Outdoor Education Around the World: A Systematic Mapping Review

ČEŠKOVÁ, Tereza, Hana SVOBODOVÁ, Radek DURNA, Jana TRUHLÁŘOVÁ, Anna HRICKOVÁ a Lucie GREBÍKOVÁ. Outdoor Education Around the World: A Systematic Mapping Review. In HRICKOVÁ, Anna a Jana TRUHLÁŘOVÁ. IGU-CGE Conference 2021: Making Connections: Cooperation and Networking in Geographical Education. 2021.

Základní údaje

• Originální název: Outdoor Education Around the World: A Systematic Mapping Review
• Název česky: Terénní výuka: systematická mapující studie
• Název anglicky: Terénní výuka: systematická mapující studie
• Autoři: ČEŠKOVÁ, Tereza, Hana SVOBODOVÁ, Radek DURNA, Jana TRUHLÁŘOVÁ, Anna HRICKOVÁ a Lucie GREBÍKOVÁ.
• Vydání: IGU-CGE Conference 2021: Making Connections: Cooperation and Networking in Geographical Education, 2021.

Další údaje

• Originální jazyk: čeština
• Typ výsledku: Prezentace na konferencích
• Obor: 50301 Education, general; including training, pedagogy, didactics [and education systems]
• Stát vydavatele: Česká republika
• Utajení: není předmětem státního či obchodního tajemství
• Organizační jednotka: Pedagogická fakulta
• Klíčová slova česky: terénní výuka, přehledová studie
• Klíčová slova anglicky: fieldwork, outdoor education, systematic mapping review
• Příznaky: Mezinárodní význam, Recenzováno

Anotace

Fieldwork can be considered as a complex form of education with a potential to provide students with a wide range of environmental learning experiences (Cook, 2008). It offers connections for learning in many areas (general and subject-based knowledge; thinking and problem-solving skills; life skills such as co-operation and interpersonal communication) (Adams and Beauchamp, 2018). All in all, it provides a hands-on opportunity to apply the concepts and skills learned in the classroom to the real world, and that is why it represents a unique opportunity to motivate students to study geography. We have quite a lot of knowledge about the fieldwork; however, trends in the fieldwork change quickly. That is why we decided to review research in the last 15 years (in 2004, Rickinson et al. published the crucial meta-analysis of the fieldwork). Thus the paper aims to describe current research in the area of the fieldwork in educational settings, specifically what topics and in which educational levels are researched. For the study, we opted for the systematic mapping review. We explored empirical papers in the Web of Science electronic database from years 2004–2019 that focused on research in fieldwork which is based on geographical, Science or environmental topics in an educational setting (ev. outdoor education). In total, we identified 79 papers as relevant for the analysis. The documents were coded in MAXQDA (in areas of aims and topic, research sample and research methods). The first results show two dominant areas of research: the research on the effects of fieldwork on pupils (in 44 articles out of 79; among them the prevalent focus was on measuring of effects on pupil’s knowledge or understanding) and effects of the intervention (in 43 studies). The paper will discuss results more carefully, and it will also bring results of prevalent trends in fieldwork research as well as the brief description of empty places in the knowledge about fieldwork.

Anotace anglicky

Fieldwork can be considered as a complex form of education with a potential to provide students with a wide range of environmental learning experiences (Cook, 2008). It offers connections for learning in many areas (general and subject-based knowledge; thinking and problem-solving skills; life skills such as co-operation and interpersonal communication) (Adams and Beauchamp, 2018). All in all, it provides a hands-on opportunity to apply the concepts and skills learned in the classroom to the real world, and that is why it represents a unique opportunity to motivate students to study geography. We have quite a lot of knowledge about the fieldwork; however, trends in the fieldwork change quickly. That is why we decided to review research in the last 15 years (in 2004, Rickinson et al. published the crucial meta-analysis of the fieldwork). Thus the paper aims to describe current research in the area of the fieldwork in educational settings, specifically what topics and in which educational levels are researched. For the study, we opted for the systematic mapping review. We explored empirical papers in the Web of Science electronic database from years 2004–2019 that focused on research in fieldwork which is based on geographical, Science or environmental topics in an educational setting (ev. outdoor education). In total, we identified 79 papers as relevant for the analysis. The documents were coded in MAXQDA (in areas of aims and topic, research sample and research methods). The first results show two dominant areas of research: the research on the effects of fieldwork on pupils (in 44 articles out of 79; among them the prevalent focus was on measuring of effects on pupil’s knowledge or understanding) and effects of the intervention (in 43 studies). The paper will discuss results more carefully, and it will also bring results of prevalent trends in fieldwork research as well as the brief description of empty places in the knowledge about fieldwork.

Návaznosti

• MUNI/A/1337/2019, interní kód MU: Název: Přístupy a metody v edukačním procesu v geografickém a matematickém vzdělávání (Akronym: GEO-MAT)

Investor: Masarykova univerzita, Přístupy a metody v edukačním procesu v geografickém a matematickém vzdělávání, DO R. 2020_Kategorie A - Specifický výzkum - Studentské výzkumné projekty