Outdoor Education

Abstract

Rickinson et al. (2004) note a need to improve the methodological rigor of research and evaluation in outdoor education. They also suggest a need to improve and deepen the research based understandings of the outdoor learning process: "To put it simply, there is still much to be learnt about how and why programmes work or not". They also identify a number of 'blind spots' "(i) the nature of the 'learning' in outdoor education; (ii) the relationship between indoor learning and outdoor learning; and (iii) the historical and political aspects of outdoor education policy and curricula". Traditionally, barriers to outdoor education include concerns over health and safety; cost; shortage of space in the curriculum; lack of teacher confidence and competence; traveling time; and lack of provision. However, Dillon has argued that another set of barriers "must exist to explain the differences between individual teachers and schools" in terms of access and provision. Dillon claims that these barriers are centred around the following factors: teachers' view of the nature of their subject; teachers' views of the role of education; teachers' views of effective pedagogy; teachers' self-efficacy; teachers' working practices (planning, teaching, and evaluation); teachers' and school leaders commitment to school-community, links; the relationship between schools and providers (PsycINFO Database Record (c) 2016 APA, all rights reserved)