Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Focus wildlife park: Outdoor learning at workstations for primary school children

Focus wildlife park: Outdoor learning at workstations for primary school children AbstractA total of 268 primary school children (age 8.75 ± 0.65) spent one day at a wildlife park attending environmental education aiming at high cognitive achievement and motivation alongside maintained discipline. To accomplish this at an out-of-school learning setting, we compared our preferred ‘guided learning at workstations’ (G) combining the advantages of instructional and constructivist characteristics to a strong teacher-centered (T) and student-centered (S) approach also following workstations. We found higher knowledge values in the approaches with didactic leaders (T and G) while situational emotions did not differ between approaches. Results and implications are discussed in the context of environmental outdoor education. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Applied Environmental Education & Communication Taylor & Francis

Focus wildlife park: Outdoor learning at workstations for primary school children

Download PDF

Focus wildlife park: Outdoor learning at workstations for primary school children

Abstract

AbstractA total of 268 primary school children (age 8.75 ± 0.65) spent one day at a wildlife park attending environmental education aiming at high cognitive achievement and motivation alongside maintained discipline. To accomplish this at an out-of-school learning setting, we compared our preferred ‘guided learning at workstations’ (G) combining the advantages of instructional and constructivist characteristics to a strong teacher-centered (T) and...
Loading next page...
 
/lp/taylor-francis/focus-wildlife-park-outdoor-learning-at-workstations-for-primary-7Bow0lXUSq
Publisher
Taylor & Francis
Copyright
© 2018 Taylor & Francis Group, LLC
ISSN
1533-0389
eISSN
1533-015X
DOI
10.1080/1533015X.2018.1554461
Publisher site
See Article on Publisher Site

Abstract

AbstractA total of 268 primary school children (age 8.75 ± 0.65) spent one day at a wildlife park attending environmental education aiming at high cognitive achievement and motivation alongside maintained discipline. To accomplish this at an out-of-school learning setting, we compared our preferred ‘guided learning at workstations’ (G) combining the advantages of instructional and constructivist characteristics to a strong teacher-centered (T) and student-centered (S) approach also following workstations. We found higher knowledge values in the approaches with didactic leaders (T and G) while situational emotions did not differ between approaches. Results and implications are discussed in the context of environmental outdoor education.

Journal

Applied Environmental Education & Communication – Taylor & Francis

Published: Apr 2, 2020

References

  • Is inquiry possible in light of accountability? A quantitative comparison of the relative effectiveness of guided inquiry and verification laboratory instruction
  • Outdoor ecology education and pupils‘environmental perception in preservation and utilization
  • Ausserschulische Lernorte in der Lehrpersonenbildung.- Theorie, Empirie und Umsetzung an der PHZ Luzern [Outdoor learning for teachers- theory, empiricism and application at the PHZ Luzern]
  • The ICAP framework: Linking cognitive engagement to active learning outcomes
  • An inquiry primer
  • The field trip milieu: Learning and behavior as a function of contextual events
  • The influence of situational emotions on the intention for sustainable consumer behavior in a student centered intervention
  • Guided learning at workstations about drug prevention with low achievers in science education
  • The equivalence of learning paths in early science instruction: Effect of direct instruction and discovery learning
  • Evaluating environmental knowledge dimension convergence to assess educational program effectiveness
  • Social desirability, environmental attitudes, and general ecological behaviour in children
  • Association between emotional variables and school achievement
  • Reliability and validation of a short scale to measure situational emotions in science education
  • Outdoor education and science achievement
  • A competence model for environmental education
  • Human visual perception—Learning at workstations
  • Learning in a gene technology lab with educational focus: Results of a teaching unit with authentic experiments
  • Climate change education: Quantitatively assessing the impact botanical gardens as an informal learning environment
  • Student-oriented versus teacher-centred: The effect of learning at workstations about birds and bird flight on cognitive achievement and motivation
  • Learning at workstations in two different environments: A museum and a classroom
  • Teaching and learning outside the classroom: personal values, alternative pedagogies and standards
  • Out-of-school learning in the botanical garden. Guided or self-determined learning at workstations?