Cross Disciplinary Teaching: A Pedagogical Model to Support Teachers in the Development and Implementation of Outdoor Learning Opportunities

Autor/inn/en	Neville, Ian A.; Petrass, Lauren A.; Ben, Francis
Titel	Cross Disciplinary Teaching: A Pedagogical Model to Support Teachers in the Development and Implementation of Outdoor Learning Opportunities
Quelle	In: Journal of Outdoor and Environmental Education, 26 (2023) 1, S.1-21 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Neville, Ian A.) ORCID (Petrass, Lauren A.) ORCID (Ben, Francis)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2206-3110
DOI	10.1007/s42322-022-00109-x
Schlagwörter	Interdisciplinary Approach; Teaching Methods; Outdoor Education; Environmental Education; Evidence Based Practice; Models; Curriculum Development; Curriculum Implementation; Pedagogical Content Knowledge + Suchen Sie Ihr Suchwort? Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Teaching method; Lehrmethode; Unterrichtsmethode; Freiluftunterricht; Umweltbildung; Umwelterziehung; Umweltpädagogik; Analogiemodell; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Pädagogische Kompetenz
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01