Cross disciplinary teaching : A pedagogical model to support teachers in the development and implementation of outdoor learning opportunities

There is a growing body of empirical evidence documenting the positive effects associated with participation in environmental education and outdoor learning for students, teachers and the wider community. Despite this, there has been a substantial reduction in outdoor learning opportunities for scho...

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Bibliographic Details
Published in:Journal of outdoor and environmental education 2023-04, Vol.26 (1), p.1-21
Main Authors: Neville, Ian A., Petrass, Lauren A., Ben, Francis
Format: Article
Language:English
Subjects:
Curriculum Development
Curriculum Implementation
Curriculum Studies
Education
Environmental and Sustainability Education
Environmental Education
Evidence Based Practice
Interdisciplinary Approach
Knowledge base for teaching
Literature reviews
Original Paper
Outdoor activities
Outdoor Education
Pedagogical Content Knowledge
Program implementation
Sociology of Education
Teacher attitudes
Teaching Methods
Teaching practice
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Summary:There is a growing body of empirical evidence documenting the positive effects associated with participation in environmental education and outdoor learning for students, teachers and the wider community. Despite this, there has been a substantial reduction in outdoor learning opportunities for school students, possibly due to the focus on evidenced-based outcomes, high-stakes standardised testing programs, and a lack of teacher knowledge, confidence and expertise in teaching and learning outdoors. Accordingly, this study presents an evidenced based model to support teaching practice. The model will assist teachers in the development and implementation of outdoor learning opportunities and offers applied examples that address curriculum outcomes. A comprehensive literature review methodology was implemented to identify peer-reviewed literature on teaching and learning outdoors and outdoor pedagogies. A thematic synthesis and constant comparative technique enabled development of themes, from which three themes emerged: the environment; the learner; and the educator, which inform the proposed model offered by the authors. The three interrelated components (the environment, the learner and the educator) require consideration for students to gain maximum benefit from outdoor learning experiences. The model, coupled with the applied examples, supports teachers to plan and facilitate immersive outdoor experiences that promote learning. [Author abstract]
ISSN:2206-3110
2522-879X
DOI:10.1007/s42322-022-00109-x