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2012, Socioekonomické a humanitnì studie. Studies of Socio-Economic and Humanities, Odborné Recenzované Statě Z Oblasti Socioekonomických A Humanistních Věd,
Background Due to the electronic media the amount of time that children spend in nature has declined in the recent time. However, it is important for children to learn about nature and it is also healthy for children to spend time in nature (Kuo, 2010). An empathic relation to nature (Palmberg & Kuru, 1998), nature sensitivity (Nykänen & Kinnunen, 1992), environmental awareness, attitudes, and conceptions can be fostered by repeated nature experiences (Gilbertson, 1990) and long-term nature education (Palmberg, 1989). Students who have had a meaningful experience in nature are more likely to prefer spending time outdoors, express concern about environmental issues, consider themselves strong environmentalists, and express interest in studying the environment or pursuing an environmental career (The Nature Conservancy, 2011). Pupils’ knowledge can be built up by concrete experiences, interests, emotions, and values through outdoor education (OdE) (Bogner, 1998). OdE includes the study of both natural and artificial environments (Knapp, 1996). Gair (1997) defines the concept as all activity that includes education in the outdoors. McRae (1990) has divided OdE into knowledge focused outdoor teaching and learning, ecologically focused outdoor EE and outdoor leisure education focusing on personal growth. Advantages with OdE are its deductiveness (Dahlgren & Szczepanski, 1997) and hands-on activities (Kolb, 1999). Nundy (2001) explains activation of different senses as reinforcement between the affective and the cognitive domain where one influences the other and provides a bridge to higher learning. First hand experiences and interactive learning situations are important in forming of personal opinions, attitudes, and values (Balschweid, 2002). The benefits of OdE include improved interpersonal and intrapersonal skills; environmental awareness and stewardship ethics; physical, mental, and social health; and ability to learn and concentrate (Cottrell & Raadik-Cottrell, 2010). Positive attitudes of pupils toward environment have also been found to increase in OdE (Mittelsteadt et al., 1999). In order to encourage the promotion of Environmental Education (EE) and Sustainable Development Education (SDE) in Finland, a national strategy for EE (A National Strategy for…, 1991) has been created, as well as a strategy for SDE (Loukola et al., 2002). EE, SDE and OdE take place in a large variety of applications in formal (schools and universities) and informal educational institutions in youth work and social services in the public and private sectors. Next we will first explain how EE, SDE and OdE are arranged at schools. After that the description of nature and environmental schools and universities will follow.
Encountering, Experiencing and Exploring Nature in Education
First hand experiences and interactive learning - Environmental Education and Outdoor Education in Finland2010 •
The purpose of this article is to be an introduction of outdoor education in Finland. Firstly, Environmental Education theories and models used as background for outdoor education will be presented. Thereafter, a case study, showing how different emotions are correlating with learning and with learning in a different learning environment, will be shortly described. This research is part of project SEED 2009-2011, Sustainable food education for self-efficacy development and it is partly funded by Academy of Finland. At the end of the article, it will be described how environmental education and outdoor education have been taken into account in the Finnish national and local school curricula and given some examples about them in Finnish schools. The article will provide new aspects for teacher education and the development of school curricula.
S. Karppinen, M. Marttila & A. Saaranen-Kauppinen (Eds.), Seikkailukasvatusta Suomessa – pedagogisia ja didaktisia näkökulmia. Outdoor adventure education in Finland – pedagogical and didactic perspectives
Promoting sustainable development through outdoor education in Finnish schools and teacher education2020 •
The aim of this article is to describe purposes, aims, and teaching and learning methods of outdoor education based on such previous studies that have discussed outdoor education from the point of view of promoting sustainable development in schools and teacher education. The purpose is that the findings can be used for the development of curricula in schools and teacher education. Here, outdoor education is understood as a didactic method that utilises authentic learning environments and combines a subject of academic study with its real-world surroundings, actors, and activities for fostering sustainable development conceptions and actions of students and teachers. It involves regular activities outside the classroom, giving individuals the chance to use all their senses and to create personal experiences in the real world. Outdoor education is seen as a part of education for sustainable development when environmental issues and problems, environmental conservation, and issues of ...
Journal of Adventure Education and Outdoor Learning
Finnish student teachers’ ideas of outdoor learningPhD thesis
Title: (Re)connecting children with nature? A sociological study of environmental education in2014 •
Ambiguity exists between environmental education and other types of education such as education for sustainable development (ESD) and Sustainable Education (SE) and a clear understanding as to its aims and objectives remains elusive. Considering the wide-ranging scope of global environmental destruction and the implications for social, cultural, political and economic development, environmental education carries both high expectations and levels of responsibility. However, there are questions to be asked regarding these expectations as recent criticisms suggest that environmental education has failed to halt environmental degradation (Saylan and Blumstein, 2011).There are real gaps and problems emerging not because all current approaches have failed but because research does not acknowledge that there are different approaches to environmental education and that different people and interested parties view the role and content of environmental education very differently. The research study critically examined the status of environmental education in Ireland to establish whether, and to what extent, this type of education (re)connects children with the natural world. Opportunities for informal ways of learning about the natural world through unstructured, experiential outdoor play for children have significantly diminished. Such educational opportunities are replaced by more formal approaches to environmental education, which is now firmly embedded within the mainstream primary education system. The research provides an in-depth analysis based on critical and reflective interpretations of environmental education and its position within the primary school environment, while also reflecting on the modernisation processes within society that have contributed to and driven the formalisation of environmental education overall. In doing so, it addresses a research gap by mapping the evolution of environmental education in Ireland and the influences of wider societal, historical, and political developments on its (in)effectiveness.
In Barnes P. Sharp B. (2004) Outdoor Education, Russell House Publishing
The Contribution of Outdoor Education to Environmental Awareness and Sustainability.2002 •
Over the last 30 years, those involved in environmental education have gradually become aware of the richness and breadth of the educational project they have contributed to build. They have realised that the environment is not merely a subject to be studied or a theme to be analysed among others; nor is it only the necessary constraint of a development we want to be sustainable. The weft of the environment is life itself, at the interface between nature and culture; the environment is the crucible in which our identities, our relations with others and our “being-in-the-world” are formed. Environmental education is therefore not a “form” of education (an “education for ...”) among many others; it is not simply a tool for environmental problem-solving or management. It is a essential dimension of basic education focused on a sphere of interaction that lies at the root of personal and social development1: the sphere of relationships with our environment, with our common “home of life”...
The dominant value system in Western societies based on economic growth and consumerism is having a dramatic impact on the lives of people and the condition of the environment across the planet. Education systems are failing to meet the challenges that young people will face in this rapidly changing world. In this chapter I argue that outdoor education can play an important role in addressing current issues. To achieve this there is a need to re-position outdoor learning from an activity and self-centred focus towards an emphasis on community and environment. Outdoor education can contribute to four distinct approaches to environmental education. Examples are given on how outdoor educators can engage in clarifying values and presenting methodologies which encourage more sustainable lifestyles.
2018 •
Global environmental education has long been introduced as early as the 18th century, but in Malaysia, it still can be considered as a new start, in the year 1979. Since then, various plans and programs have been implemented to produce environmentally literate society, involving school, local and international community. However, awareness and attitudes towards the environmental sustainability amongst Malaysians are still far behind compared to some other developed countries such as Japan, South Korea and Australia, though we are getting closer to the goal of Vision 2020 to become a developed country. Environmental education taught in primary schools in Malaysia is a cross-curricular subject, but its effectiveness on the level of knowledge, awareness and attitude of the environment amongst students are still low. Therefore, this research will identify: (i) the relationship between environmental education with outdoor education, and (ii) the importance and impact of this relationship...
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