School-based outdoor education: a neglected practice at secondary level

References

• Ader, E., & Erktin, E. (2010). Coping as self-regulation of anxiety: A model for math achievement in high-stakes tests. Cognition, Brain, Behavior, 14(4), 311.
   Google Scholar
• Bandura, A. (1986). Social foundations of thought and action. Upper Saddle River, NJ: Prentice-Hall.
   Google Scholar
• Barlow, G. (2015). The essential benefits of outdoor education. International School, 17(3), 53–55.
   Google Scholar
• Bass, K. M., Yumol, D., & Hazer, J. (2012). The effect of RAFT hands-on activities on student learning engagement and 21st century skills (RAFT student impact study). Retrieved 08 May 2020. Retrieved from http://www.raft.net/public/pdfs /Rockman /RockmanRAFTReport.pdf
   Google Scholar
• Becker, C., Lauterbach, G., Spengler, S., Dettweiler, U., & Mess, F. (2017). Effects of regular classes in outdoor education settings: A systematic review on students’ learning, social and health dimensions. International Journal of Environmental Research and Public Health, 14(5), 485.
   PubMed Web of Science ®Google Scholar
• Berliner, D. (2011). Rational responses to high stakes testing: The case of curriculum narrowing and the harm that follows. Cambridge Journal of Education, 41(3), 287–301.
   Web of Science ®Google Scholar
• Blad, E. (2014). More than half of students “engaged” in school, says poll. Education week. Retrieved 08 May 2020. Retrieved from http://wwwedweek.org/ew/articles/2014/04/09/28gallup.h33.html
   Google Scholar
• Blazer, C. (2011). Unintended consequences of high-stakes testing (Vol. 1008). Information Capsule. Miami, FL: Research Services, Miami-Date County Public Schools.
   Google Scholar
• Bowker, R., & Tearle, P. (2007). Gardening as a learning environment: A study of children’s perceptions and understanding of school gardens as a part of an international project. Learning Environments Research, 10(2), 83–100.
   Google Scholar
• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
   Google Scholar
• Braun, A., Maguire, M., & Ball, S. J. (2010). Policy enactments in the UK secondary schools: Examining policy, practice and school positioning. Journal of Education Policy, 25(4), 547–560.
   Web of Science ®Google Scholar
• Bredderman, T. (1983). Effects of activity-based elementary science on student outcomes. A Qualitative Synthesis. Review of Educational Research, 53, 499–518.
   Web of Science ®Google Scholar
• Brennan, A. (1994). Environmental literacy and educational ideal. Environmental Values, 3(1), 3–16.
   Web of Science ®Google Scholar
• Breunig, M., Murtell, J., & Russell, C. (2014). Students’ experiences with with/in integrated environmental studies programs in Ontario. Journal of Adventure Education and Outdoor Learning, 15(4), 267–283.
   Web of Science ®Google Scholar
• Brymer, E., & Gray, T. (2009). Dancing with nature: Rhythm and harmony in extreme sport participation. Journal of Adventure Education and Outdoor Learning, 9(2), 135–149.
   Google Scholar
• Burla, L., Knierim, B., Barth, J., Liewald, K., Duetz, M., & Abel, T. (2008). From text to codings: Intercoder reliability assessment in qualitative content analysis. Nursing Research, 57(2), 113–117.
   PubMed Web of Science ®Google Scholar
• Cahyono, A., Haryonto, S., & Sudarsono, F. X. (2016). Increasing motivation and science learning achievement through the implementation of outdoor cooperative learning model in class VIII SMP 2 Banguntapan academic year 2015/2016. Journal of Education and Practice, 7(26), 21–26.
   Google Scholar
• Caner, H. A., & Bayhan, S. (2020). High-stakes examination policies and transformation of the Turkish education system. International Journal of Educational Development, 79, 102263.
   Web of Science ®Google Scholar
• Capra, F. (1996). The web of life. London: Harper Collins.
   Google Scholar
• Care, E., & Vista, A. 2017. Education assessment in the 21st century: New skillsets for a new millennium. Washington, DC: Brookings. Retrieved 08 May 2020. Retrieved from https://www.brookings.edu/blog/education-plus-development/2017/03/01/education-assessment-in-the-21st-century-new-skillsets-for-a-new-millennium/
   Google Scholar
• Cater, C. I. (2006). Playing with risk? Participant perceptions of risk and management implications in adventure tourism. Tourism Management, 27(2), 317–325.
   Web of Science ®Google Scholar
• Cawelti, G. (2006). The side effects of NCLB. Educational Leadership, 64(3), 64–68.
   Web of Science ®Google Scholar
• Chalkiadaki, A. (2018). A systematic literature review of 21st century skills and competencies in primary education. International Journal of Instruction, 11(3), 1–16. Retrieved from http://www.e-iji.net/dosyalar/iji_2018_3_1.pdf
   Web of Science ®Google Scholar
• Chapman, C. M., Deane, K. L., Harre, N., Courtney, M. G., & Moore, J. (2017). Engagement and mentor support as drivers of social development in the project K youth development program. Journal of Youth and Adolescence, 46(3), 644–655.
   PubMed Web of Science ®Google Scholar
• Chen, C. H., & Chau, M. H. (2015). Enhancing middle school students’ scientific learning and motivation through agent-based learning. Journal of Computer Assisted Learning, 31(5), 481–493.
   Web of Science ®Google Scholar
• Christie, B., Beames, S., & Higgins, P. (2016). Context, culture and critical thinking: Scottish secondary school teachers’ and pupils’ experiences of outdoor learning. British Educational Research Journal, 42(3), 417–437.
   Web of Science ®Google Scholar
• Creswell, J. W. (2007). Qualitative inquiry & research design: Choosing among five approaches. Thousand Oaks: SAGE.
   Google Scholar
• Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research (2nd ed.). Los Angeles: SAGE.
   Google Scholar
• Crompton, T., & Kasser, T. (2009). Meeting environmental challenges: The role of human identity. Godalming, UK: WWF-UK, Panda House.
   Google Scholar
• Csikszentmihalyi, M. (1975). Beyond Boredom and Anxiety. San Francisco, CA: Jossey-Bass Publishers.
   Google Scholar
• Davidson, L. (2001). Qualitative research and making meaning of adventure: A case study of boys’ experiences of outdoor education at school. Journal of Adventure Education & Outdoor Learning, 1(2), 11–20.
   Google Scholar
• Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
   Google Scholar
• Dewey, J. (1938). Experience and education. New York: The Macmillan Company.
   Google Scholar
• Dillon, J. (2010). Beyond barriers to learning outside the classroom in natural environments. Reading, UK: Natural England.
   Google Scholar
• Egege, S., & Kutieleh, S. (2004). Critical thinking; teaching foreign notions to foreign students. International Education Journal, 4(4), 75–85.
   Google Scholar
• Eigenschenk, B., Thomann, A., McClure, M., Davies, L., Gregory, M., Dettweiler, U., & Ingles, E. (2019). Benefits of outdoor sports for society: A systematic literature review and reflections on evidence. International Journal of Environmental Research and Public Health, 16(6), 937.
   PubMed Web of Science ®Google Scholar
• Ellis, A. K. (2004). Exemplars of curriculum theory. Eye on education. New York, NY: Guilford Press.
   Google Scholar
• Ernst, J., & Stanek, D. (2006). The prairie science class: A model for re-visioning environmental education within the National Wildlife Refuge System. Human Dimensions of Wildlife, 11, 255–265.
   Google Scholar
• Erskine, J. L. (2014). It changes how teachers teach: How testing is corrupting our classrooms and student learning. Multicultural Education, 21(2), 38–40.
   Google Scholar
• Fägerstam, E. (2014). High school teachers’ experience of the educational potential of outdoor teaching and learning. Journal of Adventure Education and Outdoor Learning, 14(1), 56–81.
   Google Scholar
• Fazey, I. (2010). Resilience and higher-order thinking. Ecology and Society, 15(3), 9.
   Web of Science ®Google Scholar
• Ford, P. (1986). Outdoor education: definition and philosophy. ERIC clearinghouse on rural education and small schools las cruces NM. ERIC Identifier: ED267941. Retrieved 08 May 2020. Retrieved from https://www.ericdigests.org/pre-923/outdoor.htm
   Google Scholar
• Forman, E., & McFhail, J. (1996). Vygotskian perspective on children’s collaborative problem-solving activities. In E. Forman, N. Minick, & C. A. Stone (Eds.), Contexts for learning: Sociocultural dynamics in children’s development (pp. 213–229). Cary, NC: Oxford University Press.
   Google Scholar
• Fuller, C., Powell, D., & Fox, S. (2017). Making gains: The impact of outdoor residential experiences on students’ examination grades and self-efficacy. Educational Review, 69(2), 232–247.
   Web of Science ®Google Scholar
• Gates, S., Lippman, L., Shadowen, N., Burke, H., Diener, O., & Malkin, M. (2016). Key soft skills for cross-sectoral youth outcomes. Retrieved 08 May 2022. Washington, DC: USAID’s YouthPower: Implementation, YouthPower Action. Retrieved from https://www.youthpower.org/sites/default/files/YouthPower/resources/Key%20Soft%20Skills%20for%20Cross-Sectoral%20Youth%20Outcomes_YouthPower%20Action.pdf
   Google Scholar
• Gordon, J. A., & Liu, X. (2014). Preparation for transnationalism: Changes in China’s top secondary schools. Journal of International Education and Leadership, 4(1), 1–14.
   Google Scholar
• Gruenewald, D. (2003). The best of both worlds: A critical pedagogy of place. Educational Researcher, 32(4), 3–12.
   Google Scholar
• Gustafsson, P. E., Szczepanski, A., Nelson, N., & Gustafsson, P. A. (2012). Effects of an outdoor education intervention on the mental health of school children. Journal of Adventure Education and Outdoor Learning, 12(1), 63–79.
   Google Scholar
• Hammad, W., & Norris, N. (2009). Centralised control: A barrier to shared decision-making in Egyptian secondary schools. ISEA, 37(2), 60–73.
   Google Scholar
• Hattie, J. (2009). Visible learning. A synthesis of over 800 meta-analyses relating to achievement. London: Routledge.
   Google Scholar
• Haury, D. L., & Rillero, P. (1994). Perspectives on hands-on science teaching. Pathways to School Improvement, The ERIC Clearinghouse for Science, Mathematics, and Environmental Education. Retrieved 08 May 2020. Retrieved from http://eric.ed.gov/?id=ED372926
   Google Scholar
• Higgins, P., & Nicol, R. (Eds.). (2002). Outdoor education: Authentic learning through landscapes. An international collaboration project supported by the European Union comenius action 2. Brussels: European In-Service Training Courses, European Commission.
   Google Scholar
• Hirsch, E. D. (1987). Cultural literacy: What every American needs to know. London: Vintage.
   Google Scholar
• Holland, J. L. (1999). Why interest inventories are also personality inventories. In M. Savickas & A. Spokane (Eds.), Vocational interests: Their meaning, measurement and use in counseling (87-101). Palo Alto, CA: Davies-Black.
   Google Scholar
• Ives, B., & Obenchain, K. (2006). Experiential education in the classroom and the academic outcomes: For those who want it all. Journal of Experiential Education, 29(1), 61–77.
   Google Scholar
• Jiang, Q., & Guo, X. (2020). Research on the reform of Chinese college entrance examination system. Advances in Social Science, Education and Humanities Research, 402, 107–111.
   Google Scholar
• Jordet, A. (2010). Klasserommet utenfor. Tilpasset applaering I et utvidet laeringsrom. In [The classroom outdoors: Education in an extended classroom]. Latvia: Cappalen Damm AS.
   Google Scholar
• Kennedy, F., Pearson, D., Brett-Taylor, L., & Talreja, V. (2014). The life skills assessment scale: Measuring life skills of disadvantaged children in the developing world. Social Behaviour and Personality, 42(2), 197–210. Retrieved from https://www.sbp-journal.com/index.php/sbp/article/view/3518/0
   Web of Science ®Google Scholar
• Kiewa, J. (2001). Control over self and space in rock climbing. Journal of Leisure Research, 33(4), 363–382.
   Web of Science ®Google Scholar
• Kilickaya, F. (2016). Washback effects of a high-stakes exam on lower secondary school English teachers’ practices in the classroom. Lublin Studies in Modern Languages and Literature, 40(1), 116–134.
   Google Scholar
• Kirkpatrick, R., & Zang, Y. (2011). The negative influences of exam-oriented education on Chinese high school students: Backwash from classroom to child. Language Testing in Asia, 1(3), 36–45.
   Google Scholar
• Kristofk, N. D. (2011, January 15). China’s winning schools? The New York Times. Retrieved from http://www.nytimes.com/2021/11/17/opinion/16kristof.html
   Google Scholar
• Kwon, S. K., Lee, M., & Shin, D. (2015). Educational assessment in the republic of Korea: Lights and shadows of high-stake exam-based education system. Assessment in Education: Principles & Practice, 24(1), 1–18.
   Web of Science ®Google Scholar
• Mackenzie, S. H., Son, J. S., & Eitel, K. (2018). Using outdoor adventure to enhance intrinsic motivation and engagement in science and physical activity: An exploratory study. Journal of Outdoor Recreation and Tourism, 21, 76–86.
   Google Scholar
• Madaus, G., & Russell, M. (2010). Paradoxes of high-stakes testing. Journal of Education, 190(1–2), 21–30.
   Google Scholar
• Maddux, J., & Gosselin, J. (2003). Self-efficacy. In M. Leary & J. P. Tangney (Eds.), Handbook of self and identity (pp. 218–238). New York, NY: Guilford Press.
   Google Scholar
• Margalit, D., & Ben-Ari, A. (2014). The effect of wilderness therapy on adolescents’ cognitive autonomy and self-efficacy: Results of a non-randomized trial. Child & Youth Care Forum, 43(2), 181–194.
   Web of Science ®Google Scholar
• Marin, L., & Halpern, D. (2011). Pedagogy for developing critical thinking in adolescents: Explicit instruction for greatest gains. Thinking Skills and Creativity, 6(1), 1–13.
   Web of Science ®Google Scholar
• Marôco, J. (2021). Portugal: The PISA effects on education. In N. Crato (Ed.), Improving a country’s education (pp. 159–174). Cham: Springer.
   Google Scholar
• Marvasti, A. B. (2004). Qualitative research in sociology. Thousand Oaks: Sage.
   Google Scholar
• Maynard, T., Waters, J., & Clement, J. (2013). Child-initiated learning, the outdoor environment and the ‘underachieving’ child. Early Years: An International Research Journal, 33(3), 212–225.
   Google Scholar
• McGowan, A. L. (2016). Impact of one-semester outdoor education programs on adolescent perceptions of self-authorship. Journal of Experiential Education, 39(4), 386–411.
   Google Scholar
• Minarechová, M. (2012). Negative impacts of high-stakes testing. Journal of Pedagogy, 3(1), 82–100.
   Google Scholar
• Moeed, A., & Averill, R. (2010). Education for the environment: Learning to care for the environment: A longitudinal case study. International Journal of Learning, 17(5), 179–192.
   Google Scholar
• MoE Singapore (2019). 21st century competencies [Ministry of Education Singapore website]. Retrieved 08 May 2020. Retrieved from https://www.moe.gov.sg/education/education-system/21st-century-competencies
   Google Scholar
• Moulton, J. (2008). Emotional engagement in education, part one: Should teachers care about student apathy? Edutopia-what works in education, george lucas educational foundation. Retrieved 08 May 2022. Retrieved from http://www.edutopia.org/emotional-engagement-education-part-one
   Google Scholar
• Mutz, M., & Muller, J. (2016). Mental health benefits of outdoor adventures: Results from two pilot studies. Journal of Adolescence, 49(1), 105–114.
   PubMedGoogle Scholar
• Mygind, E. (2007). A comparison between children’s physical activity levels at school and learning in an outdoor environment. Journal of Adventure Education and Outdoor Learning, 7(2), 161–176.
   Google Scholar
• Nicol, R. (2003). Outdoor education: research topic or universal value? Part three. Journal of Adventure Education & Outdoor Learning, 3(1), 11–27.
   Google Scholar
• O’Brien, K., Reams, J., Caspari, A., Dugmore, A., Faghihimani, M., Fazey, I., … Winiwarter, V. (2013). You say you want a revolution? Transforming education and capacity building in response to global change. Environmental Science and Policy, 28, 48–59.
   Web of Science ®Google Scholar
• OECD. (2010). PISA 2009 results: Students on line (Vol. 6). Paris: Author.
   Google Scholar
• OECD. (2019). Future of education and skills 2030: OECD Learning compass 2030 A series of concept notes. Retrieved 15 Oct 2021. Retrieved from https://www.oecd.org/education/2030-project/teaching-and-learning/learning/learning-compass-2030/OECD_Learning_Compass_2030_Concept_Note_Series.pdf
   Google Scholar
• Parkinson, B., Totterdell, P., Briner, R. B., & Reynolds, S. (1996). Changing moods-The psychology of mood & mood regulation. Harlow, Essex: Addison Wesley.
   Google Scholar
• Parry, J. (2011). Raising the bar: A case for quality outdoor education. Camping Magazine, 84(5), 16.
   Google Scholar
• Partnership for 21st Century Skills. (2006). Framework for 21st century learning. Retrieved 15 Oct 2021. Retrieved from http://www.p21.org/documents/ProfDev.pdf
   Google Scholar
• Patton, M. (2002). Qualitative research and evaluation methods. Thousand Oaks: SAGE.
   Google Scholar
• Posner, G. J. (2004). Analyzing the curriculum (3rd ed.). New York: McGraw Hill.
   Google Scholar
• Purdie, N., Neill, J. T., & Richards, G. E. (2002). Australian identity and the effect of an outdoor education program. Australian Journal of Psychology, 54(1), 32–39.
   Web of Science ®Google Scholar
• Rapoport, R., & Rapoport, R. N. (1975). Leisure and the family life cycle. London: Routledge & Kegan Paul.
   Google Scholar
• RESCUE. (2011). Responses to environmental and societal challenges for our unstable world, ESF forward look-ESF-COST ‘frontier of science’ joint initiative. European Science Foundation, Strasbourg. Brussels, Belgium: France & European Cooperation in Science and Technology.
   Google Scholar
• Rose, L., Williams, I. R., Olsson, C. A., & Allen, N. B. (2018). Promoting adolescent health and well-being through outdoor youth programs: Results from a multisite Australian study. Journal of Outdoor Recreation, Education, and Leadership, 10(1), 33–51.
   Web of Science ®Google Scholar
• Santelmann, M., Gosnell, H., & Meyers, S. M. (2011). Connecting children to the land: Place-based education in the muddy creek watershed. Journal of Geography, 110(3), 91–106.
   Web of Science ®Google Scholar
• Scott, C L. (2015)The futures of learning 2: What kind of learning for the 21st century? (ERF Working Paper No. 14). Paris: UNESCO Education Research and Foresight. Retrieved 08 May 2020. https://unesdoc.unesco.org/ark:/48223/pf0000242996
   Google Scholar
• Scott, G., Boyd, M., & Colquhoun, D. (2013). Changing spaces, changing relationships: The positive impact of learning out of doors. Journal of Outdoor and Environmental Education, 17(1), 47–53.
   Google Scholar
• Sharpe, D. (2014). Independent thinkers and learners: A critical evaluation of the “growing together schools programme.” Pastoral Care in Education, 32(3), 197–207.
   Google Scholar
• Shernhoff, D. J., Csikszentmihalyi, M., Schneider, B., & Shernhoff, E. S. (2003). Student engagement in high school classrooms from the perspective of flow theory. School Psychology Quarterly, 18(2), 158.
   Web of Science ®Google Scholar
• Skaugen, R., & Fiskum, T. A. (2015). How schools with good academic results justify their use of outdoor education. International Education Research, 3(4), 16–31.
   Google Scholar
• Smith, G. (2002). Place-based education: Learning to be where we are. Phi Delta Kappa, 83(8), 584–594.
   Web of Science ®Google Scholar
• Sobel, D. (2005). Place- based education: Connected classrooms and communities. Great Barrington, MA: The Orion Society’s Nature Literacy Series.
   Google Scholar
• Soh, T. M. T., & Meerah, T. S. M. (2013). Outdoor education: An alternative approach in teaching and learning science. Asian Social Science, 9(16), 1–8.
   Google Scholar
• Springer, L., Stanne, M. E., & Donovan, S. (1999). Effects of small-group learning on undergraduates in science, mathematics and engineering and technology. A meta-analysis. Review of Educational Research, 69(1), 21–51.
   Web of Science ®Google Scholar
• Sterling, S. (2001). Sustainable education: Re-visioning learning and change. Bristol: Schumacher Briefings 6. Green Books.
   Google Scholar
• Szklarski, A. (2009). Qualitative research-a viable methodological alternative in education. Issues in Early Education, 2(19), 9–19.
   Google Scholar
• Tan, C. (2019). Beyond high-stakes exam: A neo-Confucian educational programme and its contemporary implications. Educational Philosophy and Theory, 52(5), 1–12.
   Google Scholar
• Thornburn, M., & Marshall, A. (2014). Cultivating lived-body consciousness: Enhancing cognition and emotion through outdoor learning. Journal of Pedagogy, 5(1), 115–132.
   Google Scholar
• Tita, C. A. (2010). Student apathy on the rise. Southeast Education Network. Retrieved from http://www.seenmagazine.us/articles/article-detail/articleid/1067/student-apathy-on-the-rise.aspx
   Google Scholar
• UNESCO. (2016). Assessment of transversal competencies: Policy and practice in the Asia–pacific region. Retrieved 15 Oct 2021. Bangkok: Author. https://unesdoc.unesco.org/ark:/48223/pf0000246590
   Google Scholar
• Van Laar, E., Van Deursen, A. J., Van Dijk, J. A., & De Haan, J. (2017). The relation between 21st-century skills and digital skills: A systematic literature review. Computers in Human Behaviour, 72, 577–588.
   Web of Science ®Google Scholar
• Voogt, J., & Roblin, N. P. (2010). 21st century skills. In (Discussion Paper). Enschede: University of Twente. http://hdl.voced.edu.au/10707/254371.
   Google Scholar
• Walter, G. A., & Marks, S. E. (1981). Experiential learning and change: Theory, design and practice. New York: John Wiley & Sons.
   Google Scholar
• Wang, M., & Holcombe, R. (2010). Adolescents’ perceptions of school environment, engagement, and academic achievement in middle school. American Educational Research Journal, 47(3), 633–662.
   Web of Science ®Google Scholar
• Widmer, M. A., Duerden, M. D., & Taniguchi, S. T. (2014). Increasing and generalizing self-efficacy: The effects of adventure recreation on the academic efficacy of early adolescents. Journal of Leisure Research, 46(2), 165–183.
   Web of Science ®Google Scholar
• Wiggins, G., & McTighe, J. (2008). Put understanding first. Educational Leadership, 65(8), 36–41.
   Web of Science ®Google Scholar
• Wistoft, K. (2013). The desire to learn as a kind of love: Gardening, cooking, and passion in outdoor education. Journal of Adventure Education and Outdoor Learning, 13(2), 125–141.
   Google Scholar
• Yerdelen-Damar, S., & Elby, A. (2016). Sophisticated epistemologies of physics versus high-stakes tests: How do elite high school students respond to competing influences about how to learn physics? Physical Review Physics Education Research, 12(1), 10118.
   Web of Science ®Google Scholar
• Zhang, L. (1999). A comparison of US and Chinese university students’ cognitive development: The cross culture applicability of Perry’s theory. Journal of Psychology, 133(4), 425–439.
   Web of Science ®Google Scholar
• Zwick, T. T., & Miller, K. W. (1996). A comparison of integrated outdoor education activities and traditional science learning with American Indian students. Journal of American Indian Education, 35, 2. Retrieved from http://jaie.asu.edu/v35/V35S2com.htm
   Google Scholar