Effective Teaching and Learning Strategies in Outdoor Education: Findings from Two Residential Programmes Based in Australia

Autor/in	Thomas, Glyn J.
Titel	Effective Teaching and Learning Strategies in Outdoor Education: Findings from Two Residential Programmes Based in Australia
Quelle	In: Journal of Adventure Education and Outdoor Learning, 19 (2019) 3, S.242-255 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1472-9679
DOI	10.1080/14729679.2018.1519450
Schlagwörter	Foreign Countries; Outdoor Education; Experiential Learning; Adventure Education; Teacher Effectiveness; Instructional Effectiveness; Learning Strategies; Teaching Styles; Secondary School Students; Outcomes of Education; Sequential Learning; Learner Engagement; Australia; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Freiluftunterricht; Experiental learning; Erfahrungsorientiertes Lernen; Adventure pedagogics; Abenteuerpädagogik; Erlebnispädagogik; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Lehrstil; Unterrichtsstil; Sekundarschüler; Lernleistung; Schulerfolg; Didaktische Sequenzierung; Lernsequenz; Australien; Hongkong
Abstract	This paper aims to contribute to on-going discussion about the teaching and learning strategies used in effective outdoor education programmes. A naturalistic inquiry was conducted with two schools that participated in 28-day outdoor education programmes facilitated by the same outdoor provider in Australia. Data were collected through five semi-structured interviews with the school teachers and programme leaders and five focus groups conducted with the students. The Life Effectiveness Questionnaire was also administered to 261 students pre- and post-programme and results confirmed that the outdoor education programmes were producing desired improvements in the students' perceptions of their general life skills. The findings of the qualitative analysis confirmed the importance of carefully sequenced activities, a facilitative teaching style, and active engagement as teaching and learning strategies. More research is needed to confirm the teaching and learning strategies that should be prioritised in the education of future outdoor education leaders. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01