Place-based outdoor learning enriching curriculum : a case study in an Australian primary school

Abstract

Childhood is the most influential time to foster an affinity to the natural world. At this stage of development children need to be provided with immersive experiences within their local places. However, nature disconnection is now common across all aspects of children's lives. An increasing awareness of the nature disconnect has led to the implementation of outdoor learning programs in schools around the world. Significant examples are: udeskole in Denmark, Forest Schools in the United Kingdom and the promotion of the outdoors in the Scottish Curriculum for Excellence. Utilising place-based educational theory has also been proven to increase environmental connection for children. Academic, social, emotional and physical gains are reported benefits of the existing programs. Pertaining to the related literature and existing outdoor learning models, a placebased outdoor learning (PBOL) was devised for pragmatic application in Australian primary schools. Contributing learning theories guiding the curriculum framework were drawn from constructivist pedagogy, specifically social constructivist theory, authentic learning, experiential education and place-based learning. Core to all activities was the direct and immersive experiences in localised learning environments, which emphasised place-responsiveness. A case study methodology was chosen to guide the collection, analysis and interpretation of data. The mixed method convergent design organised the quantitative and qualitative data for evaluation. Researcher reflexivity was pivotal due to the authors dual roles in the case study, one as a part time teacher of the class as well as a researcher. Notably, I was not the teacher who delivered the PBOL sessions. A Year One class of 27 children, n = 14 girls and n = 13 boys, participated in the study. The children were five or six years old at the commencement of the study. Whole class data collection included academic results, behavioural records, a connection to nature survey and general observations. In addition, eight focus children were involved in further research tasks to ensure a depth of understanding. These methods included: semi formal interviews, visual methods, photographs, photo elicitation, structured observations, which utilised body worn GoPro cameras and the collection of work samples. The PBOL program was delivered over the duration of one school year and sessions occurred in the school grounds and local area for a whole or half day each week. Core subjects included in the outdoor learning program were: English, Science, Human Society and Its Environment/Geography, Science and Personal Development, Health and Physical Education. Data was collected throughout the sessions and arranged into three emergent themes: curriculum and engagement, wellbeing and making connections. Findings suggest that, PBOL effectively utilised constructivist and place-based pedagogy to advance learning. Paramount curriculum stimulated by outdoor learning includes: vocabulary development, motivation for learning, engagement to tasks, working scientifically skills, proficiency using geography fieldwork tools, a transfer of knowledge to written work, fine and gross motor skill development and creativity completing artworks. Children's overall wellbeing also benefitted namely their positive relationships, self-regulation, independence, responsibility and resilience. Making connections to their past experiences, background knowledge, Indigenous culture and environment increased the children's connection to place. The impact of this study covered multiple aspects of the participating children lives. Findings promote that the PBOL program was a success at connecting children to nature within a curriculum model, stimulating academic learning and contributing to overall wellbeing. The conclusions and recommendations can be utilised to drive future outdoor learning policy and application within an Australian context and additionally may also be of interest and relevance to a global audience.

Date of Award	2016
Original language	English