Background: Outdoor education (OE) should be understood in place, time, and culture because it is not a universal teaching approach. We currently know little about what constitutes the “Canadian ways” of doing OE or what students gain from the experience. Purpose: Our goal was to (a) identify the underlying factors guiding OE programs in Canada and (b) describe the learning outcomes and psychosocial benefits of engaging in OE from the students’ perspective. Methodology/Approach: We conducted a systematic review of qualitative studies that examined OE in Canada. We searched published studies from electronic databases (1980-2018). We used meta-ethnography to synthesize the findings. Findings/Conclusions: We reviewed 21 studies reporting on the experiences of 508 students. Using thematic analysis, we identified eight themes highlighting process, goals, and learning outcomes. We developed a model that describes the common teaching components, learning process, and short-term outcomes for OE in Canada. Implications: Our results represent the first study to synthesize OE published research in Canada, which help form a unified voice and a distinctive national identity for OE in Canada. Our results serve as a catalyst for educators to share ideas, practices, and learning goals.

中文翻译：

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我们是荒野探险家：加拿大户外教育回顾

背景：户外教育 (OE) 应该被理解为地点、时间和文化，因为它不是一种通用的教学方法。我们目前对 OE 的“加拿大方式”的构成或学生从经验中获得的了解知之甚少。目的：我们的目标是 (a) 确定指导加拿大 OE 计划的潜在因素和 (b) 从学生的角度描述参与 OE 的学习成果和心理社会效益。方法/途径：我们对在加拿大检查 OE 的定性研究进行了系统回顾。我们从电子数据库（1980-2018）中检索了已发表的研究。我们使用元人种学来综合这些发现。结果/结论：我们回顾了 21 项研究，报告了 508 名学生的经历。通过主题分析，我们确定了八个主题突出过程，目标和学习成果。我们开发了一个模型来描述加拿大 OE 的常见教学组成部分、学习过程和短期成果。启示：我们的结果代表了第一项综合加拿大 OE 已发表研究的研究，这有助于为加拿大的 OE 形成统一的声音和独特的民族认同。我们的结果是教育工作者分享想法、实践和学习目标的催化剂。