to suggest
that some learning is better suited out – of – doors and that there are good educational reasons for identifying and
capitalizing on these opportunities. In this way class – based learning can be integrated with outdoor learning.
From these philosophical underplaying, out – door education seeks to explore the practice of outdoor education
in relation to people, place and activity in keeping with the models above.
Recommendations
The following recommendations are therefore made in order to properly develop the curriculum of outdoor
education in Nigerian school setting.
1) Government should set up a committee that will look into the essence of outdoor education in Nigerian
school setting.
2) Teachers and students should be enlightened on the importance of outdoor education.
3) Teachers should be trained for the purpose of outdoor education.
4) Facilities that will aid the proper establishment of outdoor education should be purchased.
5) School programme should be properly designed to accommodate the curriculum of outdoor education.
References
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School Grounds.
Dahlgren, L. O. S. Szczepanski, A. (1998) Outdoor Education. Literary Education and Sensory Experience.
Linkoping: Kinda Education Centre.
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Glasersfeld, E. V. (1995). A Constructivist Approach to Teaching. In L. P. Steffe and J. Gale (Eds)
Constructivism in Education. Lawrence Erlbaum Associates Publishers.
Higgins, P. and Loynes, C. (1997). Towards Consensus on the Nature of Outdoor Education. JAEOL, 13(3).
Jonasgen, D. (1991). Evaluating Constructivist Learning. Educational Technology, 35(9), 28 – 33.
Kopke, A. (1995). Die Reform MUB weitergehen wider die lernunkultur on unseren Schulen. PADEXTRA, 6,
39-44.
Szczepanski, A. (2002). Outdoor, Adventure and Experiential Learning. A wreath of European Concepts. Third
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and Hermeneutic Perspective (p. 25-30) Marburg University Publisher.
Szczepanski, A. and Ekstrom, U. (1993). Keys to Nature – with Children in the Local Environment. (172p)
Stockholm: L, ISBN 91-47-00731-1.