Outdoor Education and Its Influence on The Successful Involvement of Pupils in The Social Life

Authors

  • Henrietta Torkos University assistant, University of Aurel Vlaicu, Arad, Romania
  • Anca Manuela Egerau University lecturer, University of Aurel Vlaicu, Arad, Romania

DOI:

https://doi.org/10.18662/po/11.4/226

Keywords:

Activities, education, labor, outdoor, social

Abstract

One of the main priorities of current educational systems is a strong connection between education provided by schools and the requirements of a successful integration in the social life and work field. This article offers the teachers’ perspective on the various ways in which outdoor learning can be useful in creating teaching-learning situations that prepare pupils to be active citizens and to have smoother integration in the social life and this way, on the labor market. The findings of a brief study among teachers from Arad County is presented. The method that was used is the survey based on a questionnaire. The main instrument that used was the questionnaire, which was based on a number of 12 variables. The quantitative data obtained was processed in the SPSS statistical program. The preliminary results show that even if teachers have some knowledge on the benefits of outdoor education regarding future involvement of pupils in social life, they tend to rarely use it in their educational practice. This happens because of the lack of correct and valid information they have on this type of education, and also because of the misconceptions of parents, who refuse to cooperate regarding this issue. The present study brings and important contribution in this research field, highlighting the values of outdoor education, both theoretically and practically.

Author Biographies

Henrietta Torkos, University assistant, University of Aurel Vlaicu, Arad, Romania

PhD University Assistant Educational sciences, Psychology and Social Work

Anca Manuela Egerau, University lecturer, University of Aurel Vlaicu, Arad, Romania

Educational sciences and educational management, University lecturer, University of Aurel Vlaicu, Arad, Romania

References

Bailey, D. (2000). Is anyone out there listening? Quest, 52(4), 344-350. http://dx.doi.

org/10.1080/00336297.2000.10491721

Banning, W., & Sullivan, G. (2011). Lens on outdoor learning. Redleaf Press

Bjorklund, D. F., & Bering, J. M. (2000). The evolved child - Applying evolutionary developmental psychology to modern schooling. Learning and Individual Differences, 12(4), 347-373. http://dx.doi.org/10.1016/S1041-6080(02)00047-X

Blanchard, P. B., & Buchanan, T. K. (2011). Environmental stewardship in early childhood. Childhood Education, 87(4), 232-238. https://doi.org/10.1080/

2011.10523184

Cowen, E. L., & Durlak, J. A. (2000). Social policy and prevention in mental health. Development and Psychopathology, 12(4): 815–834. https://doi.org/10.1017/

s0954579400004132

Cunningham, H. (2006). The invention of childhood. BBC Book.

Durlak, J. A., & Wells, A. M. (1997). Primary prevention mental health programs for children and adolescents: A meta-analytic review. American Journal of Community Psychology, 25(2), 115–152. https://doi.org/10.1023/a:10246540

Dyment, J. E. (2005). Gaining ground: The power and potential of school ground greening in the Toronto District School board. http://www.evergreen.ca/

docs/res/Gaining-Ground.pdf

Dyment, J. E., & Bell, A. C. (2008). Grounds for movement: green school grounds as sites for promoting physical activity. Health Education Research, 23(6), 952-962. http://dx.doi.org/10.1093/her/cym059

Fox, P., & Avramidis, E. (2003). An evaluation of an outdoor education programme for students with emotional and behavioural difficulties. Emotional and Behavioural Difficulties, 8(4), 267-283. https://doi.org/10.1080/

Gill, T. (2007). No fear. Growing up in a risk averse society. Calouste Gulbenkian Foundation.

Guldberg, H. (2009). Reclaiming childhood freedom and play in an age of fear. Routledge.

Hattie, J. A., Marsh, H. W., Neill, J. T., & Richards, G. E. (1997). Adventure education and outward bound: Out-of-class experiences that have a lasting effect. Review of Educational Research, 67(1): 43–87. https://doi.org/10.3102/

Ilica, A. (2013). Discurs pedagogic contemporan [Contemporary pedagogical discourse] Editura Chişinău.

Loynes, C. H. (2002). The generative paradigm. Journal of Adventure Education and Outdoor Learning, 2(2). 113-125. https://doi.org/10.1080/14729670285200221

Ministry of Education, Culture and Research of the Republic of Moldova. (2018). Curriculum de educaţie pentru societate [Curriculum for social education]. http://particip.gov.md/public/documente/137/ro_5366_EducatiaPentruSocietateGimnaziu2018-05-25.pdf

Neill, J. T. (2001). A profile of outdoor education programs and their implementation in Australia. Japanese Outdoor Education Journal, 5(2), 1-9. https://doi.org/10.11317/joej1997.5.2_1

Neill, J. T. (2004). Whose journeys? The outdoors and adventure as social and cultural phenomena: Critical explorations of relations between individuals, 'others' and the environment. Humberstone, Brown, & Richards.

Ozdemir, A., & Yilmaz, O. (2008). Assessment of outdoor school environments and physical activity in Ankara's primary schools. Journal of Environmental Psychology, 28(3), 287-300. http://dx.doi.org/10.1016/j.jenvp.2008.02.004

Ozga, J. (2005). Modernising the education workforce: A perspective from Scotland. Educational Review, 57(2): 207–219. https://doi.org/10.1080/

Robson, M., & Hunt, K. (1999). An innovative approach to involving parents in the education of their early years children. International Journal of Early Years Education, 7(2), 185–93. https://doi.org/10.1080/0966976990070206

Russell, W. D., & Newton, M. (2008). Short-term psychological effects of interactive video game technology exercise on mood and attention. Educational Technology & Society, 11(2), 294-308. https://www.researchgate.

net/publication/220374849_Short-Term_Psychological_Effects_of_Interactive_Video_Game_Technology_Exercise_on_Mood_and_Attention

Smith, L. L., & Motsenbocker, C. E. (2005). Impact of hands-on science through school gardening in Louisiana public elementary schools. Horttechnology, 15(3), 439-443. https://journals.ashs.org/horttech/view/journals/horttech

/15/3/article-p439.pdf

Stevahn, L., King, A. J., Ghere, G., & Minnema, J. (2005). Establishing essential competencies for program evaluators. American Journal of Evaluation, 26(1), 43-59. https://doi.org/10.1177/1098214004273180

Torkos, H. (2017). Social and psychological aspects of outdoor education. Agora Psycho-Pragmatica, 11(1), 215-223. https://www.uav.ro/jour/index.php/

app/article/view/801

Trier, U. (2003). Twelve countries contributing to DeSeCo: A summary report. In D. Rychen, L. Salganik & M. McLaughlin (Eds.), Definition and selection of key competences. Contributions to the second DeSeCo symposium (pp. 7–59. 320). Swiss Federal Statistical Office.

Whitty, G. (2006). Education(al) research and education policy making: Is conflict inevitable?. British Educational Research Journal, 32(2), 159–176. https://doi.

org/10.1080/01411920600568919

Downloads

Published

2020-12-18

How to Cite

Torkos, H., & Egerau, A. M. (2020). Outdoor Education and Its Influence on The Successful Involvement of Pupils in The Social Life. Postmodern Openings, 11(4), 127-143. https://doi.org/10.18662/po/11.4/226

Issue

Section

Research Articles