An investigation to determine how the introduction of outdoor education supports learning in Key Stage One

Abstract

This study focuses upon the effectiveness of outdoor education on primary school pupils in Key Stage One; regarding their engagement and behaviour. In addition to this, this study will consider to pedagogical strategies that are adopted by the teacher during the delivery of outdoor lessons. Mixed methods of qualitative data collection were employed to evaluate the aim of this research. The findings of this study support the view that pupils can benefit from a different learning environment in obtaining group work skills, a difference in behaviour, more enthusiasm and a higher motivation. The strongest outcome of this research depicts that common misconceptions of outdoor education from practitioners are often what hinders pupil engagement in lessons taken outside. If teachers lack an understanding of how to promote effective outdoor lessons, it raises the question of whether this approach of education is beneficial at all.

Keywords

Outdoor education, Learning, KS1, Child-led participation behaviour, Motivation, Group work, Enthusiasm, Behaviour

How to Cite

Hooson E. (2020) “An investigation to determine how the introduction of outdoor education supports learning in Key Stage One”, Fields: journal of Huddersfield student research. 6(1). doi: https://doi.org/10.5920/fields.677

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Authors

Emily Hooson (University of Huddersfield)

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Licence

Creative Commons Attribution 4.0

Peer Review

This article has been peer reviewed.

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