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Teaching in Nature

Teaching in Nature | Real World Learning | Scoop.it

In this project, teachers from primary and secondary schools across a range of subject areas used collaborative action enquiry to plan and execute pupil excursions to local outdoor natural areas. The outdoor areas visited were designated National Nature Reserves (or other local wild places such as areas of Special Scientific Interest).

 

Teachers were entirely free to try any approach they wish. Each group of teacher-researchers worked closely together, sometimes using a theme or focal topic, to visit their site to conduct planning and to design their class visits. Scottish Natural Heritage (SNH) staff members acted as guides and also advised on where to find local knowledge about the place. Funds were made available to cover for teachers while they engage in planning / attending workshops.

 

Staff of the University of Stirling and the teacher researchers collected a range of evidence of the activities undertaken. Some of these are on the website in the form of video, audio, pupils' work and teachers' plans and commentaries.

 

Visit the website and learn more about the project: http://teachinginnature.stir.ac.uk/


Via Rebekah Tauritz, Real World Learning
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From the virtual to the real, discovering the world in 4D by leaving our screens behind: the potential of outdoor learning in a digital age

From the virtual to the real, discovering the world in 4D by leaving our screens behind: the potential of outdoor learning in a digital age | Real World Learning | Scoop.it

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Rebekah Tauritz's curator insight, January 15, 2013 4:50 AM

A new study reports on the results of a three year longitudinal study of children (age 8‐10) who participated in NatureWise, a nature immersion programme that takes children into the forest under the guidance of a forest ranger three times a year. NatureWise (NW) is a carefully designed programme that requires school‐based preparation for each of the so‐called forest days as well as school‐based reflection on the significance and lessons learnt of each on those days. The programme seeks to develop ‘head’ (development of cognitive understanding of ecological principles and life in and management of the forest), ‘hart’ (development of affective, emotional bonding with nature and associated values) and, ‘hands’ (development of psycho‐motor skills needed to care for nature).

 

An experimental design was created that included 6 primary schools, 3 from urban areas and 3 from more rural areas. In each school for each participating grade a NatureWise‐class was followed as was a control class which did not participate in NW but followed the normal nature education programme that can be considered typical for most Dutch primary schools. Within each class a group of eight pupils was followed more intensively to obtain a deeper understanding of the children’s development. Children’s concept‐maps and activity booklets (in year 1 and year 3 of the study) were analyzed as well as interviews with the eight focus children from each class. In addition all participating teachers (n=24) were interviewed about their understanding of nature education in general and NW in particular (for those who participated in NW) as well as about the changes they observed in the children and about the influence of the children’s home‐situation on their exposure to and connection with nature. In addition classes were observed periodically during lessons about nature. In total 185 children between the ages of 8 and 10 participated in the study. Methodologically the study can be classified as a phenomenological.

 

The research shows that most children, not all, benefit from participating in NW frequently over a 2‐3 year which is expressed in an increase in knowledge of nature, deepened sensory and affective engagement with nature, and more sensitive behaviour towards nature. The added value of NW lies is multiple: children are in a position to establish direct contact with nature, children gain more confidence and interest in nature which helps them understand information about nature that comes to them through the media, children are better positioned to develop empathy towards another species, children come to see the importance of caring for nature, children are given hands‐on opportunities to care for nature, and, finally, children get to enjoy being in nature aesthetically, psycho‐motorically and intellectually. All this combined makes children more inclined to actively seek nature. The research therefore confirms the key premises of experience‐oriented nature education programmes, although it should be noted 10 that not all participating students display such a development and that in the control group some students display a similar development under favourable conditions in the school and/or home environment.

 

See the full report (in Dutch with an English Abstract) for more results.

Toen ik er meer over ging weten werd het leuk: arjenwals.files.wordpress.com/2013/01/toen-ik-er-meer-over-ging-weten-werd-het-leuk-compleet3ukabstract.pdf

 

The study was conducted by a team of researchers consisting of Marlon van der Waal and Dieuwke Hovinga (OVC-Advies & Lector Hogeschool Leiden) – who both did the bulk of the research – and Kris van Koppen (Environmental Policy Group, Wageningen University) and Arjen Wals (Education and Competences Group, Wageningen University).

 

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Child-orientated environmental education influences adult knowledge and household behaviour - IOPscience

Child-orientated environmental education influences adult knowledge and household behaviour - IOPscience | Real World Learning | Scoop.it

Environmental education is frequently undertaken as a conservation intervention designed to change the attitudes and behaviour of recipients. Much conservation education is aimed at children, with the rationale that children influence the attitudes of their parents, who will consequently change their behaviour. Empirical evidence to substantiate this suggestion is very limited, however. For the first time, the researchers used a controlled trial to assess the influence of wetland-related environmental education on the knowledge of children and their parents and household behaviour. They demonstrate adults exhibiting greater knowledge of wetlands and improved reported household water management behaviour when their child has received wetland-based education at Seychelles wildlife clubs. The research team distinguishes between 'folk' knowledge of wetland environments and knowledge obtained from formal education, with intergenerational transmission of each depending on different factors. This study provides the first strong support for the suggestion that environmental education can be transferred between generations and indirectly induce targeted behavioural changes.

 

P Damerell, C Howe and E J Milner-Gulland

Published 12 februari 2013

 

You can download the article at: http://iopscience.iop.org/1748-9326/8/1/015016/article

 

 


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Notes on Innovation and Education for Sustainable Development

CBSS/Baltic 21 presents a short film about innovation and education for sustainable development. The goal is for the Baltic Sea region to become a ...youtube.com
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Environmental education and eco-literacy as tools of education for ...

Environmental education and eco-literacy as tools of education for ... | Real World Learning | Scoop.it
EL is a logical component of education for sustainable development as its focus on the various interactions of different elements in the environment includes human activity which is essential to the achievement of a ...
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ECO UNESCO- UN Decade of Education for Sustainable ...

ECO UNESCO- UN Decade of Education for Sustainable ... | Real World Learning | Scoop.it
70273ae492 Source: www.ecounesco.ie. 5th March, The Greenhouse, 17 St Andrews Street, Dublin. Join us to celebrate a decade of action in Education for Sustainable Development (ESD) 2005-2014 and find out how ...
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Education for Sustainable Development | Education | United Nations Educational, Scientific and Cultural Organization

Education for Sustainable Development | Education | United Nations Educational, Scientific and Cultural Organization | Real World Learning | Scoop.it
Education for sustainable development (ESD) is not a particular programme or project, but is rather an umbrella for many forms of education that already exist, and new ones that remain to be created.
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Nature Play Programs: Outdoor Education for Children

Nature Play Programs: Outdoor Education for Children | Real World Learning | Scoop.it
Outdoor Play-Based Learning. Tricia Edgar, President of Fresh Air Learning, told Decoded Science that “outside, there are not limited numbers of specific toys.” She explains that nature contains many loose parts, such as ...

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Josephine M's curator insight, April 16, 2014 11:44 AM

Nature's loose parts

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Teaching in Nature

Teaching in Nature | Real World Learning | Scoop.it

In this project, teachers from primary and secondary schools across a range of subject areas used collaborative action enquiry to plan and execute pupil excursions to local outdoor natural areas. The outdoor areas visited were designated National Nature Reserves (or other local wild places such as areas of Special Scientific Interest).

 

Teachers were entirely free to try any approach they wish. Each group of teacher-researchers worked closely together, sometimes using a theme or focal topic, to visit their site to conduct planning and to design their class visits. Scottish Natural Heritage (SNH) staff members acted as guides and also advised on where to find local knowledge about the place. Funds were made available to cover for teachers while they engage in planning / attending workshops.

 

Staff of the University of Stirling and the teacher researchers collected a range of evidence of the activities undertaken. Some of these are on the website in the form of video, audio, pupils' work and teachers' plans and commentaries.

 

Visit the website and learn more about the project: http://teachinginnature.stir.ac.uk/


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Living sustainable community-school collaboration: Learning for the future

Living sustainable community-school collaboration: Learning for the future | Real World Learning | Scoop.it

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Rebekah Tauritz's curator insight, January 22, 2013 6:46 AM

The COMENIUS multilateral network CODES* (organising institution) and its partner RCE Rhine-Meuse (hosting institution) have the pleasure to invite you to the upcoming conference:

 

“Living sustainable community-school collaboration: Learning for the future” Working Conference in Kerkrade, the Netherlands, May 13th to 15th 2013

 

CODES second Conference will gather all stakeholders of school and community collaboration. The aims of the event are sharing experiences, getting a first insight on CoDeS products and having a platform for feedback based on own experiences to the authors groups.

 

Your experience in school and community collaboration is very important for CODES work. We warmly invite you to participate and to contribute to the Conference in Kerkrade.

 

*CoDeS is a large Comenius network funded by the EU. The focus of CoDeS lies on experiences, key elements, methods and conditions of school-community cooperation. CoDeS network aims to include a European perspective on effective models, learning methods and tools as well as aspects of inclusion for a wide range of actors. CoDeS conferences open a forum for collaboration and debate of all stakeholders and the network partners.

 

For more information see: http://www.comenius-codes.eu

 

 

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Review of Education for Sustainable Development Teacher ...

Review of Education for Sustainable Development Teacher ... | Real World Learning | Scoop.it
The Geographical Association in the UK has published several different volumes focusing on environmental education (EE) and education for sustainable development (ESD) and connecting these concepts through a geography lens for classroom teachers.
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Learning for Sustainability in times of accelerating change: a review ...

Its 31 chapters are set out in three sections: [1] Re-Orientating Science and Society (in light of unsustainability) – 10 chapters; [2] Re-Connecting People and Planet – 8 chapters; and [3] Re-Imagining Education and Learning – 13 chapters.
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How does consumer behaviour change across different screens? - The Guardian (blog)

How does consumer behaviour change across different screens? - The Guardian (blog) | Real World Learning | Scoop.it
How does consumer behaviour change across different screens?
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Education and Values for Sustainable Development with the Earth Charter

The Earth Charter Initiative is a diverse global network of people and institutions that promote the values and principles of sustainable development.
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Applications invited: Regional Centres of Expertise (RCE) on ...

Applications invited: Regional Centres of Expertise (RCE) on ... | Real World Learning | Scoop.it
Applications are invited for RCE on Education for Sustainable Development by United Nations University, Institute of Advanced Studies.
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Putting people first » What form of behaviour change does climate ...

Putting people first » What form of behaviour change does climate ... | Real World Learning | Scoop.it
Jonathan Rowson @Jonathan_Rowson, who leads the RSA Social Brain Centre, recently gave a 15 minute presentation on the Social Brain Centre's emerging ideas relating to behaviour change in the context of Climate ...
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