Medical School, Swansea University, Swansea, United Kingdom.
School of Education, Swansea University, Swansea, United Kingdom.
PLoS One. 2019 May 31;14(5):e0212242. doi: 10.1371/journal.pone.0212242. eCollection 2019.
The relationship between child health, wellbeing and education demonstrates that healthier and happier children achieve higher educational attainment. An engaging curriculum that facilitates children in achieving their academic potential has strong implications for educational outcomes, future employment prospects, and health and wellbeing during adulthood. Outdoor learning is a pedagogical approach used to enrich learning, enhance school engagement and improve pupil health and wellbeing. However, its non-traditional means of achieving curricular aims are not yet recognised beyond the early years by education inspectorates. This requires evidence into its acceptability from those at the forefront of delivery. This study aimed to explore headteachers', teachers' and pupils' views and experiences of an outdoor learning programme within the key stage two curriculum (ages 9-11) in South Wales, United Kingdom. We examine the process of implementation to offer case study evidence through 1:1 interviews with headteachers (n = 3) and teachers (n = 10) and focus groups with pupils aged 9-11 (n = 10) from three primary schools. Interviews and focus groups were conducted at baseline and six months into implementation. Schools introduced regular outdoor learning within the curriculum. This study found a variety of perceived benefits for pupils and schools. Pupils and teachers noticed improvements in pupils' engagement with learning, concentration and behaviour, as well as positive impacts on health and wellbeing and teachers' job satisfaction. Curriculum demands including testing and evidencing work were barriers to implementation, in addition to safety concerns, resources and teacher confidence. Participants supported outdoor learning as a curriculum-based programme for older primary school pupils. However, embedding outdoor learning within the curriculum requires education inspectorates to place higher value on this approach in achieving curricular aims, alongside greater acknowledgment of the wider benefits to children which current measurements do not capture.
儿童健康、幸福和教育之间的关系表明，更健康、更快乐的儿童能获得更高的教育成就。一个能激发孩子发挥学术潜力的引人入胜的课程，对教育成果、未来的就业前景以及成年后的健康和幸福感有着重要的影响。户外学习是一种教学方法，用于丰富学习内容、增强学校参与度，并提高学生的健康和幸福感。然而，其非传统的实现课程目标的方式，在教育督察机构中尚未得到认可，除了在早期教育阶段。这需要从处于实施前沿的人员那里获得其可接受性的证据。本研究旨在探讨英国南威尔士的一所小学在关键阶段 2 课程（9-11 岁）中实施户外学习计划的校长、教师和学生的观点和经验。我们通过与 3 名校长（n = 3）和 10 名教师（n = 10）进行一对一访谈，并对来自三所小学的 9-11 岁学生进行焦点小组讨论，来考察实施过程。访谈和焦点小组在实施开始时和六个月后进行。学校在课程中引入了常规的户外学习。本研究发现了学生和学校的多种感知益处。学生和教师注意到学生对学习的参与度、注意力和行为有所改善，对健康和幸福感以及教师的工作满意度也有积极影响。课程要求，包括测试和证据工作，以及安全问题、资源和教师信心等都是实施的障碍。参与者支持将户外学习作为针对年龄较大的小学生的课程基础项目。然而，要将户外学习纳入课程，教育督察机构需要更加重视这种方法在实现课程目标方面的作用，同时也需要更广泛地认识到当前衡量标准无法捕捉到的儿童的广泛利益。
