Browsing by Subject "Outdoor education"

Now showing 1 - 12 of 12
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    Assessing the Impacts of Field Days for Youth
    (2007) Seidel, Wayne; Liukkonen, Barb; Meyer, Nathan
    This is a 30-slide Powerpoint (pdf format) abbreviated content presentation that assesses the value of and education program with outdoor field days for children. The program is not identified, and a narrative report of this study could not be found. The slides show a variety of activities (forestry station, conservation station, research station, etc.) with small classes rotating between them. There are no accompanying notes, and the PPT slides are in bullet-point format. The authors note that a short survey and focus groups were done with learners and their teachers. The study makes the following conclusions: “Students remembered details and concepts; All participants valued event; Clear evidence of learning and behavior change; Opportunity & willingness to more fully integrate event with classroom work; Regular evaluation will help improve the program” The following implications were listed: Following Best Practices can help improve learning and stewardship; Single-day field day events can have both short- and long-term impacts; Regular evaluation will help improve the program.”
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    Best practices for field days : Assessment tool and observation protocol
    (St. Paul, MN: University of Minnesota Extension Service, 2009) Carlson, Stephan; Heimlich, Joe; Storksdieck, Martin; Meyer, Nathan
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    Creating Connection to Nature: A Curriculum Project Combining Interpretation with Adventure Education
    (2019-10-14) Bartels, Trisha
    The purpose of this project was to create a curriculum that connects participants to nature by incorporating elements of both adventure education (i.e. mountain biking, kayaking, hiking, etc.) into an interpretive program, as well as creating nature connectedness (attentional deployment, sounds, identification, etc.) within participants. As needed, it can be adjusted for experience level of participants and knowledge of local ecology dependent on the provider. The goal of adding these two subjects of outdoor education together, was to enhance nature connectedness, comfortability, skills, knowledge, and behavior within participants. The theoretical basis for this program was based upon a nature connectedness, interpretation, and adventure education. These theories are: Nature Connectedness (Schultz, 2002); Constructivist Learning (Dewey, 1938; Piaget, 1972; Vygotsky, 1980); 15 Principles for Interpretation (Beck & Cable, 2011 p.17); Optimal Arousal Learning (Berlyne, 1968 & Eysenck, 1982); Risk (Ewert, Sibthorp, 2014); Cognitive Behavioral Change/Self Efficacy (Bandura, 1977); Pedagogy Learning (Rozenkranz,1989), and Experiential Learning Cycle (Kolb, 1984). The curriculum consists of four units, with two lessons in each unit. These lessons were intended to be used to deepen participants understanding of the natural world and enhance nature connectedness through the interpretation and adventure education subjects. While this curriculum was reviewed by a panel of experts and has one lesson that was pilot tested, it was outside the scope of this project to provide a summative evaluation of all of the lessons and units.
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    The Effects of Outdoor Education Mentoring on Teacher Job Satisfaction
    (2012) Erickson, Deanna M
    A strong relationship has been demonstrated between mentoring and job satisfaction in research across multiple fields. Job satisfaction is also a key indicator of teacher retention. A few programs in the US are using mentoring to incorporate outdoor education into teacher pedagogy and the broader public school system. In this model, experienced outdoor educators work with teachers individually over a period of time to model curriculum and to provide feedback, logistical and personal support in incorporating this method into the classroom. A case study investigation in the Bioregional Outdoor Education Project on the Colorado Plateau found that outdoor education mentoring resulted in increased use of outdoor education by teachers, reports of enhanced student achievement, especially engagement, and positive change in teacher feelings of satisfaction with work. Meaningful benefits that result from incorporating outdoor education may increase the likelihood that teachers continue to use this method, a topic for future investigation. Infusing outdoor education through the curriculum with the help of mentors may offer a potential means of school reform, if support from peer teachers and administrators is garnered through information about the potential benefits to both students and teachers.
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    How are Outdoor Educators in Minnesota Using Technological Devices to Deliver Curriculum?
    (2011) French, Bryan
    There is a philosophical tension between outdoor education and technology (Neill, 2010). Outdoor educators often encourage students to leave their technological devices behind and experience the natural world without cell phones, iPods or any other electronics. However, these same 'devices of distraction' can also be used as electronic field guides, portable data collection devices for use in the field, and in various other ways to help deliver outdoor education curriculum. At a time when 93% of Americans under the age of 29 use mobile phones and are online every day (Lenhart, Purchell, Smith, & Zickuhr, 2010), outdoor educators will be more effective helping a plugged-in generation connect with nature if they understand what technological devices are being used by learners, and what devices are being used by other outdoor educators. This study describes how outdoor educators working at Minnesota nature centers, aquaria, zoos and parks are using technology while teaching outdoors. 105 outdoor educators in Minnesota responded to an online survey which asked questions about how they use technological devices to deliver curriculum while outside. 54% of respondents (n=57) work in either a nature center or in a K-12 school. 64% (n=67) of respondents were between the ages of 22 and 44. Respondents felt that they do not use as much technology as their colleagues, although in reporting the variety of devices they did use, this does not actually appear to be the case. The outdoor educator who is aware of what technological devices exist and how they can be used to deliver educational content will be in a better position to decide how to most effectively deliver curriculum in their outdoor classroom.
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    The Influence of Outdoor Education to Improve the Quality of Life for Individuals with Dementia
    (2010) Aspenson, Jamie L
    (D-QOL) (Brod, Stewart, Sands & Walton, 1999) instrument was administered to all participants prior to and after a series of outdoor sessions in which three subjects participated in. The D-QOL provided quantitative data, while audio-recording, transcribing and coding of the outdoor sessions provided qualitative data. Results indicate no statistical significance in D-QOL scores; however, there were increases across several of the domains of quality of life (established by the D-QOL) for two of the treatment group participants. Other resulting implications include the consideration of short-term quality of life improvement and that what individuals find personally meaningful throughout their life may continue to be influential despite a diagnosis of dementia. The results provide recommendations for other adult day programs serving individuals with dementia. These recommendations include being deliberate with offered activities, increasing resources, and becoming aware of what holds personal meaning for attendees. Future studies would benefit from increased sample sizes, including objective observations and measurements and a greater diversity of participants.
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    Motivations and values of outdoor education students: Perspectives from North Karelia, Finland and Minnesota
    (2013-05) Erpestad, Matti
    This study explored pre-service and alumni outdoor education students' motivations for studying outdoor education and their values of the field of outdoor education. Student and alumni perspectives from one American and one Finnish institution of higher learning were investigated through electronic surveys and semi-structured interviews. Data was collected and analyzed using a concurrent mixed methods research design. Findings indicated that respondents' motivations and values are seldom singular, but rather a combination of factors. Prominent findings across study sites indicated that students were motivated by the combination of recreational pursuits in the outdoors with a job and by past experiences in the outdoors. They perceived outdoor education as valuable in providing people with meaningful experiences in the outdoors that benefit both people and the natural world, and in helping counteract a societal disconnection from nature. Implications for practitioners and for research are discussed, and specific recommendations for each site are provided.
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    Motivations of Pre-Service Teachers in Physical Education to Incorporate Outdoor Education in K-12 Physical Education School Programs
    (2012) Kohlin, Patrick M
    There is strong national endorsement for including outdoor adventure and challenge activities in the physical education classroom yet, for whatever reasons, PE practitioners still cling to the traditional sport oriented method of physical education. Still, sports and games remain in the realm of PE and outdoor skills activities remain in the realm of OE. This behavior implies a misperception of where and how to incorporate outdoor education focused physical skills lessons. This study describes how current PE and OE pre-service teachers perceive the PE/OE pre-service landscape, and the motivations leading them to choose one program major over the other. Students who are currently enrolled in degree required courses in either PE or OE teacher preparation programs at the University of Minnesota Duluth, University of Wisconsin Lacrosse and the University of Wisconsin Steven’s Point were surveyed. The findings of this study reveals that there are college student who have an interest in providing outdoor education, but are not particularly interested in teaching it to kids in the formal school setting. And that there are college student who are interested in teaching kids in a formal school setting, but are not be particularly interested in providing outdoor education. Developing students who have both an interest in outdoor education and an interest in teaching in the formal setting is just one important step. Equally important is that all parties invested in the health and well being of our children create an environment within our physical education system that is accepting of outdoor education principles and supportive of its advocates.
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    Motivations, Barriers, and Constraints Affecting Underprivileged Youths' Participation in Nature-based Outdoor Recreation
    (2011) Schiff, Jessica K
    The types of motivations, barriers, and constraints affecting youth participation in nature-based outdoor recreation are researched in this study. The participants represent underprivileged youth affiliated with a drop-in after-school youth program sponsored by a local soup kitchen in an upper-Midwest city. Guided by the Constraints Negotiation Theory and following previous leisure and recreation research on perceived motivations, barrier, and constraints, this study utilizes qualitative techniques to collect data. Results reveal sets of common motivations and constraints affecting underprivileged youths’ participation in nature-based outdoor recreation. This information will benefit public and private local and regional organizations that provide and promote nature-based outdoor recreation opportunities for a diverse youth population by helping them to better understand their audience.
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    The North Shore Curriculum Assessment Final Report
    (2007) Smerud, Peter
    This document describes the results of a project to assess the needs of teachers and schools regarding coastal resources and environmental education in the Minnesota coastal zone. A survey was carried out on K-12 teachers at 55 schools in the coastal zone, and a series of community meetings was held. Key findings are extracted and reproduced below. “The majority of surveyed teachers stated that they are quite comfortable teaching environmental education lessons in their classroom, resulting in one of the higher rankings (4.20) given in any area of the survey. This is supported by the fact that 77% of the teachers from this survey stated that they teach outdoors and 68% of them are currently using an outdoor school site. These numbers seem to indicate that many schools have an outdoor setting in which to teach. This is supported by the lowest ranking (2.83) for environmental education resource needs of obtaining an outdoor school site. The teachers seemed to indicate that they were knowledgeable in the content areas of environmental education with the positive rankings in every area (all above 3.0). The teachers in this survey rated that their greatest level of knowledge was among the area of outdoor recreation. This area is an integral part of our region and many may have gained experiential knowledge that would support this finding. Teachers indicated that they were more knowledgeable (3.70) about general environmental issues (climate change, acid rain, etc.) rather than specific issues relating to the coastal zone, (fisheries, forestry and development). Specific coastal zone issues was rated the lowest (3.02) in this category. The data showed that a moderate number of teachers were unaware of many of the existing environmental education curricula. The data also showed that many teachers were aware of the listed curricula, but did not use them presently in their teaching. Overall, of the teachers that did indicate they used these curricular resources, there was a relatively low rate of usage of these resources, all with rankings below 2.50. Specific coastal resource management issues were ranked as the highest level of need in terms of a specific content area, which seems to correlate with the prior result that showed this area to be ranked as the lowest item in the teachers’ level of knowledge. Other needed content areas that were ranked highest in this category were aquatic ecosystems, birds, current interaction of humans upon natural resources (an area similar to coastal resource management issues), historical interactions of human cultures upon natural resources, earth sciences and wildlife. 93% of surveyed teachers responding that they teach about the environment, it was surprising to note that only 38% of them use the identified published EE curriculum. Instead, many teachers (46%) have developed their own curriculum to teach about the environment. In addition to teaching about the environment, a majority (64%) of the teachers are taking their students on field trips to Environmental Learning Centers or Nature Centers. However, most of these field trip opportunities are happening only once or twice during the school year. The data also revealed that 19.6% of the surveyed teachers are teaching about the environment every week, which seemed to be a high percentage given the number of respondents. The outcomes and knowledge gained from this project are to be used to assess the needs of environmental education curriculum in the coastal zone and subsequently make recommendations for future funding and efforts that best meet the needs of coastal area schools and educators.”
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    Reading Nature as a Strategy to Increase Science Achievement and Ecological Content Knowledge in Middle School Students
    (2015-06) BySura, Johnathan
    This paper reports on two methodologies for the teaching and learning of ecology in a rural North Georgia private school for 6th and 7th grade students. The purpose of this study was to test two different teaching methodologies to determine which teaching strategy was more effective in increasing standardized achievement and conceptual knowledge in students through the analysis of four content areas (autecology, taxonomy, synecology, and systemic view). It examines the idea of reading nature, a term that was coined by Swedish professor Ola Magntorn in 2007. Curriculum was designed to implement two different methodologies to help students read nature in a stream ecosystem. The four content areas being taught had either an outdoor-focused 'bottom up' approach or a classroom based ‘top down' approach. The experimental groups utilized the bottom-up approach, while the control groups utilized the top-down approach common to science education in American schools. Both teaching methodologies were measured using a standardized achievement pre- and post-test, as well as a written concept map pre- and post-test to understand how the students were making connections to the material they learned. Students were asked to identify and make as many connections as possible to 15 natural items on a tray. A large part of the instruction took place outdoors for the experimental group, whereas the control group's instruction took place in a normal classroom-lab setting. This study gives important insight into how bottom-up processing and direct experience with natural systems can increase standardized scores in science education just as well as traditional models used in many schools. In addition, bottom-up processing vastly improved middle school students ability to make conceptual connections to the natural world.
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    Utilization of School Forests in Minnesota
    (2012) Krause, Sharon L
    Multiple learning theories suggest outdoor education and environmental education are effective teaching tools for a variety of learners. They have been found to be especially effective when students are given the opportunity to do experiential work in an outdoor setting, strengthening students’ overall knowledge and critical thinking skills (Peacock, 2006). One resource for outdoor and environmental education is a school forest. Using schools which participate in the Minnesota Department of Natural Resources School Forests Program, this study used survey research to investigate the use and rationale for using school forests by elementary teachers. This study identified positive motivational factors as well as barriers which make it difficult for teachers to utilize school forests more often. The results indicate school forests are underutilized and also offer some suggestions for ways to alleviate the barriers that keep teachers from using them more often.