EXPLORING THE AFFORDANCES OF OUTDOOR LEARNING: HOW TEACHERS UTILIZED THEM TO ENHANCE THE LEARNING EXPERIENCE
| dc.contributor.advisor | Lemisko, Lynn | |
| dc.contributor.committeeMember | Balzer, Geraldine | |
| dc.contributor.committeeMember | Banack, Hartley | |
| dc.contributor.committeeMember | Hellsten-Bzovey, Laurie | |
| dc.contributor.committeeMember | McVittie, Janet | |
| dc.contributor.committeeMember | Molnar, Tim | |
| dc.creator | Clark, Christopher | |
| dc.date.accessioned | 2023-09-25T19:18:46Z | |
| dc.date.available | 2023-09-25T19:18:46Z | |
| dc.date.copyright | 2023 | |
| dc.date.created | 2023-07 | |
| dc.date.issued | 2023-08-25 | |
| dc.date.submitted | July 2023 | |
| dc.date.updated | 2023-09-25T19:18:46Z | |
| dc.description.abstract | Outdoor learning refers to all forms of learning that take place outside the classroom. This can include specific outdoor education curriculum or other subject areas taught through outdoor experiences. There are many different theories and approaches to outdoor learning, including experiential, environmental, adventure, place or community based, and land-based learning. These approaches may have some differences in goals and methods, but they share similar theoretical foundations and practices. The concept of affordances, which describes the possibilities and opportunities for behavior that objects in the environment offer, is an important theoretical foundation for outdoor learning. The study examined the lived experiences of outdoor learning teachers in relation to how they made use of the affordances available in the outdoor environment using phenomenological methods. Semi-structured interviews were conducted one-on-one with fourteen teachers from Saskatchewan who use the outdoor environment in their teaching practice. Mind-mapping, the hermeneutic circle, and interpretative phenomenological analysis were used to analyse the data. Six themes were identified including: relationships, engagement, flexibility, risk and autonomy, freedom, and health. Out of these themes, six affordances were highlighted including: expansive spaces, distractions, freedom, real, or found, objects, dynamic changeability, and challenge and risk. Teachers utilized these affordances through walks, supporting freedom of expression, camping trips, embracing a student-centered approach, allowing and supporting student interaction with objects, and engaging in challenging or risky activities with proper risk assessment and management. This utilization of the affordances yielded numerous positive benefits including: the development and strengthening of relationships, increased student engagement, student creativity and autonomy, supporting individual learning needs and life skills, and improved student health. | |
| dc.format.mimetype | application/pdf | |
| dc.identifier.uri | https://hdl.handle.net/10388/15053 | |
| dc.language.iso | en | |
| dc.subject | outdoor learning | |
| dc.subject | outdoor education | |
| dc.subject | affordances | |
| dc.subject | relationships | |
| dc.subject | student engagement | |
| dc.subject | flexibility | |
| dc.subject | risk and autonomy | |
| dc.subject | freedom | |
| dc.subject | health | |
| dc.title | EXPLORING THE AFFORDANCES OF OUTDOOR LEARNING: HOW TEACHERS UTILIZED THEM TO ENHANCE THE LEARNING EXPERIENCE | |
| dc.type | Thesis | |
| dc.type.material | text | |
| thesis.degree.department | Educational Foundations | |
| thesis.degree.discipline | Educational Foundations | |
| thesis.degree.grantor | University of Saskatchewan | |
| thesis.degree.level | Doctoral | |
| thesis.degree.name | Doctor of Philosophy (Ph.D.) |