Penelitian ini bertujuan untuk melihat pengaruh dari sebuah perlakuan dalam pembelajaran yakni Outdoor Learning terhadap pemahaman konsep siswa pada materi bagian tubuh tumbuhan dan juga untuk ...melihat bagaimana implementasi outdoor learning terhadap pemahaman konsep siswa. Metode yang digunakan dalam penelitian adalah pre-eksperimen desain One Group Pretest Posttest Design kepada 30 siswa disalah satu SD Negeri di Sumedang, dimana pretest dikerjakan siswa sebelum diberikan perlakuan kemudian siswa mengerjakan posttest setelah diberikan perlakuan. Teknik Analisis data yang dilakukan dalam penelitian ini adalah analisis deskriptif kuantitatif yakni uji normalitas data, dan Uji Beda. Hasil dari pengolahan data ini mendapatkan perbedaan yang siginifikan ketika data yang dihasilkan oleh Uji Normalitas berdistribusi normal yang selanjutnya dilakukan uji beda yaitu uji paired sample t-test dikarenakan data yang dihasilkan normal kemudian memperoleh nilai 0,000 yang signifikan < 0,05 maka hipotesis diterima. Hasil penelitian ini menunjukan terdapat perbedaan pemahaman konsep siswa sebelum dan sesudah diberikan pendekatan Outdoor Learning pada materi bagian tubuh tumbuhan.
This open access book reviews evidence and case studies on the effects of outdoor learning on teachers and learners. It shows how real-world learning outside the classroom contributes to unlocking ...the full potential of learners, demonstrating its benefits for academic learning, social competencies, personal and emotional development, psychological well-being, and physical activity and health. In addition, the book highlights how outdoor learning nurtures environmental awareness and helps learners to tackle current sustainability challenges. Its focus on high-quality learning makes it a unique contribution to the implementation of SDG 4. Aimed at lecturers at teacher training universities, teachers, professional educators, coaches, and multipliers who train staff of educational NGOs, as well as decision makers on all levels of education systems, this book is of interest to all those who seek a more in-depth understanding of the future of education.
This study aims to describe the implementation of Outdoor Learning using the NumberedHead Together (NHT) model, which can enhance students’ mathematics learningoutcomes on circumference and area of a ...circle, and to describe the results of students inthe learning process. The research is a Classroom Action Research (CAR) that carriedout in two cycles. Each cycle consists of planning, implementation, observation, andreflection. The research subjects were fourth grade students at SD Muhammadiyah 16Surabaya. The data collection techniques were observation and written tests, while the data analysis techniques involved the results of observation and simple statistics. Thefindings showed that in Cycle I, students’ achievement outcomes reached 62% with anaverage class of 77.75, and increased in Cycle II that reached 85% with an average classof 81.46. Based on the results of the completion and average class scores obtained, it can be concluded that the implementation of Outdoor Learning with the Numbered Head Together (NHT) model is said to be successful if the completion and average class scores increase significantly and make students become more active in discussing with each other to solve problems and understand the material.
Knowing-with-snow in an outdoor kindergarten Bartnæs, Pernille; Myrstad, Anne
Journal for Research in Arts and Sports Education,
01/2022, Letnik:
6, Številka:
1
Journal Article
Recenzirano
Odprti dostop
This article highlights how reciprocal relationships between children and the environment can contribute to exploring understanding of children’s learning in the outdoor environment. We draw on data ...from a kindergarten in the northern part of Norway, where we have carried out fieldwork three hours a week from October to mid-May. During this period, the outdoor area was covered with snow of varying qualities. Snow and weather conditions are included as elements in a relational understanding, in which the environment is understood as open and dynamic – an interaction between past and present, between geography, materiality, people and the ‘more-than-human’. The learner and the environment are understood as an indivisible process, where different elements exercise a reciprocal influence on each other. Using Ingold’s concept of correspondence, we explore how children learn by being within and with the world. The article is a contribution to creating a nuanced understanding of children’s learning and the educator’s role within an outdoor environment in kindergarten practice.
With a growing number of primary schools around the globe greening their schoolyards, opportunities arise to realize outdoor learning in natural areas on the school's premises. Despite their ...promising potential, green schoolyards as outdoor learning environments remain mostly unintegrated in teachers' educational practices. In the current study, teachers of five primary schools in Netherlands were followed for two consecutive years during a participatory action research project. Based on their experiences in this project, teachers identified barriers when integrating the green schoolyard as a learning environment and found practice-based solutions to overcome these barriers. Across schools, a total of 20 meetings were organized, with 75 teachers participating in the project. Results revealed four broad themes encompassing barriers and solutions. Teachers feel hindered by outdoor learning having no formal status in their current educational practice, experience barriers related to a lack of confidence in their own outdoor teaching expertise, find it difficult to get started, and experience barriers related to physical constraints. Teachers, professionals, and researchers together found solutions to overcome each specific barrier. These solutions can be translated to general recommendations: just do it, get educated and inspired, engage in real-life experiences, get an outdoor pedagogical mindset, and follow a tailored process. The findings can be used by primary schools and other institutions to develop interventions that support teachers to further integrate the green schoolyard as a learning environment.
Place based education (PBE) is a pedagogical approach that emphasises the connection between a learning process and the physical place in which teachers and students are located. It incorporates the ...meanings and the experiences of place in teaching and learning, which can extend beyond the walls of the school. PBE regained significant attention with the early 2020 outbreak of the COVID-19 pandemic, which caused large scale school closures globally and forced the rapid adoption of alternative learning environments, including teaching and learning outdoors, and learning from home. This systematic review aims to analyse English language research on PBE published in peer reviewed journals in the last twenty years. We map the themes included in this research corpus, highlight the geographical and subject specific topics where PBE is analysed, and categorise the themes that emerged from the research, according to Ardoin and colleagues' model of PBE dimensions. (Ardoin et al.
2012
. Exploring the dimensions of place: A confirmatory factor analysis of data from three ecoregional sites. Environmental Education Research, 18(5), 583-607.
https://doi.org/10.1080/13504622.2011.640930
). As educators, scholars and policymakers in many countries increasingly seek to integrate PBE into curricula, a broad understanding and status check of current research directions will help steer future studies of PBE, as well as help guide education policy and practice.
Learning History is an important and strategic lesson. In its implementation, many problems occur. Utilization of historical learning resources is one of the innovations and updates to address the ...problems that occur. Learning History is also strengthened by the many potential historical sites that have not been utilized, such as sites on the slopes of Mount Arjuna. The method used in this research is to use literature to analyze the urgency of outdoor learning and to explain the sites studied using historical research methods namely heuristics, verification, interpretation and historiography. This study describes and provides examples of how historical sites on the slopes of Mount Arjuna are utilized. Considering that there are several historical sites on the slope, it can be used as a learning resource for field activities or outdoor learning. The scheme of studying the utilization of Mount Arjuna's slope site consists of three stages, namely introduction (orientation), core (exploration) and closing (evaluation).
Interaction with nature is vital for children's physical and psychological development. Nature preschools provide the means for such interaction, but little is known about the significance of ...child-nature interactions in these settings. Using a randomized time-sampling methodology, we conducted an observational study of 49 children in a forest preschool. Video data was collected over 35 weeks. Based on second-by-second coding, and drawing on Interaction Pattern theory, we developed a model of child-nature interaction in this setting. We then tested our hypothesis that relatively wild areas of this environment would be positively associated with child-nature behaviors that were more relational – that is, behaviors demonstrating a bond with nature or respect, including the ability to cohabitate with other lifeforms, and to promote the well-being of nature. Results confirmed this hypothesis. Discussion focuses on the phylogenetic and ontogenetic significance of the 26 modeled child-nature interactions, and the importance of more wild natural environments for human development and flourishing.
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•Twenty-six interaction patterns comprised child-nature interaction in a nature preschool.•Relational interaction patterns referred to children's bond with nature, and ability to cohabitate with other life forms.•Children engaged in more relational interactions with nature when that nature was relatively wild compared to more domestic.•Relational ways of being (vs. domination) are more sustainable and ethical.•Relatively wild nature is important even in urban areas.
Many high school students have difficulty learning probability material. Meanwhile, probability is very important to be applied in everyday life, for example, in estimating and drawing conclusions ...based on the analysis of an experiment. Therefore, students' understanding of probabilities needs to be improved through learning that invites students to real situations. This study aims to improve the mathematics learning outcomes of probability topics (counting, permutations, combinations, and probabilities) through ethnomathematical outdoor learning based on the game 'Gotri Ayo Gotri (GAG)' for XII Class senior high school. The research method is a classroom action research with the following cycle stages: planning, action, reflection, and evaluation. The research subjects were 33 students (20 female students and 13 male students). The research instrument was a learning outcome test about the probability of as many as five items. Data were analyzed qualitatively. The results of the study are as follows: outdoor learning based on the ethnomathematics of the game 'Gotri Ayo Gotri (GAG)' can improve mathematics learning outcomes on probability topics with an average score of cycle 1 of 65.91, cycle 2 of 79.97, and cycle three score of 89.97. The novelty in this research is the form of the traditional Bengkulu GAG game. As an alternative to learning, it is recommended for high school mathematics teachers to apply traditional game-based learning outside the classroom to increase motivation and learning outcomes in mathematics.
•Regular education outside the classroom is related to increased reading performance.•This result strengthens the argument for a positive causal relationship.•The relationship does not depend on ...gender and prior reading performance.•The relationship does not depend on national language lessons outside the classroom.
The use of education outside the classroom (EOtC) in schools is increasing; however, there are currently few studies assessing the longer-term impacts on academic achievement. The aim of the present study was to investigate the association between one school-year of regular (more than 2.0 h a week) participation in EOtC and Danish primary school children’s reading performance. We conducted a quasi-experimental study involving 20 EOtC intervention group classes and 10 comparison group parallel classes (Grades 3–6). Children were tested pre- and post-intervention in reading performance. We found that exposure to EOtC had a small positive impact on test scores. The implication that regular EOtC is positively associated with reading performance is discussed.
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