ABSTRACT

Despite teacher interest in wanting to engage students in learning beyond the classroom, many don’t have the skills or confidence to do so. Drawing from an earlier study that examined outdoor, environmental and sustainability pedagogies across three Australian primary (elementary) schools, this paper presents and examines two teaching and learning vignettes from one of the study schools to investigate the impact of outdoor pedagogy and children’s learning in a school ground environment. The place-based study used a set of semi-structured interviews with the school’s gardening/environmental teacher as well as children’s reflective workbook entries to explore how outdoor learning was enabled and scaffolded by the teacher. Findings indicate that school ground pedagogies, particularly when framed by self-directed learning tasks increases student autonomy, efficacy and achievement. The implication of the findings is important for increasing teacher capacity to incorporate locally-based curriculum and pedagogy in school ground settings to enrich children’s outdoor learning.

摘要

尽管教师有兴趣让学生参与课堂以外的学习，但许多人没有这样做的技能或信心。本文借鉴了一项早期研究，该研究检查了澳大利亚三所小学（小学）的户外、环境和可持续发展教学法，本文介绍并检查了其中一所研究学校的两个教学和学习小插曲，以调查户外教学法和儿童学习的影响。学校地面环境。这项基于地点的研究使用了一组对学校园艺/环境教师的半结构化访谈以及儿童的反思性练习册条目，以探索教师如何启用和搭建户外学习。调查结果表明，学校地面教学法，特别是当以自主学习任务为框架时，可以提高学生的自主性、效率和成就。研究结果的意义对于提高教师将本地课程和教学法纳入校园环境以丰富儿童户外学习的能力非常重要。