Beauchamp Audrey-Anne, Lacoste Yannick, Kingsbury Célia, Gadais Tegwen
Département des sciences de l'activité physique, Université du Québec à Montréal, Montréal, QC, Canada.
Chaire UNESCO en développement curriculaire (CUDC), Université du Québec à Montréal, Montréal, QC, Canada.
Front Psychol. 2022 Oct 20;13:955549. doi: 10.3389/fpsyg.2022.955549. eCollection 2022.
Recent research investigating the benefits of being outdoors and contact with nature in children showed strong associations with children's health and development. More teachers are choosing to integrate outdoor learning (OL) into their practice in Quebec, but few studies have focused on OL in the school environment, particularly in Canada and more specifically in Quebec, despite the fact that the school context lends itself favorably to this practice.
The purpose of this study was to portray OL in preschool and primary schools in Québec by identifying three key elements: (1) teachers' perception of the outdoors, (2) the uses of OL in schools, and (3) teaching strategies and factors that influence teachers' integration of OL.
Semi-structured group interviews ( = 4) conducted with 14 teachers and participant observations ( = 4) were used for data collection. Inclusion criteria were to be a preschool or primary school teacher, to have taught at least eight sessions of OL in the past year, and to have no connection or contact with the research team prior to the start of the study.
First, the results showed that teachers commonly understood the outdoors as being in the open air, practicing a physical activity, having the presence of nature, providing physical freedom and targeting a pedagogical intention. Second, teachers appeared to incorporate a variety of pedagogical intentions in OL (e.g., environmental awareness, interdisciplinary learning), in a variety of settings (e.g., city parks, woodlands), and with a variety of academic subjects (e.g., French, mathematics) and learning tasks (e.g., walking, nature shelter building). Third, teachers used a wide range of teaching strategies in OL (e.g., flexible planning, well-established routines). Participants also identified multiple factors specific to their setting that appeared to facilitate (e.g., parental support) or limit (e.g., storage of materials) their integration of OL into the school environment.
This study provided a better understanding of the current use of the OL in the Quebec school environment by identifying the common characteristics, limitations and winning strategies of its use in schools. Teachers and schools interested in OL could benefit from the results of this study, particularly those interested in adopting a or approach.
最近一项关于儿童户外活动及与自然接触益处的研究表明，这与儿童的健康和发展密切相关。在魁北克，越来越多的教师选择将户外学习（OL）融入他们的教学实践中，但尽管学校环境非常适合这种做法，却很少有研究关注学校环境中的户外学习，尤其是在加拿大，更具体地说是在魁北克。
本研究的目的是通过确定三个关键要素来描绘魁北克幼儿园和小学的户外学习情况：（1）教师对户外的认知；（2）户外学习在学校中的应用；（3）影响教师将户外学习融入教学的教学策略和因素。
通过与14名教师进行半结构化小组访谈（共4组）以及参与观察（共4次）来收集数据。纳入标准为：是幼儿园或小学教师；在过去一年中至少教授过八节户外学习课程；在研究开始前与研究团队无关联或接触。
首先，结果表明教师通常将户外理解为在户外空气中、进行体育活动、有自然存在、提供身体自由以及具有教学意图。其次，教师似乎在户外学习中融入了多种教学意图（如环境意识、跨学科学习），在各种环境（如城市公园、林地）中，涉及各种学科（如法语、数学）和学习任务（如散步、搭建自然庇护所）。第三，教师在户外学习中使用了广泛的教学策略（如灵活规划、既定常规）。参与者还确定了他们所在环境中多个特定因素，这些因素似乎促进（如家长支持）或限制（如材料存储）了他们将户外学习融入学校环境。
本研究通过确定户外学习在学校使用中的共同特征、局限性和成功策略，更好地了解了其在魁北克学校环境中的当前使用情况。对户外学习感兴趣的教师和学校可以从本研究结果中受益，特别是那些有兴趣采用[此处原文缺失具体内容]或[此处原文缺失具体内容]方法的人。
