An Australian perspective of a forest school: shaping a sense of place to support learning
A forest school in a Western Australian primary school promoted a sense of self, belonging and place attachment.
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
62 items
To be in the garden or not to be in the garden: that is the question here: some aspects of the educational chances that are inherent in tamed and untamed nature
The paper explores children's lack of opportunity to engage with nature and the educational value of tamed and untamed gardens.
Empathy and critical thinking: primary students solving local environmental problems through outdoor learning
The study explores outcomes of teaching primary children empathy and critical thinking to solve environmental problems.
Entering the fray: The role of outdoor education in providing nature-based experiences that matter
The article explores how first-hand nature experiences can connect learners to sustainability concepts and what that means for outdoor education.
Outdoor investigations to connect water to you
A maths and science programme used the outdoors to teach about local water quality issues, with links to free resources.
Intersections between place, sustainability and transformative outdoor experiences
Drawing on teachers' perspectives, the authors suggest a sustainability framework could help place-responsive educators improve human-nature relations.
Place-based education
The chapter describes two successful place-based education projects and the principles they share, with early insights into the effect on academic engagement and citizenship.
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.
The place of experience and the experience of place: Intersections between sustainability education and outdoor learning
The author critiques place-based pedagogies and argues for caution about their links with sustainability-focused outdoor education.
Climbing as if you care: Rock climbing at Kura Tawhiti / Castle Hill as a place based approach to sustainability
The study at Kura Tawhiti / Castle Hill explores how climbers engage with climbing areas and how place-based education can develop an ethic of care for them.
Developing a place-based approach to outdoor education in Aotearoa, New Zealand. Outdoor ed in our place: 'Keepin' it real'
The report explains how schools developed local journey-based programmes responding to their geographical, historical and cultural contexts.
Student perspectives of a place responsive outdoor education programme
Students in a place-responsive programme reported positive relationships and a stronger appreciation of and attachment to place.
Taking a step back: learning without the facilitator on solo activities
A solo study found participants named personally meaningful outcomes, centred on self-awareness, social relationships and a sense of connection to landscape.
Learning outside the classroom: Theory and guidelines for practice
A book of ideas and practical advice for learning outside the classroom in school grounds and local neighbourhoods.