Use of Outdoor Education to Increase Physical Activity and Science Learning among Low-Income Children from Urban Schools

Autor/inn/en	Peacock, Jessica; Bowling, April; Finn, Kevin; McInnis, Kyle
Titel	Use of Outdoor Education to Increase Physical Activity and Science Learning among Low-Income Children from Urban Schools
Quelle	In: American Journal of Health Education, 52 (2021) 2, S.92-100 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1932-5037
DOI	10.1080/19325037.2021.1877222
Schlagwörter	Outdoor Education; Teaching Methods; Physical Activity Level; Science Instruction; Low Income Students; Urban Schools; Physical Activities; Grade 4; Knowledge Level; Student Attitudes; Psychological Patterns; Learner Engagement; Teacher Attitudes; Child Health; Massachusetts + Suchen Sie Ihr Suchwort? Freiluftunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School year 04; 4. Schuljahr; Schuljahr 04; Wissensbasis; Schülerverhalten; Lehrerverhalten; Master-Studiengang
Abstract	Background: Outdoor education may positively impact the educational, physical, and emotional development of youth, but studies are sparse among urban children. Purpose: To investigate 1) physical activity (PA) levels in outdoor versus indoor education environments, 2) science learning gains during outdoor education, and 3) programmatic acceptability among children from an urban, low-income school district attending an outdoor education program. Methods: N = 69 were randomly chosen from 571 4th graders participating in an outdoor education program. PA levels were measured using accelerometers; science knowledge was measured using a pre-post assessment; acceptability was assessed using a questionnaire. Results: Students took part in over an hour more of moderate to vigorous physical activity (MVPA) (p < 0.05) and increased the proportion of time spent in MVPA by 25% (p < 0.05) on outdoor education days compared to indoor school days. Science knowledge improved significantly pre- to post participation (p < 0.01). Students reported high levels of enjoyment and science learning engagement. Teachers reported the experience increased students' PA levels and improved students' science knowledge. Discussion: School districts may be able to leverage outdoor programs with community partners to promote PA and simultaneously improve science learning. Translation to Health Education Practice: Community partnerships can help urban youth from under-resourced schools meet PA recommendations and improve academic performance through outdoor education programming. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01