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Linköping University |Department of Behavioural Sciences and Learning Master program Outdoor and Sustainability Education, 60 hp Spring-2020| ISRN-number-LIU-IBL/MOSS-A-2020/008-SE
TEACHERS` PERCEPTION ABOUT OUTDOOR LEARNING
A focus on benefits and challenges of Outdoor Learning______________________________________________
Name of Author:
Bukola Adekola Ayeme
Supervisor:
Emilia Fagerstam, Ph.D
Dept of Behavioral Science and Learning
Examiner: Anders Jidesjö
Linkoping University
SE-581 Linkoping. 013-2810000,www.liu.se.
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TEACHER`S PERCEPTION ABOUT OUTDOOR LEARNING
BUKOLA AYEME
AKNOWLEDGEMENTS
I am very grateful to God for my creation, He gave me the opportunity to witness this day and I return all praises to Him.
I also want to appreciate my parents Mr. Adekola and Mrs. Adekola for their continuous help and support till date.
A very big thanks to my Sambo, Roland Ayeme who sacrificed a lot for me to be able to do this masters program and I will constantly thank my three kids for their understanding and words of encouragement especially Grant Ayeme who really wanted this for me. I really appreciate the support of my siblings (the Adekolas`)
I owe my thanks to my supervisor Emilia Fågerstam for her support and guidance all through this masters program.
My gratitude also goes to my friends: Busola Onifade, Marvel Izuka and Kike Johansson. Lastly my thanks goes to all my classmates especially Katryn Nolan.
Linköping, May 2020.
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TEACHER`S PERCEPTION ABOUT OUTDOOR LEARNING
BUKOLA AYEME
ABSTRACT
Outdoor learning has become very visible in recent times ,it is seen in different public medias such as magazines, on television, on various websites on internet, in the press and on public notice boards in different countries, accompanying different advertisements displaying a healthy lifestyle especially in early years of studies ( preschool ).The author seeks to address the perception of Erasmus project “Dehors ” teachers` experience outdoor, focusing majorly on the benefits and difficulties that these preschool teachers face while teaching outdoors. Furthermore, teachers are known to be role-models for their students and their opinion about their jobs matters a lot in displaying their duties as educators. Preschool children aged 0-6 years spend more time in school more than home, at least a minimum of five days in a week so ultimately attitudes of teachers largely have a positive or negative effect on school children. The aim of the present dissertation project is to explore how the teachers perceive outdoor learning based on their experiences outdoors. This study explored the components that characterize teachers` perception of outdoor learning. This research includes two set of interviews which were used to investigate both teachers` outdoor activities performed in Latvia and Swedish preschools.
Outdoor learning has made a distinctive difference between the traditional learning approach of “stand and deliver” model which has systematically been changed to “guide on the side” model which educationalist view as a good method of impacting knowledge to learners, instead of giving knowledge as it was practiced before but in recent times, outdoor leaning processes helps to create an atmosphere for co-learning and not an isolated endeavours which is gradually been replaced by outdoor learning approach of “tell me and I will forget with “show me and I will remember”.
These results provided a great insight on teachers` experiences of outdoor learning in the nature and on asphalt. It can be concluded that outdoor learning approach can be adaptable in the Latvian and Swedish contexts in promoting the development of preschool teachers therefore, there is a need for further research to promote effectiveness of outdoor teaching in Latvia and Swedish preschools.
Keywords: Outdoor learning, nature, experiential learning, children, preschool outdoor
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TEACHER`S PERCEPTION ABOUT OUTDOOR LEARNING
BUKOLA AYEME
TABLE OF CONTENT
Chapter 1: Introduction………..………..1.
Chapter 2: Research Aim and Research Question…….………...………...2.
Chapter 3: Literature Review………3.
3.1 Definition of Outdoor Education……….………...3.
3.2 Teacher`s Perception about Outdoor learning……….………...4.
3.3 Outdoor Practices/ Activities in Preschool……….………5.
3.4 Preschool Children Outdoor Experiences………..……….………6.
3.5 Teacher`s Challenges Outdoor………..………..7.
3.6 Benefits of Educators teaching Outdoors………..………..8.
3.7 Relevant theories of Outdoor Education………...……..9.
3.8 Experiential Learning Theory………...………..9.
3.9 Social Learning Theory……….……….11.
Chapter 4:Methods………..……….….14.
4.1 Context of the study……….………..14.
4.2 Participants..………..….15.
4.3 Data collection………...16.
4.4 Data analysis……….……….16.
4.5 Limitation of the study………..……….18.
4.6 Ethical consideration………...………..…,18.
Chapter 5: Findings………...……….,,.19.
5.1 Research question 1: What are the perception of teachers concerning benefits received outdoors………19.
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Influential aspects of Outdoor learning in Preschool……….…,,,,20.
5.1.2 Sub-theme 1a: Outdoor environment………,,,,,.20. 5.1.3 Sub-theme 1b: Teacher`s role………,,,,.21. 5.2.1 Main-theme 2: Attitudes………..………,,,,22. 5.2.2 Sub-theme 2a: Positive Attitudes……….………,,,,23. 5.3.1 Main-theme 3: Teacher`s development…….. ………..24. 5.3.2 Sub-theme 3a: Team work….………,,,,,,24. 5.3.3 Sub-theme 3b: Emotional well-being………. …………...………24 5.3.4 Sub-theme 3c: Intellectual development………..24. 5.3.5 Sub-theme 3d: Physical development……..………25. 6.1 Research question 2:
What are the perceptions of teachers about the challenges outdoor?...26 6.1.1 Main-theme:
Insufficient outdoor location for learning……….………27
6.1.2 Sub-theme:
Urbanization………..28
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Long distance from school premises………...……….,,,,29.
6.2.1 Main-themes: Lack of professionals.………...29
6.2.2 Sub-theme: Getting qualified outdoor teachers……….,,,29
Chapter 6: Discussion………30.
6.1: Summary of the main findings……….……….30.
6.2: Implications………..……….33
6.3: Further research..………..33.
References…...……….35
Appendix A………..38.
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Chapter 1: INTRODUCTION
With the development of urbanization in the world today, many people have priortized economy over environment Keniger, Gaston, Irvine, & Fuller, 2013 states that throughout history, humans have had an intimate relationship with nature, most obviously depending on it for subsistence and production. As modern society emerged, and the human population condensed into urban areas, industrialisation freed many people from reliance on direct consumptive interactions with nature. There are several environmental problems that pose real threats to humans, environmental health and quality of life; such include global warming, species diversity loss and pollution of various kinds varying from ocean to dry land pollution. Most people are not aware of these environmental problems and they constantly unknowingly live an unsustainable lifestyle that may lead to global environmental despair in the nearest future. Therefore, an effective solution to these global problems requires a well educated society and most importantly professionals in this field.
Outdoor education is one of the approaches that can be used to draw together what may have been disconnected in the past. Many teachers in recent times have an underlying and emerging desire to capture an understanding of outdoor environment by studying human-nature interactions drawing on different interpretations and reflections. Participation in outdoor courses and programs can help to strengthen teacher`s self-efficacy on how to teach outdoor (Mosely, Reinke & Bookout, 2002).
My thesis seeks to increase knowledge about perception of teachers concerning outdoor learning, it may increase appreciation of teachers by explaining the interaction and potential benefits of pre-children`s interaction with nature ,mechanisms used for delivering these benefits and also discusses difficulties encountered by both teachers and preschool pupils which varies from natural to man-made problems. Benefits of learning outdoors is not confined to students only but also teachers , educational processes made outdoors have the capability of improving teacher-student relationship, boosting personal development in teachers , it may also increase preschool teacher`s job satisfaction.
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Chapter 2: RESEARCH AIM AND RESEARCH
QUESTIONS
The research aim of this thesis is to investigate the perception of teachers towards outdoor learning. In these research questions, there are several key concepts that needs to be explored, as well as defining what is meant by outdoor education. It aims to explore different perception of educators while teaching preschool pupils outdoors and to specifically explain the challenges faced by educators while teaching pupils outdoors and also to shed more light on how these problems are resolved by teachers and school authorities
This present thesis is guided by the following questions:
(1.) What are the perception of preschool teachers in the Erasmus project (Dehors) concerning the benefits received from learning outdoors?
(2.) What are the perceptions of the Erasmus project (Dehors)preschool teachers concerning the difficulties faced from learning outdoors ?
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Chapter 3: LITERATURE REVIEW
Literature review is a survey of scholarly knowledge on a topic which can be used to create gaps in a research as defined by Oxford dictionary. By conducting a thorough literature review, this thesis defined and has drawn connections between outdoor preschool teachers , benefits of learning outdoors and difficulties encountered when teaching outdoors. It evaluated outdoor teaching approaches that different authors have proposed.
This research focused first on creating an overview of outdoor education which explains the meaning of Outdoor education. Afterwards, I focused on how teachers interpret their geographical educational space outdoor for teaching and learning processes I also explored the potential benefits of learning outdoors and the upcoming difficulties of implementation of outdoor learning mentioned in earlier literatures for preschool teachers and I did not leave out different difficulties encountered while teaching outdoors. Some models are sighted in this study particularly because of its relevance in this study and finally, I commented on the literatures that were reviewed.
3.1 Outdoor Education
Outdoor education can be described as a teaching and learning process that occurs in any out-of-door setting. However, it has been defined by various researchers over the years, a few of these definitions are, “multifaceted field of research and education that includes adventure education, leadership skills, tranquil outdoor life, friluftssliv, and human nature relationship as well as fieldwork and other school-based learning in different subject and settings” (Fägerstam, 2012, p.1). Teaching and learning activities done outdoor includes different discipline such as geography, biology, history, physical education and other subjects. This can be done among different ages of learners, varying from early childhood to adult education using different teaching methods to enrich their educational goals.
Furthermore, an educational analyst also described Outdoor education as an approach that aims to provide learning in interplay between experience and reflection based on concrete experience in authentic situations, (Szczepanski, 2006). It involves camping, hiking, swimming, canoeing, orienteering and other outdoor learning activities which can take place in different kinds of locations, safe and educational targeted environment used for outdoor learning purposes are mostly conductive for first-hand experience which gives a direct contact with the topic and may help to boost participant`s interaction and socialization in real world. Previous research show that although outdoor educational authors above seek to define Outdoor education in different unique ways which supports and inform teacher-student relationships in this field but most importantly, they have similarities that explored the notion of impacting knowledge through direct experience which is seen as an essential element in outdoor learning.
Learning objectives in outdoor education is characterised by two major keys (teaching and learning) these two features arguably qualifies it to be called education, an absence or misinterpreted of these may otherwise mean just a play time outside and may not be regarded to as a form of education so outdoor education is therefore natural activities of work and play,
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( Curtis, 1909 ). Learners are fetched the opportunities of first hand experience outdoors, they have a huge advantage of studying nature with a physical experience(s) and substitutes natural life growing things for screen learning or book description such as seeing pictures of animals or objects drawn in text books, viewing such on webpages or watching documentaries and different educational activities on television, outdoor education enable learners to have first- hand experience or have the opportunity to experiment things physically in the nature thereby making them to value the world around them and also to embrace their various culture .
3.2 Teacher`s Perception about Outdoor Education
“The only thing we have to fear is fear itself” (Roosevelt, 1933). In this study, shedding more light on the opinions of outdoor preschool teachers concerning their jobs may help to give readers a better understanding of outdoor learning in preschools. Previous literatures about outdoor education proved that there has not been any school record of pre-school children been left outdoors unguided by teachers, a lot of educational and psychology researchers have written about cognitive and other advantages of learning outdoors but what are the opinions of teachers who render these services ? This study seeks to educate/ broaden knowledge about readers on personal feelings and emotions of preschool teachers outdoors about their jobs, their perception is very relevant if we must have a smooth running of outdoor preschools. My thesis seeks to express how educators feel while teaching outdoor. These educators teach for experiential learning which may either encourage learners to increase responsibility for their own personal development or team- work development.
It is of utmost importance to write about team work among outdoor teachers, teachers need to work together in order to get the best result in teaching preschool pupils. Chapman, (1995) focuses on cooperation as a good strategy which can be a powerful tool in an outdoor educational system. Teachers and students ought to work hand in hand to bring out best results in teaching and learning processes. It is evidenced that outdoor learning doesn’t make teachers robots but rather welcome and encourage opinion from students and direct active involvement of students helps to facilitate experiential learning that aids better memory retainment in students. Gass, (1999) review of research literature suggests that teachers and participants may be co-learners, teachers can learn new ideas from pupils and pupils can learn from teachers also ( sharing of knowledge and expertise ). The old method of teaching that entails teachers being regarded as knowledge-givers and students as receivers has gradually been changed in such a way to embrace co-learning, Gass claims that co-learning encourages social interactions among teachers and learners which may create inventive thinking and creativity among teachers and learners.
3.3 Outdoor Practices/ Activities
Learning is the process whereby knowledge is created through the transformation of experience (Kolb, 1984); thus such transformation will pass through different stages before becoming a concrete experience, he described these theories as a cycle: Concrete experience- reflective observation- abstract- conceptualisation- active experience – concrete experience.
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The ultimate aim of teachers doing different activities outdoor with preschool children is to impact knowledge, and in carrying out these objectives, they may need to be guided by direct experience in the outdoor environment using different teaching and learning materials, Hunt, (1989) states that such experience combines both a study of environmental aspects and topics and participation in those activities associated with the natural environment.
Experience and learning are intertwined; the view of experiential learning differs within and across disciplines, (Moon, 2004). Different organized activities are done for different motivational purposes outdoor ; the common aims of such practices include : allowing pupils to make a direct use of the environment for educational purposes , playing and also for physical exercises rather than learning in the four walls of the classroom which may be too small to accommodate the kind of gymnastic /exercise they want to do and also may not be able to receive enough fresh air they would have gotten outdoors, most preschool children are active in participating in learning processes which gives them the opportunities to learn new methods of doing things and taking responsibilities of their learning ,doing outdoor activities and studies made outdoors which may motivate children to respect and have a better understanding of their immediate environment .It may also encourage them to have the willingness to always want to preserve their environment/nature as their inheritances . Lastly, outdoor activities also help in stimulating personal or team development and social interactions among their peers as discussed by Moon, (2004).
Preschool teachers allow pupils to experiment what they are taught when learning outdoors. Research proved that outdoor practices may help to boost student`s confidence, Mark et al, (2004 ),states that ” learning outdoors made in a community settings gives learners greater confidence by giving them a sense of belonging, it helps to renew teachers` pride in communicating and socializing in a better way outdoors , having a stronger motivation towards teaching and gives a greater sense of belonging and responsibility”.
In this study, activities done outdoor by teachers serves as a means of checking the effectiveness of their work with kids by constantly checking the amount of knowledge received outdoor in comparison to lesson taken indoors, benefits and challenges of outdoor learning may be checked by trying out different outdoor activities in order to see how effective it is, spotting out what learning method requires amendment or needs to be completely changed, examples of common outdoor activities with pre-school children in general include: baking with mud, treasure hunt, trash hunt, water games, perfume making with different flowers, nature scavenger hunt, drawing objects on the flour, colouring, lying on the ground and looking for shapes in the cloud, making of fairy soup, planting in the garden , viewing different animals etcetera. All these activities are highly educative for preschool children helping them to build a sense of self-confidence and good team work. Teachers, parents and children are involved in these activities which draw closer and strengthens the relationships between the three ,school kids are proud to show their parents their works and teachers are actively involved answering any question from parents that concerns their children`s school activities.
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3.4 Preschool children`s Outdoor Experiences
Results from research and major studies in outdoor learning state a whole range of positive outcomes, some references to such are explained below; The overall outdoor education`s intention basically is to assist educational authorities and school managers in order to contribute progressively to the education of learners and it is also viewed as a learning method that can support continuous growth of education today. Children`s experience outdoor is a great determinant to see relevant reasons if outdoor education must continue because they are at the receiving end and their opinion is vital in this case.
In order to check if preschool children like and wish to continue studying outdoors, several outdoor analysts/researchers wrote about their reactions in terms of social interaction and healthy development outdoor, for instance, Klaar & Öhman, (2014) made an analysis that shows that early childhood educators are able to contribute to democratic child-rearing to teach children to feel at home and thrive in outdoor activities and support playground exploration in the nature. Preschool children in general enjoy playing with sand and water, using it to mould different shapes and objects, preschool children also like picking natural objects such as leaves and cones in the nature which aids mathematics teaching, for example, counting the number of cones picked is used in additions and subtractions; they do a lot of water games like making bubbles with water and soap which they derive a lot of fun from, they also build castles, different shapes, figures and objects with sand which I believe help to increase their democratic and navigation level of learning in the nature.
Researchers in different parts of the world also recognize positive effects of outdoor learning in preschool children, for instance, Keoghb, (1982 ) & Chess, (1977) claimed that ” a child with high intensity shows enormous reaction when other children are taking things away from him/her and this child often over-react and gets very upset in stressful situations” ,they explained that, if kids are given the opportunity to use their initiative in choosing the kind of educative projects they are interested in the list of activities provided by their teachers in a suitable environment (less tensed environment) and also given the chance to express themselves and to ask for help when needed , this may reduce the chances of pupils been upset . However, there are some cases of children not allowed to play with certain objects/games due to allergies.
Another research conducted by Nelson, (2003), states that experience of the outdoor and wilderness has the potential to grant a multitude of benefits on young people`s physical development such as, emotions and mental health wellbeing are benefited from play in natural settings which appear to be long-term, realised in the form of emotional stability in young children and teachers.
3.5 Teacher`s challenges Outdoor
Assertion about barriers in outdoor learning is based on evaluations made by education researchers. In practice, many factors combine in complex ways in teachers locally situated context to influence when, if, and how teachers enact excursions (Higgins, Nicol, & Ross, 2006): finance, time, teacher-pupil ratios, safety, weather, transport, disruption to classes and
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teachers’ qualification, all interact. Outdoor education facilitator`s general opinion on teaching outdoor is very relevant and may be a determinant of how children thrive in their academics and in the environment, he proposed that teachers reaction to their jobs should be recognised because it goes a long way to help in the smooth running of outdoor learning, for instance, educators need the support of each other (team work) ,they have the role of planning and carrying out educational obligations in their daily work which are sometimes cumbersome just like every other job/duties.
An outdoor educationist worthy of note, Dyment, (2005) documented numerous institutional barriers of outdoor education; first, he claimed that teachers have concern and fear for young pupil`s health when learning outdoors, he stressed that necessary precautions must be taken for safety of the children and teachers themselves. Although, sometimes all might be well planned and property set but some circumstances are unavoidable, for example: bad weather and some other unforeseen circumstances may arise. Secondly, some teachers are not confident enough to teach outdoors, there is a lot to be put in place before been allowed to teach outdoors and this stands as a main obstacle to their job, certain geographical locations are not safe for outdoor education, for example forest areas in most African countries have dangerous animals and are considered unsafe for teaching.
Fägersatam, (2014), also wrote about inflexibility and overcrowded curriculum, the requirement of school curriculum may in different cases be too cumbersome to meet up with. Utilizing time scheduled for each class outdoor is also a hindrance because knowing how best to teach some subjects outdoor isn’t easy, subjects like Mathematics do not have much prepared subject-outline in the course syllabus/curriculum, the time scheduled for each class maybe too much when compared with what they have to teach so kids end up playing in most cases, it is difficult to utilize the whole time on academics outdoor. Coordinating preschool kids outdoor is not an easy task considering their ages (0-6 years), kids who are older may be easier to coordinate outdoors, and special strategies/precautions must be taking in organizing them in groups to participate in activities outdoor. Teachers sometimes need to try different methods before they can get the right method to suit a specific situation outdoors which can sometimes be very tiring. In addition, as I mentioned in my introduction, modern environment has reduced the amount of open green spaces for outdoor education and technology has increased the children`s sedentary time, for example, teachers have a reduced time outside with children because other group of children may need to use the same limited available open space.
A good example of a problematic claim; `O Brien & Murray,( 2006 ) highlighted some pupil`s lack of interest in studying outdoor due to unfavourable weathers , for example in winter though Leather, 2016, claimed that “ there is no bad weather but bad clothing”, he claimed that it is a physical challenge. Another difficulty with outdoor learning is getting consent from the school authorities for teaching outdoors; it may be difficult at times to get an approval from the school authorities to take preschool children out for outdoor learning. Moreover, shortage of qualified outdoor teachers is also seen as an obstacle outdoors mainly because there are limited qualified outdoor teachers available so preschools authorities are compelled to employ unqualified outdoor teachers to teach outdoors, environmental factors such as unfavourable weathers like rain, waves ,high degree of sunshine, bees also contribute to the difficulties of learning outdoors.
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3.6 Benefits of Outdoor learning
As the demand for academic attainment appears to increase, opportunity to learn experiment outside becomes restricted as increasingly teacher-directed lessons focus on prescribed learning outcomes, (Waite, 2010). Outdoor learning may be particularly beneficial for children who struggle to maintain concentration in a more formal classroom setting and actively seek out ways to introduce direct experiences into pupil`s learning, (Waite, 2010). Teachers use different approaches in their lessons and experience to help boost learners learning abilities, outdoor play and learning is evidenced to have helped various categories of learners by motivating learners with different interesting approaches outdoors , for instance, play has been a fun aspect of child`s development for centuries with many revolutionary thinkers ideas, the significance of play includes Plato, Froebel, Vgostsky and an abundance of writers have since contributed to the field of play, ( Dombey and Martin, 2002., Santes, Griffiths and Goodall, 2007 ). Outdoor activities is seen as a crucial aspect of education. Playing outdoor is fundamental for development of young children because it allows them to interact with each other, have fun and also to know more about the world around them.
Outdoor learning is not confined in only pupils but are beneficial to both teachers and students in terms of cognition, health, social, intellectual development etcetera, outdoor learning approach is seen as one of the most productive methods of teaching which allow teachers and pupils to enjoy a sense of freedom when outside the restricted walls of the classroom, educationalist encourage the use of outdoor for teaching and learning processes because of several beneficial reasons attached to this mode of teaching, for instance, pupils are more free outdoors and are able to express themselves, asking questions about their immediate environment, pupils have access to direct observation on issues/ projects outdoor and are able to get a direct feedback and sometimes proved by experimenting things together with their teachers , pupils are free to make good choices themselves and ask for help from teachers when needed, they prove to be more engaged and are relatively positive about their learning experiences outdoor. Research has also identified that play is irreplaceable in a child`s life, (Ivonna, 2009 ).
Teaching does not necessarily have to be in a rigid format (classroom settings); a slight change from this traditional method of teaching can make a whole lot of positive differences in the educational system. It is observed that things do not necessarily have to remain in it old form rather new methods can be introduced to prove a difference, just as it is with education this days in which different subjects are taught outdoor.
3.7 Relevant theory of Outdoor Education
Educationalists and psychologist`s theories has helped to shape outdoor education in various ways. Previous literatures have reviewed different theories that helped to increased knowledge and understanding of outdoor education and discussed how educationalist perceive outdoor learning practices as a whole, these educational psychologists suggests different approaches to learning in which experiential learning is one of the major theoretical foundation laid. Peter, (1990) states that teaching is of utmost importance to motivate people in performing a certain task, learning only have good effects when learners have the desire to
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absorb the knowledge received, therefore making experiential learning a required phase towards showing a good direction to learners. The issue of first-hand experience and other advantages prompted some educational analysts to adopt the use of outdoor space for learning purposes. Some of these theories will be discussed below.
3.8 Experiential Learning Theory
The theory of experiential was first explored by John Dewey and Jean Piaget but was made popular by David Kolb & Ron Fry. The theory is based on ideas that learning is a process whereby knowledge is created through transformation of experience. Kolb developed four learning continuous cycles which is gained through learning experiences: Concrete experience, reflection observation, abstract conceptualization an active experience. The illustration of these model is represented in a diagram below: See figure 1. Roots of experiential learning is found in many fields and disciplines, it is multi-dimensional in nature. Kolb`s learning theory states some criteria for experiential learning, among which are: the project should be personally meaningful and have some significance to learners, students should have opportunity to reflect on and discuss their learning experiences, the experiences should involve the student`s whole person, including the senses, personality and emotions. Experiential learning may happen while learning outdoor but it depends a lot on how the learner absorbs, process and study the provided information. Kolb, (1984) stressed that experiential learning is more likely to happen as we build our skills whether we are actively involved in the experience or we are watching others who are experiencing it, we may gain experience in both ways and it is very crucial in developing our skills daily. Outdoor teachers may gain experience from watching children performing in playing and learning activities or by being directly involved. Kolb used music to depict experiential learning, he stated that playing an instrument uses most parts of a person`s brain , it involves using the hands and feet , if there is a note that is out of tune, the person knows immediately and tries to adjust in order to make the music sound better, this can also be seen in outdoor practices where preschool teachers make use of their senses by teaching ,learning and also being security conscious in the nature, teachers learn from children as well as from their colleagues.
The learning experiences should be in such a way that it can transform pupils and their co-teacher’s experiences. There are series of advantages that can be learnt from Kolb`s learning theory, some of this include: critical thinking, problem-solving and decision making. Kolb claims that learning by doing is more effective than theoretical learning. This study laid emphasis on how teachers perceive the use of outdoor in teaching and learning processes with preschool children, it further explains first- hand learning impacts on teachers stating its benefits and difficulties. Kolb`s experiential model is illustrated by the diagram below. See figure 1:
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Figure 1: Kolb`s experiential cycle
Kolb developed a theory of experiential learning which comprises of four stages of learning mentioned above. All the stages must be followed sequentially for successful learning to take place, starting from concrete experience to active participation. Different effective strategies which incorporates experiential learning approaches provides opportunity for people to engage in various activities by drawing useful insights from the analysis thereby applying the results in a practical situation.
First, concrete experience is the initial activity(s) and data produced from this activity(s) becomes part of the experiential learning cycle. This stage is structured in such a way that makes participants to become active in doing a certain activity(s) , for instance, teachers` role play outdoor , skill practiced outdoors, games etc indicates how teachers go through training outdoors and this may vary from passive to real skill practice but the particular skill chosen largely depends on the purpose for training .
The second stage is the “reflection” ,this is a stage of reviewing experience gained in the first stage, this phase describes how participants reflects on the undertake experiences gathered which may be done in different ways, it is common to reflect individually or in groups. It discusses affective and cognitive reactions of activities that were engaged in. Thoughts and feelings are linked together at this stage often with the help of a facilitator, this help is needed at this stage and even at other stages in order to help participants critical thinking abouttheir experiences and also to assist them verbalize their feelings. The facilitator`s role also involve helping participants to conceptualize their reflect on their experiences in drawing a reasonable conclusion.
Conceptualization is the third stage in the cycle, at this stage, participants form conclusions which might be driven from the first two stages. In this phase, participants help to take back from the experiences and discussions made during previous stages and think critically to be
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able to draw reasonable conclusions that might have generated or those that pertain to real life. Two main questions that symbolises this stage are: “What did you learn from all” and “What more general meaning does this have for you” ?, this helps participants work individually and then share their conclusions with one another with the guidance of a facilitator who train them on how to share thoughts and ideas .
Lastly, active participation is put in place in this phase, all insights and conclusions reached during the previous stages are put into practice in order to develop better plans for more effective behaviour in future. Most of the things learnt are applied individually or in specific groups after training/study, this may be used in a professions or can be useful for personal use depending on the background of the study.
Daly, (2001) claims that learning doctrine in not the same as practicing the wisdom that the doctrine is intended to teach. For the course of this study, teacher`s opinion through their experiences at work will be discussed. Michelson, (1999) also emphasis that learning is collective and not individual because it contains insurgent elements with experience that resists categorization and management
3.9 Sociocultural Theory
Vygotsky, (1934) proposed that human thinking was transformed during childhood as biogenesis development through social and cultural processes specifically through the infusion of cultural concepts and knowledge. He defined sociocultural theory as a theory of mind and reflection on the relationship between physiological aspects of an individual and the contexts of artifacts that are socially and culturally produced.
He explains that mechanism and process of mental operations are provided on a biological gene-based frame work, he went further to lay a claim on developmental processes, his theory explains that developmental processes provide a higher level of mental functioning inn human when it ids been compared to other species ; this saying received a backing on evolutionary biology, archaeology, neuropsychology and cultural history that includes human brain and its cognitive potentials. The theory does not only focus on adults influence on learning but it also focuses on how learning takes place , for the purpose of this study, learning takes place outdoors and this study seeks to explore how attitude of teachers may influence learning outdoors, this is further discussed in the section: “ Findings”.
Vygotsky emphasized the issue of play in learning, his believe is that children`s conceptual and knowledge of the world is stretched through playing and imagination. According to Vygotsky, children play creates a great opportunity for experience. An abstract growth of thought can be promoted while playing, examples of outdoor activities which can help to promote these thoughts done in outdoor schools include: outdoor games, role-play etc
Forsey, (2014) states that memory depends on three major things: social, culture and knowledge. She expatiated on this by explaining that traditional memory stores various kinds
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of information derived by the senses from the environment which is then available for operation in different situations at a given period of time which may be expressed in words or actions and can be recalled by an individual when needed at a particular situation.
This study seek to explain how teachers put their senses into action and words in their outdoor teaching, for instance, putting into practice what has been learnt on daily basis in their cause of teaching, depending on how the situation warrants.
My comments on related literatures
Previous researches in different parts of the world defined outdoor education and also distinguished it from other forms of education such as the classroom educational approach which is characterized by indoor teaching approach, outdoor education is known as a play-based learning, . The author of this study empirical study sighted different advantages and disadvantages of learning outdoors, this includes: various developmental processes experienced by teachers outdoors and difficulties encountered while studying outdoors. Moreover, the study focused on the comprehensive developmental aspects of learning outdoor such as, physical, social, emotional and intellectual developments for both teachers and preschool children. This research explains the methods in which teachers represent and understand their jobs, a glimps on the opinion on how their jobs is been carried out with preschool children. Apart from these facts, the empirical studies had its limitations, these includes thorough checking of whether the effects were caused by other factors apart from outdoor teaching and learning approaches, it can not fully be guaranteed because the information provided were too small to establish all needed facts, therefore, there is still a need for further research in order to establish all needed facts in outdoor learning practice. The research on Swedish and Latvian preschools has not received all needed attentions by outdoor educationists. Theoretical frameworks has not been presented and various cultural differences in different countries has not been taken into consideration when the ideas were introduced in other countries, for example in Africa and Asia. Empirical research is required in order to promote teachers` development in outdoor learning.
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Chapter 4: METHODS
This section explained the methods used in conducting this study which includes all aspects of the methods used that underpin understanding of this study. It introduced the design used in this study, the design will contribute new evidences to previous research by collecting qualitative data of “ Dehors project” outdoor teachers in Latvia and Swedish preschools contexts that was used to interprete and understand my data .It describes the procedures used in carrying out the research, the method of collecting data, comparison of how outdoor education is been carried out in two schools in the above mentioned countries and finally explains the method of analysing the data collected from the two schools. In order to achieve these aims, this study adopted a qualitative method.
A semi-structured qualitative research method is a unique quality of rich data account collection method which is highly flexible ; its flexibility nature allows an opportunity for unanticipated themes that may emerge during an interview (Bryman, 2012). Semi-structured qualitative method was used because of its numerous advantages, such advantages include: open-ended process which is highly flexible, data that are gathered through this method has a predictive quality and most importantly reconstruction of events where interviewers ask participants to think back over how a certain series of event unfolded in relation to the current situation for example in their careers (Bosley, et al., 2009).
I basically chose thematic method for data analysis in this study because of numerous advantages that it fetches the researcher(s), these advantages include flexibility, and this method is not complex and can easily be understood by a beginner like me. Braun and Clarke,(2006) claims that thematic analysis is a useful tool that helps to search for themes.
4.1 Context of the Study
Description of “dehors project”
In this section, I will give a description of the Erasmus project and its connection with this study. I interviewed Erasmus project teachers for the purpose of collecting relevant information in order to know their perception about outdoor learning for the purpose of this research. “DEHORS”, it was founded in 2018 with four European countries, namely; Sweden, Latvia, Italy and Cyprus, they are in partnership with”CARDET” (Centre for the Advancement of Research and Development in Education Teaching), Linköping University, Mana Marite (a pre-school in Latvia), Motola Municipality, Municipality of Casalgrande , Municipality of Scandinavia and “SERN” (Sweden Emilia Romagna Network) . It focuses on the fact that outdoor activites in preschools can be done regularly but the quality of their learning patterns needs to be well improved. The partnership of this Erasmus project (Dehors) believes that there is a need to reflect and improve the pedagogical use of outdoor space of preschools so that children`s learning skills can be promoted , they also saw a need to adopt an innovative perspective which is built on expertise and knowledge of various actors such as engineers , landscape designers architects etcetera. These partners suggest that preschool teachers should follow more innovative training paths and develop new learning materials in relation to outdoor learning, also to equip them with new knowledge and competences.
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The objective of this project is to improve the learning outdoor activities in preschool, their partners also support the motion, they seek to improve preschool teachers` skills and strategies of outdoor activities, also to design innovative outdoor learning spaces by bringing together various expertise from different fields and works of life . It particularly focuses on the problem of insufficient teaching methods and knowledge among Early Childhood Education and Care ( ECEC )professionals regarding the design and best use of outdoor in teaching and learning process which it seeks to improve preschool teachers` skills and strategies about outdoor activities.
Output of “dehors”
Dehors project developed two innovative models of learning spaces in preschools which are : Model A: Creation of new preschools outdoor learning environment.
Model B: Re-designing of existing pre-school outdoor settings.
These two models are designed for solving problems that relates to preschool outdoor learning approach, construction, creative and playful teaching and learning approaches in preschools, experiential learning which is learning by body and senses and lastly, learning by communication and social collaboration in outdoor preschools.
The four preschools in the said project try out new outdoor activities to know which works better as the situations may warrant in each country, they interchange such activities within the four schools; they compare old outdoor activities with new ones to see which one is preferable for best output/results. The activity-interchange couldn’t take place in March/April due to the pandemic in the world which led to the closure of most schools, this restricted the teachers from practicing the activities but they hope to test them after the pandemic.
4.2 Participants
This study took place in Sweden and Latvia, in spring 2020 with a total number of five teachers, two from Latvia and three from Sweden, Latvian preschool was founded in 1973, it is located at the city of Daugavpils, the area is quite big with a lot of different tress, bushes, hills and a lake not far from the school. Participants(teachers) have 14-22 years of teaching experience respectively, one is the preschool director and the other is a deputy-director and they both teach in the preschool, they have been in these posts and still work as teachers in the same school for 14years and this helps to supply them with adequate knowledge about the school. The school have a total number of 233 pre-school pupils; they are divided into groups for outdoor activities and learning. The ages of preschool children is between 1-7 years old, 10 pupils in each group, monitored by minimum of two teachers, a teacher usually do outdoor activities with the kids while the other closely monitor/guard them from going to wrong places (safety), parents are occasionally involved in the outdoor activities with their children sometimes when they have “perfume day”, kids are allowed to make their own perfumes from flowers provided by the school and parents smell their children`s perfumes, this is done mainly to strengthen the relationship between the teachers, parents and pupils .
Participants from Sweden were three preschool teachers whose ages are between 26-40 years old, one of the teachers have 2years working experience, the other 12 years and the last have
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17years working experience, they have a total number of preschool children in the school, the first teacher teaches pupils between ages 1-5 years, the other teaches 1-3 years old pupils and last teaches 1-5 years old. Kids are grouped 10pupils in each group with 2 teachers just as it is with the Latvian pre-school.
4.3 Data Collection
In this part of the study, I will explain why I used semi-structured interview method for my data collection and how the method was adopted. DiCicco and Bloom, (2006) explains features of semi-structured interview method, some of these features include: interviews are organised around a set of predetermined questions and some other questions emerge from dialogue.
According to the writers, the features stated suits my field of study, I am a social science student and using a semi-structured interview method is suitable in my field of study because of its flexibility, it is an open-ended method which allows me to ask an interviewee a set of predetermined but open-ended questions, it also gives room for me (a researcher) to have control over the topics of the interview. It open doors for free discussion rather than a straight forward question and answer format and it’s not strictly a formalized method as it is mostly seen in structured interview method. Its flexibility makes conversation with my interviewees to give me insight on new ideas which will help to improve the quality of my study.
Interview
I conducted both interviews by first drafting a set of interview question following the guideline/steps in an interview guide. Secondly, I wrote an email to the representatives of the schools, I introduced myself and stated my plans which include finding a convenient time available for the teachers and I to have a Skype interview. I got a prompt response from the schools and had both interviews two weeks apart, the first interview lasted for an hour and three minutes while the other lasted for an hour. It was conducted in English and a little of Swedish language in the Swedish pre-school, both languages were clear in the Swedish preschool but had a little difficulty with the English in Latvia based on the accent but we managed, we only needed to repeat some words for clarity. All our conversation was audio-recorded using a telephone, the interview was well conducted in a fairly open framework which thus gave me new ideas about my study.
4.4 Data Analysis
In this study, I used a thematic analysis method to analyze the themes that was generated from the raw data I collected from the two set of interviews, this was done in order to find similar patterns in both interviews. Thematic analysis involves carrying out research on a topic by applying both theoretical and personal knowledge on a text in which theme(s) will evolve. Data analysis in these interviews is a method of identifying, analyzing and reporting patterns (themes) within data as described by (Braun & Clarke, 2006).
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Furthermore, I choose this method because of its numerous advantages, these advantages includes : Its usefulness and flexibility for qualitative research which I believe is suitable for this kind of study mainly for easy decoding of themes , it also helps to organize and describe data set in rich details thus providing logical structure to research. The six phases of theme analysis by Braun, & Clarke, ( 2014) also served as a useful tool in this study ;Familiarization, generation of codes, search for themes, reviewing themes, defining themes and write up. The six steps that I used are as follows: First I conversant with the information provided by interviewees by replaying and listening to the recorded interview many times and jotted them down word for word, I then generated codes, I decoded the similarities between the two set of interviews and then grouped them together ( main-theme and sub-themes) in a separate sheet, I later grouped the decoded data that were similar , I linked them together and re-organized them and developed a thematic frame, lastly, this step consist of writing about my findings, I made a comprehensive narration of my report, See 5.0. Examples of codes generated are given in three colours below:
Codes:
Nature engagement (Sensitivity to environment & independence) 0
Emoti
Responses (Teacher´s positive feelings)
Difficulties (Inadequate teaching venue outdoor)
Codes generated shows the engagement of teachers outdoor, the interview described their daily dealings in the nature while teaching outdoors, they also expressed their feelings
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concerning their jobs which was satisfactory and also discussed about the challenges faced outdoors when teaching and learning take place.
4.5 Limitation of the Study
In this section, I will discuss briefly the limitations in this study, just as discussed in the context of study, the major limitation is due to the pandemic in the world today which made almost all schools to be closed down temporarily, there wasn`t enough information about the supposed “new outdoor activities” that should have been tested by Dehors project teachers in March, 2020. Due to the current pandemic in the world today, a lot of pre-schools have been shot down to combat the spread of corona virus couldn’t give information about the new activities they should have tested. This would have served me a great opportunity to compare old and new activities practiced outdoor with the pupils, teachers from the four countries as I have mentioned above were supposed to interchange and check the effectiveness of new activities outdoor with preschool children.
Another hindrance to this study is “less breadth of coverage”, It might be better if I had the opportunity to make some personal observation if I had the chance to visit the schools involved thereby having more questions that may help in my study, this also wasn’t possible because of the lockdown in most countries of the world at this period so I had to rely completely on information supplied by the teachers. Moreover, there were little technical issues with using Skype while conducting the interview with the Swedish pre-school , it was difficult to see each other at the beginning of the interview but it was quickly fixed by the school .
4.6 Ethical Considerations
Ethical conditions were followed during the course of this study according to the guidelines for research in the social sciences (Gustafsson, Hermeren, & Petersson, 2006) the teachers were informed about the purpose and dissemination of this research. They were informed about the anonymity and confidentiality, only I who is the researcher would have access to the interview transcript , they were informed about the purpose of the research and there is an open chance for voluntary withdrawer at any stage for any of the interviewees who doesn’t feel comfortable with the interview ,a consent form was made according to the template given by Linköping University, the consent form was signed by the interviewees (teachers) and I (interviewer) , date and time was fixed for the interview, no real names was mentioned in the study and all data would be totally deleted after my thesis in June, 2020 as it was stated in the consent form; See Appendix C.
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Chapter 5: FINDINGS
The result in this study is based on thematic analysis of the transcriptions from the interview with teachers, the theoretical frame work of this study discusses various concepts like teachers` job satisfaction, attitudes, teachers` roles etc, and also draws theories about challenges of teaching preschool pupils in the outdoor environment such as, insufficient outdoor learning space and lack of qualified outdoor teachers .
I will present the findings in form of tables which indicates the connections between sub themes and main themes. Furthermore, I will explain and comment on each respondent`s answers to my questions during the interview and illuminate them by quoting some of the responses. I will represent each teacher with alphabets, for instance: Teachers from Swedish pre-school will be represented as: Teacher “A”, Teacher “B” and Teacher “C”. Latvian teachers will be represented as follows: Teacher “D” and Teacher “E”.
This present thesis is guided by the following questions:
1.) What are the perception of preschool teachers who are participating in the Erasmus project (Dehors) about learning outdoors in relation to benefits received outdoors in preschools? 2.) What are preschool teachers` perceptions (Dehors project) about Outdoor learning in relation to the difficulties faced outdoors in preschools ?
5.1. Research Questions 1: What are the perceptions of teachers concerning benefits received from outdoor learning?
Transcriptions from these interviews were analyzed, main themes and sub themes were identified (three main themes and seven sub-themes ) were identified. The themes are presented in form of a table below. See figure 2.
Main themes Sub-themes
1. Influential aspects of outdoor learning
1a. Outdoor environment 1b. Role of teachers
2. Attitudes 2a. Positive attitudes
-Job satisfaction 3. Teacher` development 3a. Team work
3b. Emotional well-being 3c. Intellectual development 3d. Physical development
-More sensitivity to environment -Exercise with pupils
-Exposure to nature
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5.2. Influential aspects of Outdoor environment
Fägerstam, (2012) emphasized the importance of activities done outdoor in promoting physical development in teachers and preschool pupils through various educational activities and play done outdoors. This section explained influential aspects of outdoor learning based on data analysis of both interviews with Latvian and Swedish preschool teachers, it is highlighted that activities performed with pre-school pupils makes these teachers have a better understanding and use of the outdoor environment for teaching and learning processes. The data collected proves that outdoor learning helps to promote physical development of teachers and pupils in the preschools through physical exercises (P.E) outdoor.
5.3 Sub-theme 1a: Outdoor environment
Based on the two interviews conducted, it is evidence that outdoor environment aids social development of teachers and children as explained by teachers during the interviews. Pupils have more chance to freely interact with teachers and their peers; teachers have the chance to interact socially and ask questions from each other about activities done outside and get a direct feedback because of their active participation in the outdoor activities. Vygotsky,(1984) emphasized the issue of play in learning, his claims that children`s conceptual and knowledge of the world is stretched through playing and imagination. According to Vygotsky, children play creates a great opportunity for experience. An abstract growth of thought can be promoted while playing, examples of outdoor activities which can help to promote these thoughts done in outdoor schools includes: outdoor games, role-play etc.
Vygostsky`s theory does not only focus on adults influence learning but also focuses on how learning take place. For the purpose of this study, learning takes place out doors and it seeks to explore how attitudes of teachers` may influence learning outdoor. This will be discussed in the section “Finding” See theme :2
Exposure to nature gave them the chance to have better communication skills thereby promoting a better learning experience outdoors. Interviewed teachers voiced out their experiences of learning outdoors, for instance:
Teacher “A” who has a teaching experience for twelve years mentioned that tested outdoor activities ( Dehors project) gave her more opportunity to plan and organize her outdoor activities with kids in a better way, She explained further that availability of open-space gives her more chance to explore and appreciate and utilize the open space for various activities with preschool pupils. She saw how large the school field is and more activities can be done in the future. This also helped to promote her psychological development and independence, she wasn’t affected by limited classroom space for different planned activities, she said her intention was to make the best use of the open-space for newly learnt games.
I see the field more, I didn’t even know it was this big before now, I can do a lot of activities with kids and I have a future plan for more activities to be practiced on the field- Teacher A
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From her conversation, we can see that outdoor learning is beneficial both to teachers and children.
Teacher “B” who has two years teaching experience explained that She and her colleagues have a better team work outdoor, they have a better communication skills and learnt a lot of teaching skills from each other while learning outdoors, they also learnt how to deal with personal issues , such as dispute among themselves. She explains further that team work helps to reinforce positive behaviour and skill development among teachers, She said co-learning among teachers helps to ensure continuity of instructions for better teaching and also helps to circulate useful information faster among them, thereby leading to an improved learning system outdoors.
I had issues with one of my colleagues but we were able to resolve it easily
I am happy to teach outdoors because all my colleagues have the same opinion like me, we are reason together and see great opportunities in outdoor learning, it would have been difficult if I am the only one or just few of us who see these opportunities presented outdoors- Teacher B.
From the statement above, the effectiveness of team work is seen ; it helped to build a better teaching /learning process outdoor. Actions taken towards making outdoor learning suitable for both teachers and children are made possible , better organized and understood through cooperation among teachers, it is evidenced that they all think/reason alike towards achieving a better outdoor practice.
Teacher “E” who has seventeen years of teaching experience had taught kids in traditional classroom for ten years and has taught in outdoor school for seven years compared both teaching methods , She prefers outdoor teaching methods because it gives her the chance to do more activities with children. For instance, her preschool group pupils like to play and learn mathematics with foot-puzzles building it needs a large space and its better done outdoors.
I like doing gymnastics with my group but the classroom was too small for us, I wish to have more space, I got enough space outdoor, the kids and I were happy- Teacher E.
Sub-theme 1b: Teacher`s roles
This research stressed the role of teachers as described by (Gorbatova, Rybushkina & Ivanova, (2015), the findings in this study agrees with the view of teacher`s roles in outdoor practice as described in the conducted interviews. Foster & Hillsdon, (2004) also stated roles of outdoor environment from social, intellectual and physical perspectives, this writers claimed that outdoor activities can help teachers to achieve several curriculum goals, physical activities, such as playing games outdoor helps to promote their health while working and playing outside, they receive sun and fresh air from outdoor environment. I believe this may
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indicate a “better open space” which is important in human everyday day life; I see this fulfilled in outdoor education.
According to interviewed teachers, Outdoor teacher`s roles are to provide different educative activities and programs, making effective and understandable academic plans on daily basis and to provide entertainment to pupils by planning game and outdoor and indoor activities schedules.
Teacher “D” who has fourteen years teaching experience is the school deputy director, explains that pupils are involved in activity plans, they are allowed to make their suggestions and contributions in daily activities outdoor, they are actively involved in decision-making activity plans .Teachers help to lead and guide them on right paths, children are allowed to make their choices out of the list of activities provided by teachers. A high level of independence is given to children in other to improve their psychological development. Teachers also learn new ideas of doing things from pupils.
She further explains that roles of teachers were changed, thereby allowing children to become researchers, children want to investigate what they are taught and teachers need not to pay too much attention to disciplines but rather acknowledge every child`s opinion, teachers also develop a sense of interest in what pupils have to offer. She explains further that their roles as teachers has been raised to become “knowledge-giver” and not only “problem-solver”, both teachers and students work hand in hand to improve learning and make it more interesting not just leaving the teachers to teach and pupils just listen, pupils and teachers become more active outdoors. Lastly, She said all children`s opinions should be appreciated.
The children are part of the decision making, we want them to be free, each child`s opinion is appreciated
Kids can see what we do not see, we also learn from them - Teacher D.
From the responses above, we see that outdoor learning method helps to develop children`s ability, children are not robots who only receive instruction from teachers and put it into act but are rather given a sense of reasoning, teachers also are not just knowledge-deliverer but they rather impact knowledge on the pupils and then allow the kids to think on their own and make right choices themselves, this will enable pupils to believe in themselves.
Theme 2: Attitudes
This section examines the extent to which attitudes may promote teachers` development outdoors. Mark et al, (2004) emphasized the role of motivation in outdoor learning, he explained different approaches to boost outdoor learning for both teachers and pupils, motivation is one of the approaches that can be seen in this field of study, teachers` performance can greatly be improved by the amount of motivation received from outdoor environment. This section is centred around teacher`s attitude towards the effectiveness of outdoor learning in promoting teachers` overall development towards achieving job satisfaction. Moreover, literature also reviewed concern about how teachers feel while learning outdoors, according to David, (2008), significant barriers to outdoor learning may be ranked from : safety, weather, qualification etcetera, teachers` reaction to these factors may
