Context, Culture and Critical Thinking: Scottish Secondary School Teachers' and Pupils' Experiences of Outdoor Learning

Autor/inn/en	Christie, Beth; Beames, Simon; Higgins, Peter
Titel	Context, Culture and Critical Thinking: Scottish Secondary School Teachers' and Pupils' Experiences of Outdoor Learning
Quelle	In: British Educational Research Journal, 42 (2016) 3, S.417-437 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
DOI	10.1002/berj.3213
Schlagwörter	Secondary School Students; Secondary School Teachers; Outdoor Education; Critical Thinking; Teaching Methods; Teacher Attitudes; Skill Development; Mathematics Teachers; Geography Instruction; Foreign Countries; Participant Observation; Interviews; Questionnaires; Experiential Learning; Student Attitudes; Program Descriptions; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Sekundarschüler; Freiluftunterricht; Kritisches Denken; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Kompetenzentwicklung; Qualifikationsentwicklung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Geography education; Geography lessons; Geografieunterricht; Ausland; Teilnehmende Beobachtung; Interviewing; Interviewtechnik; Fragebogen; Experiental learning; Erfahrungsorientiertes Lernen; Schülerverhalten
Abstract	Limited research exists that considers the usefulness of outdoor learning as a legitimate pedagogical approach for the delivery of a mainstream secondary school curriculum. To address this shortcoming, we investigated the ways in which mathematics and geography teachers and students from three secondary schools in Scotland responded to the "Outdoor Journeys" programme, which is a school-based teaching approach that enables pupils to learn about the people and place in which they live. Data collection included participant observation, short questionnaires and interviews with approximately 150 students (11-14 years old) and 10 teachers. In most cases, pupils enjoyed the opportunity to guide their own learning experientially and beyond the familiar classroom context. Teachers acknowledged that such an approach presented an opportunity to develop pupils' critical thinking skills and that these skills can, in some cases, be overlooked in early secondary education. Following these findings, we discuss the pedagogical implications arising from the inclusion of critical thinking as a key outcome of outdoor learning, and as part of the "Outdoor Journeys" programme, within a secondary school context. We continue by adding our voice to the nascent literature addressing outdoor learning approaches that seek to gain traction within the broader social ecology of established school cultures. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01