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Descriptive characteristics of studies on regular school-and curriculum-based outdoor education programmes.
Source publication
Background:
Participants in Outdoor Education Programmes (OEPs) presumably benefit from these programmes in terms of their social and personal development, academic achievement and physical activity (PA). The aim of this systematic review was to identify studies about regular compulsory school- and curriculum-based OEPs, to categorise and evaluate...
Contexts in source publication
Context 1
... further analyses, we adjusted the qualitative scale similar to the quantitative scale to the level of 1 (y), 0 (u), −1 (n), and n/a. For both quantitative and qualitative studies, an overall rating is presented in Appendix A Tables A1 and A2 with mean values and standard deviations. Based on the mean values, we provide an overall rating regarding the categories low, moderate and high methodological quality. ...
Context 2
... we included 13 studies in this systematic review. Table 1 shows the main descriptive characteristics of the 13 included studies. Table 2 shows specific information concerning the interventions and data collections. ...
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This chapter traces the interwoven paths of two women’s journeys working and living in the outdoors in Australia over the last 30 years. This journey explores the parallel lives of the women whilst documenting changing practices within the profession over three decades. Born on the same day of the same month of the same year, both women share a dee...
Outdoor Education (OE) refers to organized experiential education that takes place in the outdoor, characterized by action-centered and thematic learning processes. Literature shows how OE may have beneficial effects on different areas of child development, including cognitive abilities, social skills, and motor development. This relationship is no...
Citations
... If the student's background is relatively homogeneous, then the character education process can work well. However, new problems will arise if students have different backgrounds (Becker et al., 2017). ...
This study aims to determine the right leadership strategy to identify and describe the implementation of character education with various backgrounds of students after the covid-19 pandemic. By applying multicultural learning, it is hoped that it will be able to teach theoretical concepts about various good or bad characters, but rather try to influence the character of good students. in the direction the teacher expects. This study uses an ex post facto qualitative design with data collection through observation and case studies. Sources of data obtained from informants, namely principals, teachers, students, and parents. The result of the research is that the implementation of character education for students with various backgrounds is carried out by getting used to good characters who are accustomed to religious activities and the teacher gives examples of good character (respect for teachers, fellow students and younger siblings) in everyday life. In addition, it also gets used to saying greetings and smiling when meeting anyone, such as teachers, friends, and other people outside of school. There is an additional excellent program, namely the compulsory Koran program for every student. Even with the Covid-19 condition, the portion of character education has not decreased as face-to-face schools, but has increased. The teacher monitors the character development of students starting from waking up in the morning until going back to sleep the next night. The role of the principal is very supportive of the character education that has been implemented in schools. Not only that, with the covid-19 pandemic, school principals made a policy by providing quota pulses to be used to communicate with students so that the habit of good character continues to run even at home.
... First, the evidence and the quality of the methods are not assessed in this present scoping review because, in scoping reviews usually, quality assessments are not included [26]. Further research may provide detail on the quality of the methods and conclusions of the study, similar to other systematic review studies [50]- [52]. ...
This scoping review aims to provide an overview of empirical studies on worldwide museum visit intervention in K-12 education. The study employed Mendeley citation software to identify the articles in the database. A meta-analysis PRISMA statement is used for reporting the items. Out of 135 possibly rich articles, the present study reviewed 18 studies that met the inclusion criteria and were subjected to descriptive and content analyses published between 2017 and 2021. Most of the studies are experimental and from primary school contexts. It is revealed that science is the subject matter context majority of the studies, but philosophy, disaster management, language, and environmental science are also represented. The content analysis resulted in the following learning and social outcomes. It states that social outcome is explored chiefly, followed by learning outcome. The findings indicate that museum visit intervention positively impacts students learning and social outcome. The review also identifies the need for further research on museum visit intervention in the Asia Pacific region.
... The basis of authentic learning is teaching that arouses children's joy and interest (Engel, 2011). Access to varied environments and places (Jansson et al., 2022) that are relevant to what is to be learned provides rich opportunities for varied teaching (Kelly et al., 2022), where pupils get the chance to experience for themselves and practically try, explore, and be creative (Becker et al., 2017). It can also reinforce pupils' engagement and internal motivation (Ryan & Deci, 2020) and lead, as in this study, to pupils' willingness to participate. ...
... In another example, we noticed that the pupils could handle a net appropriately at the wetland, something they learned during a lesson by the sea. In this case, outdoor learning provides pupils with skills and experiences necessary for understanding and solving situations or problems in new contexts (Becker et al., 2017;Säljö, 2019). ...
... The groups delight greatly when they succeed, and the rockets fly away, "Oh my god!" "Let's go again!" When, as in this chemistry lesson, pupils' first-hand experiences of conducting a scientific survey practically and reflectively (Hodson, 2014), where the experience itself is at the centre, this contributes to positive learning benefits (Becker et al., 2017). However, more research on pupils as performers, where they are encouraged to observe and explore, is needed because even in outdoor learning, it is more common for teachers themselves to talk about and explain various phenomena (Alon & Tal, 2017). ...
Previous research has shown that feeling engaged in schoolwork is crucial for pupils to achieve, but engagement and motivation decline with age in many countries. To address these issues, we consider it is important that how we conceive learning include opportunities for learning outside the classroom. This study aimed to explore pupils’ experiences of being taught science subjects using outdoor learning, including the learning they achieved. The research was conducted using an ethnographic research design, a useful method for research in this type of environment where a greater understanding of teaching and learning processes is sought, enabling researchers to explore events more deeply. The study took place during one school year and was conducted for pupils in grade 6 in a school on Sweden’s west coast. This study provides unique insights into how these teacher efforts to offer outdoor learning opportunities have improved pupils’ willingness to participate. Likewise, how the pupils have developed knowledge of and used scientific concepts and skills in different contexts became visible when the pupils were allowed to try, explore, be creative, and observe in real life contexts in various places. In addition, the pupils have been given opportunities to ask, discuss and reflect on questions about various phenomena and processes in nature and humans. From the pupils’ point of view, this has contributed to their easier understanding of the content of the science subjects. These results significantly improve science literacy for science subjects in a school context (Holbrook & Rannikmae, 2009).
... In future research projects, it would be interesting to further the interactive research approach, by consciously using the potential of the outdoors for the purposes of supporting the mutual learning process. There is much research within a broad field of outdoor pedagogy (Becker et al., 2017;, and furthermore about outdoor management development (Badger et al., 1997;McEvoy & Buller, 1997;Sarif & Ismail, 2024), as well as walking, or 'go-along' interviews (Bilsland & Siebert, 2023;Carpiano, 2009), which could be combined with this generated knowledge about OOW, to promote interactive learning processes. ...
Why don't we usually work outdoors? While some professions require it, most white-collar workers remain indoors, sedentary, and screen-bound. Yet, the potential benefits of outdoor work on health, well-being, learning, and creativity are significant and underexplored, especially given the demands of today's knowledge-intensive work life. The aim of this thesis is to explore the potential of integrating the outdoors into everyday work life by bringing office work outdoors. To accomplish this, the thesis identifies ways by which the potential of outdoor office work may be enabled, in this case through an interactive research approach. This exploration was conducted through the ‘StickUt Malmö’ interactive research project, the Danish ‘Pop Out!’ project, and an interview study within the project ‘Concepts for the Sustainable Office of the Future’, culminating in four papers and a final discussion.
In ‘Outdoor Office Work – An Interactive Research Project Showing the Way Out’ (Paper I) it was shown that a range of work activities could be brought outdoors, both individually and collaboratively, and that outdoor office work (OOW) was associated with experiences of well-being, recovery, autonomy, enhanced cognition, better communication, and social relations, but also with feelings of guilt and illegitimacy. Conditions of importance were found in the physical environment, and in the organizational culture, and not the least concerned managers’ attitudes towards OOW, and to autonomy and trust in general.
In ‘Greenspace as Workplace – Benefits, Challenges and Essentialities in the Physical Environment’ (Paper II) insights into key aspects of the physical environment relevant for the experienced benefits and challenges of workers exploring OOW were captured through the themes of Simplicity, Safeness, Comfort and Contact with Nature, whereas Sociality, Well-being, and Functioning stood out as the main experienced benefits, and Digital dependency and Illegitimacy as challenges to overcome.
Based on an interview study with white-collar workers practicing OOW on a regular basis, a conceptual framework was developed and presented in ‘Unlocking the Transformative Potential of Outdoor Office Work – A Constructivist Grounded Theory Study’ (Paper III). The categories practicing outdoor office work, challenging the taken-for-granted, enjoying freedom and disconnection, feeling connected and interdependent, promoting health and well-being, enhancing performance, and finally, adding a dimension, make up ‘The Lotus of Outdoor Office Work’; a model visualizing the experienced benefits and challenges of OOW, highlighting the dynamic relationship between the practice of working outdoors on one hand, and how this challenges the system in which white-collar work traditionally takes place, on the other.
Through a combined theoretical and case discussion in ‘Critical Interaction – Challenging Dualisms by Bringing Office Work Outdoors’ (Paper IV), the possibilities and circumstances under which an interactive research approach may be critical and contribute to learning and knowledge development in the context of exploring OOW was elaborated upon. It was concluded that an interactive research approach can do so by challenging taken-for-granted dualisms, being critical with support from closeness as well as distance, engaging in both action and reflection, and by encompassing both practical and academic interests and outcomes.
In conclusion, exploring OOW is a relevant and sustainable way to enhance work life. However, challenges exist, such as the need for a supportive outdoor environment and an organizational culture that values trust and autonomy. The primary challenge lies in societal norms that separate mind and body, perpetuating the belief that white-collar work is incompatible with physical activity. The exploration of OOW turns ideas about work inside out, revealing that only certain activities are traditionally recognized as ‘work’.
... A school in North Jordan near a community health center was chosen for the study, with a student population of N = 620. Parents were eligible if they met the following criteria: either a mother or father of a child aged 6 to 15 without mental or physical disabilities, regular school students (students are organized in classes that meet on a regular basis), 15 married, Arabic-speaking, and hesitant to vaccinate their child or children. Vaccine hesitancy refers to a delay in acceptance or refusal of vaccination despite the availability of vaccination services. ...
... There has also been epidemiological evidence that these green spaces near children positively impact their behavioral and cognitive development (Amoly et al., 2014;Dadvand et al., 2015;Baró et al., 2021). From early development to pursuing education, the restorative effects of being in contact with the natural environment benefit the underlying factors for academic success, such as lowering stress levels and increasing the attentional capacity of students (Becker et al., 2017;Kuo, 2015). Studies have also exhibited that acquiring knowledge outdoors or in a more natural setting can aid in deeper learning comprehension and retention (Fägerstam & Blom, 2013;Mousel et al., 2006;Ball et al., 2001;Browning & Rigolon, 2019). ...
Megacities house the highest human population due to centralizing economic activities, causing congestion and increased settlements in urban areas. As a result of continuous urbanization in developing countries, access to urban green spaces (UGS) is continuously decreasing, affecting urban settlers' quality of life as UGS provides a wide variety of ecosystem services such as mitigation of climate change effects and as recreational sites for human wellbeing. An example of megacities undergoing the impact of urbanization is Metropolitan Manila, the National Capital Region of the Philippines. To determine the spatiotemporal changes in a megacity, satellite images from USGS Landsat 5 and 8 ranging from 2005, 2010, 2015, 2020, to 2023 were analyzed using ArcMap 10.8. The remotely sensed images were preprocessed using atmospheric corrections, ensuring the quality of the images. Enhanced Vegetation Index (EVI) maps of the cities were used to quantify the vegetation in the urban areas. They were calculated using landscape metrics, which were assessed for accuracy using the Kappa Coefficient. A drastic decrease in UGS was detected in almost two decades (2005–2023) as urban expansion occurred in the area. In addition, the UGS area was used to calculate the UGS per Capita, using the total population census per city. Concerning the recommended UGS per Capita from the World Health Organization in urban areas, all the cities were below the recommended index value, thus having unequal access to UGS quantitatively and qualitatively. As the population increases throughout the years, UGS per capita decreases in all 17 cities. This phenomenon in megacities emphasizes the need for prioritizing further establishment, management, and protection of the remaining UGS in the megacity, giving importance to future urban planning and policy-making for a more sustainable future of urban areas, most especially for the welfare and betterment of the state in developing countries.
... As well as having benefits for future conservation, childhood engagement with nature is beneficial to children as well. The increasingly extensive research into the consequences of children engaging with nature has been reviewed in multiple metaanalyses [2,[8][9][10][11][12]. These have established a broad-based body of evidence demonstrating an association between increased engagement with nature and improved physical and mental health and psychological development. ...
... In studies looking specifically at nature specific outdoor learning i.e. classes taught in a natural environment, Mann et al. [11] found good evidence of increased student engagement and a sense of greater ownership of their learning and some evidence of improved educational outcomes. Similar results were found by Becker et al. [12] (albeit from a lower number of studies), who attribute this outcome to an observed increase in motivation to learn. Scott et al. [17] hypothesize a complementary mechanism for how engagement with nature could lead to improved educational outcomes by supporting the development of language and communication skills. ...
This piece reviews the evidence on the effect that engaging with nature has on school-age children's future attitudes and behaviour towards nature. It also looks into the impact engaging with nature has on children and young people's physical, mental and personal development and the evidence on how much time children in England are spending in natural environments. It then presents a UK Government project, the National Education Nature Park (NENP), intended to increase children in England's access to nature by developing nature spaces within the grounds of educational institutions. It concludes with suggestions for how the implementation of the NENP could be used to learn more about the effect that engaging with nature has on children alongside understanding how school-based nature projects could benefit the local environment.
This article is part of the theme issue ‘Bringing nature into decision-making’.
... Another consequence of indoor recess was diminished contact with nature. Studies have revealed that interaction with nature activates children's senses in different ways, and children may benefit intellectually, physically, socially, and emotionally (Becker et al., 2017;Kandemir & Sevimli-Celik, 2021). Our key informants revealed a strategy that allows children to go outside for a quick break during inclement weather conditions. ...
Outdoor recess presents an opportunity for children to be physically active, socialize with their peers, and spend time in nature. Inclement weather may detract from these activities. The purpose of this study is to explore how teachers and administrators adapt their school day during inclement weather and how it may impact the wellbeing of students. Ten elementary school teachers and administrators with an average of 10 years of experience were interviewed. The interviews were transcribed verbatim and analyzed using content analysis. Key informants reported that approximately 26 days of recess per year are modified to be indoors due to inclement weather. Two key themes were identified: consequences of indoor recess and modifiable barriers to wellbeing activities in inclement weather. Indoor recess reduces students' opportunities for physical activity, experiencing nature, and socializing with peers. It is pertinent to children's well-being that these opportunities are maximized throughout the school year.
... The JBI Critical Appraisal Checklists do not employ a rating system, but to facilitate the comparison of methodological quality among studies, they provide an overall rating based on the mean scores of the questions in the checklist [12]. The cut-off values for the overall rating are defined as follows: M>0.60 = high methodological quality; 0.30≤ M ≤ 0.60 = moderate methodological quality, and M < 0.30 = low methodological quality [13]. ...
Background: Evidence from clinical trials has shown positive effects of yoga on hypothyroidism. To date, there is no review of these studies. This systematic review evaluates the efficacy of yoga as a therapeutic intervention for hypothyroidism.
Methods: PubMed, Medline, PsycINFO, and Science Direct databases were searched to identify relevant literature. The review included clinical studies that evaluated the effects of yoga on hypothyroidism. Studies that were not conducted inenglish, unavailable, non-experimental, or those that were reviews, case studies, case reports, not based on yoga, involved yoga as a intervention, or included a mixed population were excluded.
Results: Eleven studies (n = 516) met the eligibility criteria. Of these, four studies were RCTs, two non-RCTs and five were pretest-posttest studies. The duration of the yoga intervention varied from 1 to 6 months. Most of these studies adopted a combination of suryanamaskar, asana, pranayama and meditation. On quality assessment, one study had a low risk of bias (1 RCT), six studies had a moderate risk of bias (3 RCTs, one non-RCT and two pretest-posttest studies), and four studies had a high risk of bias (1 non-RCT and three pretest-posttest studies). The outcome measures assessed were TSH, T3, T4, and thyroid medication usage, lipid indices, BMI, heart rate variability, pulmonary measures, blood glucose, anxiety, depression, self-esteem, quality of life and sleep. The majority of the studies reported significant improvements in these outcomes following yoga intervention.
Conclusion: This systematic review reports evidence for effects of yoga on various outcome measures in hypothyroidism, suggesting its possible role in the management of hypothyroidism. However, there is a need for adequately powered, high-quality RCT studies in the future to draw a definitive conclusion.
... Furthermore, evidence indicates that green space exposure may reduce symptoms of ADHD, such as inattention and hyperactivity [97,99,106,107,109], and ASD [110]. Li et al. additionally reported a protective effect against schizophrenia [111]. Despite the emphasis on the health-related effects of green exposure in childhood, Li et al. highlighted that individuals with less childhood contact with nature experienced greater benefits from nature visits during adulthood [111]. ...
... Li et al. additionally reported a protective effect against schizophrenia [111]. Despite the emphasis on the health-related effects of green exposure in childhood, Li et al. highlighted that individuals with less childhood contact with nature experienced greater benefits from nature visits during adulthood [111]. ...
Purpose of Review
This scoping review aims to assess the impact of air pollution, traffic noise, heat, and green and blue space exposures on the physical and cognitive development of school-age children and adolescents. While existing evidence indicates adverse effects of transport-related exposures on their health, a comprehensive scoping review is necessary to consolidate findings on various urban environmental exposures’ effects on children’s development.
Recent Findings
There is consistent evidence on how air pollution negatively affects children’s cognitive and respiratory health and learning performance, increasing their susceptibility to diseases in their adult life. Scientific evidence on heat and traffic noise, while less researched, indicates that they negatively affect children’s health. On the contrary, green space exposure seems to benefit or mitigate these adverse effects, suggesting a potential strategy to promote children’s cognitive and physical development in urban settings.
Summary
This review underscores the substantial impact of urban exposures on the physical and mental development of children and adolescents. It highlights adverse health effects that can extend into adulthood, affecting academic opportunities and well-being beyond health. While acknowledging the necessity for more research on the mechanisms of air pollution effects and associations with heat and noise exposure, the review advocates prioritizing policy changes and urban planning interventions. This includes minimizing air pollution and traffic noise while enhancing urban vegetation, particularly in school environments, to ensure the healthy development of children and promote lifelong health.
