The Impact of an Outdoor Learning Experience on the Development of English Creative Writing Skills: An Action Research Case Study of Year 7 and 8 Secondary School Students in Australia

Autor/inn/en	Neville, Ian A.; Petrass, Lauren A.; Ben, Francis
Titel	The Impact of an Outdoor Learning Experience on the Development of English Creative Writing Skills: An Action Research Case Study of Year 7 and 8 Secondary School Students in Australia
Quelle	In: Journal of Adventure Education and Outdoor Learning, 23 (2023) 2, S.132-145 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Neville, Ian A.) ORCID (Petrass, Lauren A.) ORCID (Ben, Francis)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1472-9679
DOI	10.1080/14729679.2021.1983445
Schlagwörter	Foreign Countries; Outdoor Education; Experiential Learning; Creative Writing; Writing Skills; Skill Development; English Instruction; Grade 7; Grade 8; Secondary School Students; Writing Instruction; Elective Courses; Australia + Suchen Sie Ihr Suchwort? Ausland; Freiluftunterricht; Experiental learning; Erfahrungsorientiertes Lernen; Kreatives Schreiben; Writing skill; Schreibfertigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; English langauage lessons; Englischunterricht; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Sekundarschüler; Schreibunterricht; Elective course; Wahlkurs; Australien
Abstract	Standardized literacy assessments that place emphasis on testing and attainment of results have caused many students, particularly in middle years schooling to be disenfranchised by literacy teaching and learning practices. This study employed an action research methodology to investigate whether an outdoor learning experience in a Year 7/8 English Writers Workshop course (including students aged 13-14 years) at a secondary school in Victoria, Australia enhanced creative writing capacity and engagement. This study was conducted in three stages, with qualitative and quantitative data collected. Wilcoxon signed-rank and Mann-Whitney U tests demonstrated significant improvement in creative writing from pre-intervention to post-intervention (z = -3.73, p < 0.001, r = -0.58). Qualitative thematic analysis identified the learning environment, quiet space, and the instructional approach as key themes. The findings provide insight into more effective teaching practices and outline how outdoor learning could be integrated into English and other curriculum learning areas. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01