Learning outside the Classroom

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   Releasing education into the wild: an education in, and of, the outdoors

   C. Skea, A. Fulford · 2020 · Ethics and Education · cité 6 fois · Pas encore résumé

   Résumé scientifique

   ABSTRACT This paper considers the recent growth in different kinds of learning outside the classroom, especially Forest Schools. It shows how the activities associated with Forest Schools often involve mainstream curriculum content delivered in outdoor settings, with a focus on developing skills and attitudes that can be utilised when back in the classroom. Drawing on the works of Henry David Thoreau and Anna (Nan) Shepherd, we suggest that there is an important distinction to be made between an education in the outdoors, and an education of the outdoors. Through a close reading of ‘Walden’ and ‘The Living Mountain’, we argue that both works provide perspectives on being in the outdoors that…

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   Encouraging Experiential Skill Through Self-Learning Approach: A Case Study of Fieldwork Program

   Idris, B. Kurniawan, A. Purnomo · 2020 · cité 1 fois · Pas encore résumé

   Résumé scientifique

   Self-learning approach becomes one of the learning models that have a significant role in improving students' abilities. Independent efforts of each individual and continuing to increase motivation are challenges that must be solved by students and educators. This study aims to analyze student behavior in outdoor learning through self-directed learning models. Data were collected from 46 students who conducted fieldwork programs and analyzed using statistic descriptive. This study found that self-directed learning provides opportunities for students to develop practical analytical skills in resolving contradictions in understanding between theory in class and practice in the field. In additi…

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   Choose Your Own Adventure With Student Discourse

   Greg Benoit, LuAnn Silva, Pelin Jackson et al. · 2026 · Mathematics Teacher · Pas encore résumé

   Résumé scientifique

   Discover how redefining mathematical discourse can rupture traditional classroom cultures for collective classroom thinking and creative, evolving ideas.

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   Integrating outdoor learning into the curriculum: an exploration in four nations

   Rowena Passy, P. Bentsen, Tonia Gray et al. · 2019 · Curriculum perspectives · cité 27 fois · Pas encore résumé
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   Outdoor learning based on natural laboratory as social studies learning resources for strengthening student's insights and characters

   B. Kurniawan, S. M. Towaf, S. Sukamto et al. · 2021 · Community Empowerment through Research, Innovation and Open Access · cité 1 fois · Pas encore résumé

   Résumé scientifique

   Through innovative learning, students’ insight and character are expected to be improved. Various efforts have been made by the teacher to achieve these goals, one of which is by using outdoor learning based on the natural laboratory. This study aims to explore the potential of learning resources in the natural laboratory managed by the Faculty of Social Sciences, State University of Malang, regarding social studies learning. This research was conducted in Gandusari District, Blitar-Indonesia. By using a qualitative descriptive approach, this study finds that historical potential has an impact on increasing students’ insights regarding historical material in social studies learning. This res…

6. Apparenté Pas pertinent

   Towards an AI-Augmented Textbook

   LearnLM Team, Google, : et al. · 2025 · Computers and Society · preprint, non relu par les pairs · cité 4 fois · Résumé IA disponible

   Résumé scientifique

   Textbooks are a cornerstone of education, but they have a fundamental limitation: they are a one-size-fits-all medium. Any new material or alternative representation requires arduous human effort, so that textbooks cannot be adapted in a scalable manner. We present an approach for transforming and augmenting textbooks using generative AI, adding layers of multiple representations and personalization while maintaining content integrity and quality. We refer to the system built with this approach as Learn Your Way. We report pedagogical evaluations of the different transformations and augmentations, and present the results of a a randomized control trial, highlighting the advantages of learnin…

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   Implementasi Pembelajaran Berbasis Alam sebagai Sarana Pengembangan Karakter Sosial Peserta Didik di Sanggar Anak Alam

   Atika Ayuni Febiana, M. F. Mujib, Cony Ahriza Davina Putri et al. · 2025 · Indo-MathEdu Intellectuals Journal · cité 5 fois · Pas encore résumé

   Résumé scientifique

   This study examines the implementation of Nature-Based Learning (NBL) at Sanggar Anak Alam (SALAM) as a means of developing students' social character. A descriptive qualitative method was used, with data collection techniques including observation, interviews, and documentation. The subjects of the study were 15 students selected purposively. The results showed that NBL was implemented through project-based activities, inclusive interactions, and regular reflections, effectively shaping students' responsibility, empathy, and environmental awareness. Despite challenges such as limited facilities and a lack of teaching method variation, curriculum innovation and community involvement helped a…

8. Apparenté Pas pertinent

   Computers in Secondary Schools: Educational Games

   Margarida Romero · 2020 · Arthur Tatnall. Encyclopedia of Education and Information Technologies, pp.1-4, 2019 · cité 3 fois · Résumé IA disponible

   Résumé scientifique

   This entry introduces educational games in secondary schools. Educational games include three main types of educational activities with a playful learning intention supported by digital technologies: educational serious games, educational gamification, and learning through game creation. Educational serious games are digital games that support learning objectives. Gamification is defined as the use of "game design elements and game thinking in a non-gaming context" (Deterding et al. 2011, p. 13). Educational gamification is not developed through a digital game but includes game elements for supporting the learning objectives. Learning through game creation is focused on the process of design…

Les articles qui le citent

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   How to Use Challenge-Based Learning for the Acquisition of Learning to Learn Competence in Early Childhood Preservice Teachers: A Virtual Archaeological Museum Tour in Spain

   Daniel Abril-López, Dolores López Carrillo, Pedro M. Gonzalez-Moreno et al. · 2021 · Frontiers in Education · cité 14 fois · Pas encore résumé

   Résumé scientifique

   This article presents the research results in relation to an interdisciplinary teaching innovation project—Teaching and Learning of Social Sciences and Teaching and Learning of Natural Sciences—with Early Childhood Preservice Teachers (ECPT) at the University of Alcalá (Spain) in the pandemic context by COVID-19 during 2020–2021 (N = 55): 52 women (94.55%) and 3 men (5.45%) from 20 to 22 years of age. The main research problem is to know if the ECPT improves the learning to learn competence after a challenge-based learning (CBL) linked to virtual tour in a museum. The main objective was to improve the learning to learn competence, during a virtual tour at the Community of Madrid Regional Arc…

2. Apparenté Pas pertinent

   The role of assessment and reward in non-formal computing settings (Work in progress)

   Oliver Quinlan, S. Sentance, Jonathan H. Dickins et al. · 2019 · Workshop in Primary and Secondary Computing Education · Pas encore résumé

   Résumé scientifique

   Non-formal learning settings enable self-selected groups of children to participate in out-of-school activities related to their interests, with participation primarily governed by intrinsic motivation. In contrast, formal learning incorporates external rewards through assessment activities which engender extrinsic motivation. Here we describe an exploratory study carried out in computing clubs for primary-aged children, held outside the formal curriculum in schools and libraries. The objectives of the study, involving 12 clubs and 115 children aged 6 to 11, were to investigate the feasibility of introducing assessment opportunities to computing clubs and to consider the impact of rewards in…

3. Apparenté Pas pertinent

   Visualizing the invisible: class excursions to ignite children’s enthusiasm for microbes

   T. McGenity, A. Gessesse, J. Hallsworth et al. · 2020 · Microbial Biotechnology · cité 50 fois · Pas encore résumé

   Résumé scientifique

   We have recently argued that, because microbes have pervasive – often vital – influences on our lives, and that therefore their roles must be taken into account in many of the decisions we face, society must become microbiology‐literate, through the introduction of relevant microbiology topics in school curricula (Timmis et al. 2019. Environ Microbiol 21: 1513‐1528). The current coronavirus pandemic is a stark example of why microbiology literacy is such a crucial enabler of informed policy decisions, particularly those involving preparedness of public‐health systems for disease outbreaks and pandemics. However, a significant barrier to attaining widespread appreciation of microbial contribu…

4. Apparenté Pas pertinent

   The teaching of traumatic narratives: out-of-the-classroom engagement with non-canonical ‘chosen traumas’

   Nimrod Tal · 2024 · History Education Research Journal · cité 2 fois · Pas encore résumé

   Résumé scientifique

   This article explores the intersection of history education and traumatic narratives, focusing on the impact of out-of-the-classroom learning experiences on the teaching of history during turbulent periods. Through a case study of history teacher training in contemporary Israel, it investigates how exposure to others’ troubled histories and past traumas outside the traditional classroom setting influences the personal, disciplinary, pedagogical and professional-educational development of prospective history educators. Drawing on qualitative analysis of reflection sheets and teaching materials generated by students during a course conducted in February 2024, the research focuses on field trip…

5. Apparenté Pas pertinent

   Codespec: A Computer Programming Practice Environment

   C. Haynes-Magyar, Nathaniel James Haynes-Magyar · 2022 · International Computing Education Research Workshop · cité 6 fois · Pas encore résumé

   Résumé scientifique

   Computing education researchers (CERs) theorize that learning how to program requires the development of at least four skills: code reading and tracing, code writing, pattern comprehension, and pattern application [see 30]. Developing these skills requires deliberate practice which involves engaging in tasks specifically designed to improve ones’ skills in a particular domain [11]. Web-based interactive programming practice environments such as CloudCoder [23], CodeChef [7], CodeLab [1], CodeWars [8], CodingBat[25], Edabit [19], and LeetCode [17] can be considered informal and/or open-ended learning environments (OELEs) that support deliberate practice—the learner decides what to learn and w…