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INFLUENCE OF TEACHING IN AN OUTDOOR CLASSROOM ON KINDERGARTEN CHILDREN'S COMPREHENSION AND RECALL OF A SCIENCE LESSON
... According to Dietz (2002), outdoor learning has complete learning environment which caters for all children"s needs such as cognitive, linguistic, emotional, social and physical. Wells (2009) has also reported that academic performance can increase when children experience and given time out doors. ...
... However, this result is relevance with the study of Wells (2009) who reported that academic performance can increase when children experience and given time out doors. The other study of Dietz (2002) also proved this view that outdoor learning has complete learning environment which caters for all children"s needs such as cognitive, linguistic, emotional, social and physical. ...
This research concentrates on investigating the impacts of outdoor learning activities in the nature based Kindergarten School of Universe Al-Ghiffari Cirebon. The research is attempted to find out whether outdoor learning activities impact children‟s selfdevelopment or not. By doing triangulation as the method of this research, it will help to get the results more efficient, stronger, and credible. The results found that outdoor learning activities impact positively and effectively on children‟s progress across all areas of children‟s self developments. These areas include cognitive development, affective development, personal, social, and emotional development, and physical and behavioral development.
... Similar to play-based learning within the classroom, the long period of time outdoors allows for inquiry and investigation, in addition to the ability to roam more freely without the constraints of the classroom (Dietz, 2002). This freedom and reduction of strict protocols are thought to improve behaviour, motivate students, and improve engagement in learning (Passmore, 1972, Dietz, 2002, Burdette, 2005. ...
... Similar to play-based learning within the classroom, the long period of time outdoors allows for inquiry and investigation, in addition to the ability to roam more freely without the constraints of the classroom (Dietz, 2002). This freedom and reduction of strict protocols are thought to improve behaviour, motivate students, and improve engagement in learning (Passmore, 1972, Dietz, 2002, Burdette, 2005. ...
... Hasil penelitian ini sesuai dengan penelitian yang dilakukan oleh orang lain. Pada penelitian lain yang dilakukan oleh (Kari A, Dietz, 2002) menyimpulkan bahwa penggunaan media museum dalam meningkatkan pemahaman siswa sangat berpengaruh terhadap daya ingat materi belajar siswa. Perbedaan dalam penelitian ini yaitu pada subjek penelitiannya. ...
p> Abstract: The purpose of this study is to describe the potential use of palace palace as a source of learning, and to find out the historical understanding of students of class X Social High School students. The research method uses Mixed Methods with Sequential Exploratory design. Starting with qualitative research and continuing with quantitative research. The instrument used was a questionnaire. Semple of the research are students of class X IPS I of SMAN 4 Berau. The results showed that the potential of Sambaliung Palace is available as a source of historical learning to support the learning process. The results of data analysis showed that the treatment utilizing Sambaliung Palace as a source of learning could increase students' historical understanding with a probability of 0,000.
Abstrak: Tujuan penelitian ini untuk mendeskripsikan potensi pemanfaatan meseum keraton sebagai sumber belajar dan untuk mengetahui pemahaman sejarah peserta didik kelas X IPS SMAN. Metode penelitian menggunakan Mixed Methods dengan desain Sequential Exploratory . Dimulai dengan penelitian kualitatif dan dilanjutkan dengan penelitian kuantitatif. Instrumen yang digunakan berupa kuesioner. Sampel penelitian yaitu siswa kelas X IPS I SMAN 4 Berau. Hasil penelitian menunjukkan bahwa potensi museum keraton Sambaliung cukup tersedia sebagai sumber belajar sejarah untuk menunjang proses kegiatan pembelajaran. Hasil analisis data menunjukkan bahwa perlakuan memanfaatkan meseum keraton Sambaliung sebagai sumber belajar dapat meningkatkan pemahaman sejarah siswa peserta didik dengan probabilitas sebesar 0,000.
... It could be an extension of the traditional classroom lesson that is based on the role of nature and the environment as a teaching method or strategy. According to Dietz (2002), where teachers and educator teach science concepts indoors that are best taught outdoors, the concept is isolated from its natural context thereby limiting the full use and potential of a child's brain and this may lead to decontextualisation of the concepts if students are learning about concepts that naturally occur outside, they need to learn these concepts through active exploration using as many senses as possible. They are more likely to amass the total picture into a complete and accurate idea of the concept. ...
The study examined the effects of outdoor science activities on student’s academic achievement and retention in science in Delta South Senatorial District. The quasi-experimental design was used specifically, the non-equivalent pre-test, post-test control group design. Four research questions and hypotheses were raised and formulated to guide the study. The population consists of all senior secondary school two (SSII) science students in all the Government-owned public schools in the Senatorial District with an estimation of fifteen thousand, two hundred and seventy-five students (15,275). A sample of two hundred and fifty (250) SSII science student’s randomly selected from four (4) public mixed secondary schools in the Senatorial District was used for the study. The instrument used for data collection was the Science Achievement Test (SAT) which was validated by experts in the field of Science, Measurement and Evaluation. The reliability of the instrument was established using Kuder-Richardson formula 21 which yielded coefficient of internal consistency of 0.82. Data were collected by administering the Science Achievement Test (SAT) as a pre-test. Post-test and post-post-test (follow up test). The data obtained were analysed using mean, standard deviation, Analysis of Variance (ANOVA) and Analysis of Covariance (ANCOVA). The results showed that there was a significant difference in the mean achievement and retention scores between students taught using outdoor science activities and those taught without outdoor science activities. There was no significant difference in the mean achievement scores between male and female students taught science with outdoor science activities and there was a significant difference in the mean retention scores between male and female students taught science with outdoor science activities in favour of male students. Based on the findings, it was concluded that outdoor science activities may be an option in promoting students’ academic achievement and retention in science students. Based on this, it was recommended that science teachers should adopt outdoor science activities in teaching science at the secondary school levels and that Government should provide an essential outdoor learning environment in schools to facilitate outdoor science activities.
The purpose of this study was to investigate the effects of outdoor school ground lessons on Year Five students’ science process skills and scientific curiosity. A quasi-experimental design was employed in this study. The participants in the study were divided into two groups, one subjected to the experimental treatment, defined as “eco-hunt” group and the other had no experimental treatment, defined as control group. This study used intact four classes which consisted of 119 students and randomly assigned to the treatment (n = 63) and control groups (n = 56). Students’ science process skill was measured by a self-developed Science Process Skills Test and students’ scientific curiosity was measured using Children Scientific Curiosity Scale adapted from Harty and Beall (1984). The results showed a significant difference in post-test mean scores between students in “eco-hunt” group and control group in both students’ science process skills and scientific curiosity. Follow-up comparisons on the dimensions of science process skills and scientific curiosity were analyzed and discussed. The findings of this study will provide a framework for science teachers to teach students through interesting and meaningful outdoor activities.
A review of environmental education literature reveals a paucity of constructivist-based research. To support the case for this approach, the author reviews theoretical aspects of science education research of this type. It first situates different approaches to educational research in relation to different epistemologies and then reviews constructs used in constructivist science education research. Issues associated with the adoption of this epistemology—topics deemed worthy of research, importance given to the learner's pre-instructional knowledge, and perspectives on learning and understanding—are considered. The article concludes with proposals for constructivist research in environmental education across the educational commonplaces.
The document looks at left/right brain research as it relates to learning styles and teaching styles, particularly in special education. An initial section on brain basics covers the history of brain research, methods of investigation, cerebral dominance, divisions of labor of the bifunctional brain, language and related functions, bilingualism, learning styles, traditional education and the single brain, and emotions and the brain. A second section considers the need to integrate both convergent left-hemisphere modes in learning experiences. Another section examines determinants of neurologically based learning styles including the impact of age, sex, and handedness on left or right brain learning style preference. The effects of relaxation and diet upon brain functioning is the topic of the fourth section. The fifth section discusses findings relative to the study of learning disabilities, mental health, and creativity. Methods for educational assessment of learning styles are reviewed, such as the Structure of Intellect Learning Abilities Test and the Wechsler Intelligence Scale for Children-Revised. Steps toward dealing with the whole child in the educational system should incorporate consideration of teachers' verbal and nonverbally expressed attitudes, relaxation strategies, general strategies which more fully involve the brain in learning, and curricular strategies which promote integrated processing of information. Following a summary and a list of implications for education are appendixes which contain 35 activities to stimulate integrated/right brain processes and a brief report on the deprivation of estimates for national prevalence of right brain children. (SW)
This study deals with the educational effectiveness of field trips. The main purpose was to obtain insight concerning factors that might influence the ability of students to learn during a scientific field trip in a natural environment. The research was conducted in the context of a 1-day geologic field trip by 296 students in Grades 9 through 11 in high schools in Israel. The study combined qualitative and quantitative research methods. Data were collected from three different sources (student, teacher, and outside observer) in three stages (before, after, and during the field trip). Using observations and questionnaires we investigated: a) the nature of student learning during the field trip, b) student attitudes toward the field trip, and c) changes in student knowledge and attitudes after the field trip. Our findings suggest that the educational effectiveness of a field trip is controlled by two major factors: the field trip quality and the “Novelty space” (or Familiarity Index). The educational quality of a field trip is determined by its structure, learning materials, and teaching method, and the ability to direct learning to a concrete interaction with the environment. The novelty space consists of three prefield variables: cognitive, psychological, and geographic. The learning performance of students whose “Novelty Space” was reduced before the field trip was significantly higher than that of students whose “Novelty Space” had not been so reduced. Thus, the former group gained significantly higher achievement and attitude levels. It is suggested that a field trip should occur early in the concrete part of the curriculum, and should be preceded by a relatively short preparatory unit that focuses on increasing familiarity with the learning setting of the field trip, thereby limiting the “Novelty Space” factors.
The Jesuits' famous saying that is the title of this book expresses a very profound observation, but like so many sweeping statements about the human mind it is an incomplete half-truth. A child's experience up to the age of 7 is enormously important, but we know little about which experiences can benefit a child at an early age, and we are only beginning to understand how they influence the developing brain. Furthermore some individuals surely proceed to change and develop their own beliefs after that age, for if they did not it is unlikely that the religion of the Jesuits would have been created from its seed in Judaism!
This paper synthesizes what the empirical literature reports regarding what can best be learned outdoors. The review suggests that the outdoors may be effective in stimulating critical thinking, increasing problem-solving skills, and developing concepts rather than rote memory. Little evidence was found to support claims for the superiority of teaching language development in the outdoors. The empirical literature offers qualified support to those who advocate the value of outdoor education in facilitating cognitive development in the areas of environmental education and general science, but the evidence must be regarded as tenuous and uncertain. Much of the research which has been reported falls short of the scientific standards necessary for it to make meaningful contributions to this debate.
This innovative and comprehensive text focuses on constructing the process-oriented inquiry method of science teaching by focusing students on "doing rather than acquiring," with stimulation of their own natural curiosity. Topics and case studies are approached so that you can reach and define your own conclusion. Now in its 6th edition.
This study focused on students' conceptions of ecological concepts and the influence of field instruction strategies on their understanding and retention of these concepts. Students responded to a specially designed instrument prior to, at the end of, and 4 weeks after a 7-day field program focused on developing understanding of ecological concepts. All groups exhibited statistically significant posttest gains and showed evidence of retaining the targeted concepts.
The school landscape can be a teaching resource for botany and environmental education. This inquiry evaluates the impact of the landscape upon children at 21 junior schools in England. Past and present experiences of 8-to 11-year-old children (N = 845) with vegetation, their botanical knowledge, and their environmental dispositions were measured. The results indicate that both past and present experiences make a small but significant contribution to the children's development of botanical knowledge and environmental dispositions.
Experiential education can be taught most effectively in the outdoors when linked to the psychological foundations of teaching and learning. These include communication, perception, arousal, and motivation. Differences are explained for both teaching and learning styles.Experiential education is distinguished from experiential learning, and salient educational strategies are integrated into the education cycle. These include focusing, feedback and support, self-responsibility, and reflecting. The importance of debriefing or processing is stressed, and an experiential method is included enabling symbolic communication through “active reviewing.” The environment is a critical factor in this form of education. A major goal is to stimulate curiosity and self-motivation. Structuring traditional and experiential methods, “grasshopper teaching,” and individual and cooperative learning draw the foundations of teaching and learning together.
Performance in science reasoning tasks is a significant objective in modem science instruction and increasing emphasis is being placed on the development of higher cognitive processes in science education. An empirical analysis of the relationship between science reasoning skills and the amount of information acquired during science learning as predicted by a neuromathematical model of information processing is presented. As the neuromathematical model includes a variable representing verbal ability, it is to be expected that a direct relationship exists between the amount of knowledge gained as predicted by the model and reasoning ability. The purpose of this research is to derive a formal quantitative statement for the relationship between knowledge acquisition predicted by the neuromathematical equation and scientific reasoning skills. A linear regression equation is obtained relating performance on a science reasoning task to the amount of information acquired as predicted by the neuromathematical model. This research provides a first approximation to providing a theoretical and empirical link between information processing and higher cognitive thought processes in science education.
In this study, meta-analysis techniques were used to synthesize research on the effectiveness of three major activity-based elementary science programs (ESS, SAPA, and SCIS), which were developed with federal support. In 57 controlled studies, outcomes were measured in over 900 classrooms; the overall mean effect size for all outcome areas was .35. The mean effect size was .52 for science process tests, .16 for science content, and .28 for affective outcomes. On the average, gains also were realized in creativity, intelligence, language, and mathematics. Only 3 of 14 coded study features were related to reported effects: Disadvantaged students derived greater benefits than other students; tests not biased in favor of the activity-based programs resulted in positive but lower effects than those favoring the activity-based approach; and published reports had higher effects than unpublished reports. The effects of particular programs reflect their relative curricular emphases. In three followup studies, student groups that had had activity-based programs in elementary school and had later experienced traditional science programs during middle school years could not be consistently distinguished from control groups.
In this article, the effectiveness of field experience versus classroom experience was statistically compared in cognitive learning. Results indicated the need for a program consisting of four phases involving teacher inservice training, classroom development of advanced organization, outdoor experience, and classroom follow-up with further application and conceptualization. (Author/MA)
One of the major goals of science reform today is that of scientific literacy for all students. In recent years there has been an increased awareness of the need to incorporate science firmly throughout the elementary curriculum to insure that this goal of scientific literacy is met. This book offers a new vision for preparing prospective teachers of grades K-6 in science content and pedagogy. The chapters are: chapter 1, Improving Science Education: A Continuing Challenge; chapter 2, How Well Are Elementary Teachers Being Prepared in Science?; chapter 3, The Qualities of an Effective Teacher of Science; chapter 4, Educating Prospective Teachers in Science: A New Vision; chapter 5, Developing Science Content Knowledge; chapter 6, Learning How To Teach Science; and chapter 7, Designing an Effective Preservice Program for Science. The book concludes with recommendations. (ZWH)
Outdoor education is an informal method of teaching and learning which offers opportunities for elementary school students, regardless of intellectual abilities, to learn about and appreciate their environment and acquire skills with which to enjoy a lifetime of creative, productive, and healthful living. Outdoor education can enrich, vitalize, and complement all content areas of school curriculum by means of first-hand observation and direct experience out-of-doors. School grounds, regardless of locale, can afford learning opportunities. This publication discusses the need for and focus of outdoor education, outlines six school ground activities adaptable to any elementary grade level, and provides specific language arts, social studies, science, health, mathematics, art, and music projects for each outdoor activity. The outdoor activities include: marking shadows at different time intervals; collecting insects and other animals; observing the flagpole; observing a partly cloudy sky; and observing birds near feeders or shrubs. Interdisciplinary activities suggested from a visit to the school parking lot include composing words from license plate letters, determining distances to capital cities of states represented by cars in the parking lot, suggesting parking lot safety rules, computing parking lot size, designing a car using basic shapes and colors, and composing a song or rhythmic reading. (NEC)
This digest provides a framework for professional development of outdoor educators. Outdoor and environmental educators share similar principles of outdoor learning. Thus, the performance standards recently drafted by the North American Association for Environmental Education (NAAEE) can serve as a useful guide for outdoor education generally. NAAEE-recommended competencies fall into seven categories. First, knowledge and skills are needed in such areas as safety, group management, problem solving, technical equipment, environmental protection, and expedition planning. Second, teacher understanding of basic education foundations, current educational theories, and children's physical and intellectual development is as important for outdoor learning as in the classroom. Third, educators interested in conducting outdoor education experiences regularly would benefit from a grounding in the history and evolution of outdoor education and its methodology. Fourth, outdoor educators should have the knowledge and skills needed to awaken in students an environmental sensitivity or appreciation. Fifth, use of a variety of teaching methods to directly involve students in exploring the world around them fosters creativity and critical thinking. Sixth, capable outdoor educators create a safe place for learning that encourages exploration and discovery and provides an open and stimulating environment. Finally, outdoor teachers need skills in assessment practices. (SV)
Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.
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