Learning Outdoors or with a Computer: The Contribution of the Learning Setting to Learning and to Environmental Perceptions

Autor/inn/en	Aflalo, Ester; Montin, Revital; Raviv, Ayala
Titel	Learning Outdoors or with a Computer: The Contribution of the Learning Setting to Learning and to Environmental Perceptions
Quelle	In: Research in Science & Technological Education, 38 (2020) 2, S.208-226 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0263-5143
DOI	10.1080/02635143.2019.1603141
Schlagwörter	Outdoor Education; Educational Technology; Elementary School Students; Grade 3; Grade 4; Student Attitudes; Academic Achievement; Conventional Instruction; Environmental Education; Sustainability; Experiential Learning; Computer Uses in Education; Foreign Countries; Science Education; Ecology; Israel + Suchen Sie Ihr Suchwort? Freiluftunterricht; Unterrichtsmedien; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Schülerverhalten; Schulleistung; Umweltbildung; Umwelterziehung; Umweltpädagogik; Nachhaltigkeit; Experiental learning; Erfahrungsorientiertes Lernen; Computernutzung; Ausland; Naturwissenschaftliche Bildung; Ökologie
Abstract	Background: Outdoor learning and computer-based learning are two different alternatives to in-class conventional teacher-centered learning. Purpose: This study compares the outdoor learning setting with computer-based learning in class. It examines the influence of the two different learning settings on academic achievements, the learning experience, and pro-environmental perceptions. Sample: A total of 90 elementary school students (third and fourth-grade classes) participated in the study. Design and methods: The academic knowledge of the study participants was tested through identical exams for both learning settings. In addition, in each group the students' perceptions were examined by means of a questionnaire about environmental values and the learning experience. Results: The study demonstrates that academic achievements in the two settings were similar, but the students expressed more enthusiasm about the outdoor learning experience than about in-class learning. In addition, the outdoor learning setting contributed more to promoting positive environmental perceptions even though students did not learn directly about environmental issues and sustainability. Conclusions: These findings suggest that learning in the natural environment is valuable--Alongside the fostering of computerized learning, it is also important to promote outdoor learning settings and integrate both settings by implementing mobile technologies in the outdoor teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01