Engaging youth in physical activity and STEM subjects through outdoor adventure education (original) (raw)
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Engaging youth in physical activity and STEM subjects through outdoor adventure
Physical inactivity and academic underperformance in STEM (science, technology, engineering, and mathematics) subjects are complex youth issues requiring multifaceted solutions. This exploratory study investigated a novel outdoor learning approach to addressing both issues through an outdoor adventure education (OAE) STEM education programme designed to enhance student engagement and self-determination in STEM subjects and physical activity. Twenty-two high school (secondary school) students participated in a five-day alternative spring break snow science programme that integrated STEM topics with winter outdoor activities (i.e., snowshoeing, downhill skiing, and snowboarding). Results indicated that the OAE STEM programme provided an autonomy-supportive learning climate characterised by experiences of optimal engagement (i.e., flow) and self-determination (i.e., autonomy, relatedness, and competence). Findings suggested that OAE STEM programmes have the potential to enhance high school/secondary school students’ engagement in both physical activity and STEM education. Implications for research and practices that blend STEM education with OAE are explored.
Urban Environmental Education Review, 2017
This chapter examines the benefits of adventure education and of pairing adventure and environmental education in urban environments. By participating in outdoor activities, people learn about their surroundings and places they might not otherwise visit. These group experiences enhance social ties and may promote pro-environmental behaviors, which contribute to ecosystem health and human well-being as well as urban sustainability. Benefits of adventure education include positive relationships with self, other people, places, and the natural world. After explaining what adventure education is, the chapter considers adventure education in urban areas such as metropolitan Hong Kong, Minneapolis (Minnesota), and Japan. It shows that adventure education can be used by educators as a catalyst for urban environmental education.
Welcome to the 13 th Annual Symposium on Experiential Education Research (SEER). The purpose of this symposium is to provide a formal setting for the reporting of research in the broad areas of experiential education. Toward that end, all the research presentations were blind reviewed by a panel of referees, and the scores tabulated by the SEER co-chairs before final decisions were made and themed sessions assembled. Whether accepted or not, the authors who submitted material should be congratulated for their efforts.
Adventure learning as a curricular approach that transcends geographies and connects people to place
The Curriculum Journal, 2015
: Adventure learning as a curricular approach that transcends geographies and connects people to place, The Curriculum Journal, Effectively communicating scientific research has taken on greater importance as climate change impacts the world we live in. It is increasingly incumbent upon the science and education communities to produce and deliver curriculum that is timely, accessible, and scientifically accurate. In the summer of 2012, scientists and educators worked together to develop and conduct the Adventure Learning @ Greenland (AL@GL) project, which explored the capacity of hands-on and web-based climate science education experiences that occurred in Greenland and the US. The Adventure Learning approach and associated framework was used to design the learning experience during AL@GL activities. Participating students were from Greenland, Denmark, and the US; these students included participants who were diverse, rural, and traditionally underrepresented. Participating students worked closely with educators and scientists to learn about an atmospheric observatory at Summit Station, located on the Greenland Ice Sheet. The purpose of this article is to inform readers in how they may use Adventure Learning and the newly developed curriculum model called Content, Transition, Inquiry, and Synthesis for the education and outreach of research projects.
Many nations are seeking novel approaches to increasing youth physical activity levels, as well as academic performance in science-related disciplines. This study investigated an integrated approach to addressing both issues by exploring student experiences in (a) a pilot outdoor adventure-based science course, and (b) their normal school settings before and after this course. Twenty-two high school students participated in a five-day snow science program that incorporated winter outdoor adventure activities within a science curriculum. Variables related to attitudes, identity, intrinsic motivation, basic psychological needs, and engagement in science education and outdoor physical activities were measured, along with actual physical activity levels. Participants' reported engagement, intrinsic motivation, enjoyment, self-determination, and physical activity levels were significantly higher during the outdoor adventure-based science course compared to pre and post-school settings. Findings provide preliminary support for further developing and evaluating adventure education and recreation programs with the dual aims of improving student engagement in science education and physical activity. Management implication: This study explored outdoor physical activity and science learning in a publicly operated residential science school program based in a ski area and State park. The results can assist managers of public and private agencies implement innovative experiences that meet growing demand for personal development , education, health, wellness and meaning, in addition to enjoyment. Recreation managers can apply findings to create novel programs during school breaks that appeal to youth, parents and school administrators alike. Findings suggested that integrated outdoor adventure-based programs may: