Accidents in Norwegian secondary school friluftsliv: implications for teacher and student competence
A nationwide survey reports accidents and near-accidents in Norwegian upper secondary outdoor activities from 2010 to 2013.
Research, reports and guidance on education outside the classroom and outdoor education, with a plain-English summary of each and a link to the original. New items are added every week.
The library began with Education Outside the Classroom: Applied Research Readings 2010–2017(McNatty & Boyes, University of Otago, 2017). Later items were found, summarised and checked with AI assistance using the same method: every reference is checked against the publisher's record, every summary against the published abstract, and only items rated high confidence by two independent relevance checks are published. Summaries are a guide: read the original before citing it.
Research library
7 items
A surprising discovery: five pedagogical skills outdoor and experiential educators might offer more mainstream educators in this time of change
The research suggests outdoor educators have pedagogical skills that mainstream educators could use to teach outdoors or be more environmentally focused.
Measuring student teachers' understandings and self-awareness of sustainability
The article argues teachers need a better understanding of sustainability so they can plan and teach effective sustainability education.
Teaching evaluations and reflective practice: Strategies for improving teaching skills in adventure education
The article offers strategies, including reflective practice methods, for improving instructors' teaching skills.
Investigating the impact of field trips on teachers' mathematical problem posing
The article shows how field trips and professional development activities shaped teachers' ability to create meaningful maths problems.
Place-responsive pedagogy: learning from teachers' experiences of excursions in nature
Teachers became more sensitive to place through collaboration, planning visits and practice, and the authors propose a theory of place-responsive pedagogy.
Undergraduate perceptions regarding the debrief process in adventure-based learning: Exploring the credibility of the Sunday afternoon drive debrief model
The paper explains the Sunday Afternoon Drive debrief model, with examples and critiques of meaningful, complete debrief sessions.