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Theories & Models in Outdoor Education

Theories & Models in Outdoor Education. Educ 5165. Sometimes a tree grows too fast. It grows ahead of its roots. You need to allow time for the roots to take hold. (Anonymous saying about “life”).

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Theories & Models in Outdoor Education

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  1. Theories & Models in Outdoor Education Educ 5165

  2. Sometimes a tree grows too fast. It grows ahead of its roots. You need to allow time for the roots to take hold. (Anonymous saying about “life”)

  3. This is a hyperlink tool that can be used to go directly to another slide. E.g, a new term can be hyper-linked to its definition. Objectives for Today • Foundations of OE • Definition of Experiential Education • UMD Home Page This is a hyperlink to the UMD Homepage

  4. Foundations of Outdoor Education •Experiential Education •Environmental Education •Adventure Education Which follow the parent disciplines of •Education and Physical Education • Psychology Philosophy

  5. Paradigm Construct Concept Facts

  6. Experiential Education Experiential education is a process through which the learner constructs knowledge, skill, and value from direct experiences (AEE, 11/3/94)

  7. Experiential Learning Requisites (Dewey, 1938) • Simple NOT Easy • Highly Planned NOT Spontaneous • Meaningful NOT Meaning-less (exp. For sake of exp.) • Authentic NOT Contrived • Rooted in Empiricism NOT Laissez faire • Constructs from Personal Meaning

  8. Individual MORE THAN Group • Structured NOT Phenomenological • Requires Judgement of Instructor NOT Unguided • Understanding Cause & Effect requires REFLECTION

  9. Essential Elements of Experiential Education (Terwilliger, 1995) • RELEVANCE: of the experience to the learner • PROGRESSIVE: experiences build on past knowledge & experiences • AUTHENTIC:outcomes are concrete with real consequences COMBINED WITH THE OUTWARD BOUND MODEL: • CHALLENGING:important to stay w/in potential ability • REFLECTION:”processing” helps to shift from extrinsic to intrinsic benefits

  10. Kolb, D.A. (1984). Experiential learning: Experience as the source of learning and development.

  11. Outdoor Education “Outdoor Education is the blending of both adventure and environmental approaches into a program of activities or experiences. Through exposure to the outdoor setting, individuals learn about their relationship with the natural environment, relationships between the various concepts of natural ecosystems, and personal relationships with others and with their inner self.” (Priest, 1986)

  12. Environmental Education • Environmental education is learnng that produces an environmentally responsible citizenry (Hine, Hungerford & Tomera, 1987) • “Environmental Education is a learning process that increases people’s knowledge and awareness about the environment and associated challenges, develops the necessary skills and expertise to address these challenges, and fosters attitudes, motivations, and commitments to make informed decisions and take responsible action” (UNESCO, 1978)

  13. Approaches to Environmental Education • Nature Appreciation • Wilderness Preservation • Earth Salvation • Environmental Issues Resolution • Species Protection • Environmental Ethics • Science Education outside

  14. A GREENPRINT FOR MINNESOTA(MOEE,1993) MINNESOTA’S GOALS FOR ENVIRONMENTAL EDUCATION: • TO UNDERSTAND ECOLOGICAL SYSTEMS; • TO UNDERSTAND THE CAUSE AND EFFECT RELATIONSHIP BETWEEN HUMAN ATTITUDES AND BEHAVIOR AND THE ENVIRONMENT;

  15. TO BE ABLE TO ANALYZE, DEVELOP, AND USE PROBLEM-SOLVING SKILLS TO UNDERSTAND THE DECISION-MAKING PROCESS OF INDIVIDUALS, INSTITUTIONS, AND NATIONS REGARDING ENVIRONMENTAL ISSUES; • TO BE ABLE TO EVALUATE ALTERNATIVE RESPONSES TO ENVIRONMENTAL ISSUES BEFORE DECIDING ON ALTERNATIVE COURSES OF ACTION; • TO UNDERSTAND THE POTENTIAL COMPLEMENTARY NATURE OF MULTIPLE USES OF THE ENVIRONMENT; • TO PROVIDE EXPERIENCES TO ASSIST CITIZENS TO INCREASE THEIR SENSITIVITY AND STEWARDSHIP FOR THE ENVIRONMENT; • TO PROVIDE INFORMATION CITIZENS NEED TO MAKE INFORMED DECISIONS ABOUT ACTIONS TO TAKE ON ENVIRONMENTAL ISSUES.

  16. Interpretation • “An educational activity which aims to reveal meanings and relationships through the use of original objects, by firsthand experience, and by illustrative media, rather than simply to communicate factual information.” (Tilden, 1957, p. 8)

  17. Six Principles of Interpretation(Freeman Tilden, 1957, p9) • If it doesn’t relate, it is sterile • Information is not interpretation. (Rather, it is revelation based upon information.) • Interpretation is an art. (Any art is teachable) • The chief aim is provocation (not instruction) • It should present a whole. • It should be age appropriate (not a “dilution” of adult material.)

  18. Adventure Education • A variety of self-initiated activities utilizing an interaction with the natural environment, that contain elements of real or apparent danger, in which the outcome, while uncertain, can be influenced by the participant and the circumstance.” (Ewert, 1989, p.6)

  19. Direct Experience *EnvironmentalEducation (Formal) *Interpretation (Non-formal) EcologicalRelationships Ecotourism Interpersonal GrowthorEducational Skills PhysicalSkills Adventure Education A Model of Outdoor Education

  20. Learning Theory • Constructivism (Wals, 1987) • Concept Mapping (Novak, 1977; Bosquet, 1981) • Personal Meaning (Ausubel, 1963) • Brain Based (Whole Brain) Learning (Hart, 1983) • Native American Learning Styles (Reyes, 1989) • Cooperative Learning (Johnson & Johnson)

  21. Multiple Intelligence (Gardner, H.,1983)

  22. Essential Elements of Constructivism(Terwilliger, 1995) • PRECONCEPTIONS MATTER • RELEVANCE(PERSONAL MEANING) • CONCEPTUAL LEARNING(V. FACTUAL) • COGNITIVE DISSONANCE(FOLLOWED BY RESTRUCTURE:FREEZE-THAW-REFREEZE) • SUPPORTIVE LEARNING ENVIRONMENT (PHYSICAL & PSYCHOLOGICAL SAFETY: MASLOW) • ABILITY TO GENERATE, CREATE, PRODUCE, EXHIBIT, DEMONSTRATE

  23. Constructivist Teaching Sequence(Driver & Oldham, 1986) • Orientation (motivation) • Elicitation (awareness) • Restructuring (conflict, alternatives) • Application(consolidation, reinforcement) • Review = reflection (learn about learning)

  24. Native American Learning (Reyes, 1989) • Use family instructional techniques: Demonstration & imitation • Let children learn from children • Teach through stories and legends • Utilize visual skills (observation, visual discrimination, and spatial configuration) • Employ active learning strategies • Advance holistic intuitive learning (process information from whole to part to understand unity in the large situation)

  25. Indian Learning Styles(Banks, J. & Banks, C. (1995). Handbook of research on multicultural education. Macmillon. Pp 490-491. • Field dependent/independent learning styles are unreliable, espec. group specific. • Yet, the research literature overview concludes similarly to Native American, Hispanic & African American that these groups tend to be field dependent in their learning styles.

  26. Indian Learning Styles (summary) • Prefer visual, spatial, and perceptual information rather than verbal. • Learn privately rather than in public. • Use mental images to remember and understand words and concepts rather than word associations. • Watch and then do rather than employ trial and error.

  27. Have well-formed spatial ability. • Learn best from non-verbal mechanisms. • Learn experientially & in natural settings • Have a generalist orientation, interest in people & things • Value conciseness of speech, slightly varied intonation, & limited vocal range. • Prefer small-group work. • Favor wholistic presentations and visual representations.

  28. What is the outcome of in-service training? In-service can deal with these: Action Skills Situational Factors Knowledge of Action Strategies Knowledge of Issues Responsible Environmental Behavior Intention to Act? Attitudes Personality Factors Locus of Control Personal Responsibility Model of Responsible Behavior (Hines, et al., 1986)

  29. Figure 2. A Theory of Planned Behavior. (Ajzen, 1980)

  30. Vocational Studies Physical Education Life Sciences EE Mathematics Earth Sciences Social Studies Arts, Humanities Communications The Multi-disciplinary (Infusion) Model (Hungerford & Peyton, 1981)

  31. Vocational Studies Physical Education Life Sciences EE Mathematics Earth Sciences Social Studies Arts, Humanities Communications The Inter-disciplinary (Insertion or Mono-disciplinary) Model (Hungerford & Peyton, 1981)

  32. Developmental Stages of Environmental Literacy • Survival • Skills’ Acquisition • Relationships with the land and its inhabitants • Metaphysical feeling “connected” to the place; A feeling of harmony

  33. Learning Stages in Teaching Environmental Literacy • SENSORY AWARENESS • SKILLS’ DEVELOPMENT & TRAINING • RELATIONSHIPS (ECOLOGICAL) • ENVIRONMENTAL ISSUES AWARENESS • ENVIRONMENTAL ISSUES ACTION

  34. Six Principles of Interpretation(Tilden, F., 1957. p. 9) • I. ANY INTERPRETATION THAT DOES NOT SOMEHOW RELATE WHAT IS BEING DISPLAYED OR DESCRIBED TO SOMETHING WITHIN THE PERSONALITY OR EXPERIENCE OF THE VISITOR WILL BE STERILE.

  35. II. INFORMATION, AS SUCH, IS NOT INTERPRETATION.INTERPRETATION IS REVELATION BASED UPON INFORMATION.

  36. III. INTERPRETATION IS AN ART, WHICH COMBINES MANY ARTS, WHETHER THE MATERIALS PRESENTED ARE SCIENTIFIC, HISTORICAL, OR ARCHITECTURAL.ANY ART IS IN SOME DEGREE TEACHABLE.

  37. IV.The Chief aim of Interpretation is not instruction but provocation. • V. INTERPRETATION SHOULD AIM TO PRESENT A WHOLE RATHER THAN A PART, AND MUST ADDRESS ITSELF TO THE WHOLE MAN (SIC) RATHER THAN ANY PHASE.

  38. VI. INTERPRETATION ADDRESSED TO CHILDREN SHOULD NOT BE DILUTION OF THE PRESENTATION TO ADULTS, BUT SHOULD FOLLOW A FUNDAMENTALLY DIFFERENT APPROACH.

  39. The Outward Bound Process I. The Learner Motivated - State of readiness II. Unique Physical Environment The use of a novel environment to promote self awareness/ self growth

  40. III. Unique Social Environment Placing people with different backgrounds and abilities together to work toward a common goal creates an interdependence. IV. Presentation of a Characteristic Set of Problems which Facilitate Mastery

  41. A. Prescriptive & Organized B. Progressive C. Concrete D. Manageable E. Consequential Every activity has a risk of some sort F. Holistic Involves emotional, mental, and physical components.

  42. V. Adaptive Dissonance, Mastery, and Attendant Reconstruction (Anxiety, Mastery, and Reconstruction) VI. Summary Golins, G., Walsh, V. (1975)

  43. The Outdoor Adventure Pursuits Mix PEOPLE •MOTIVATIONS •SKILLS •SOCIAL ORIENTATION •PREFERENCE OPPORTUNITIES •SETTINGS •PROGRAMS •SUPPORT FACTORS •ACTIVITIES REWARDS •Psychological •SOCIOLOGICAL •EDUCATIONAL •PHYSICAL

  44. Unforeseen beneficial circumstances Incorrect decision making Outcome Personal inability's Proper training greater control loss of control Poor training Personal abilities Unforeseen detrimental circumstances Correct decision making Influencing Factors on the Outcome of a Risk Activity

  45. FEAR MODIFICATION TECHNIQUES Technique Definition Comments •Systematic desensitization •Flooding •Modeling •Rehearsal •Gradual exposure to source •Useful, time-consuming •Prolonged exposure to fear •Often inappropriate, can be debilitating •Learning new coping methods •Powerful, can use instructor behavior •Practicing different adaptive behaviors •Very useful but requires preplanning and time

  46. Attitude-Behavior Model (Fishbein & Ajzen, 1975) Beliefs about activity Attitude about activity Intentions toward activity Behavior with activity

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