Notice bibliographique
Résumé
The benefits of taking students outside the classroom to learn are plentiful and have been well documented for decades. Yet, engagement in outdoor learning remains limited in Greater Saskatoon Catholic Schools (GSCS). In my research project I sought to better understand this reality and consider solutions. Through a division wide survey and an action research group, I asked teachers what were the barriers holding them back and more importantly, what supports would help them to engage more fully in outdoor learning. There were 69 survey respondents who answered questions about their experiences teaching outside the classroom. The action research group consisted of 7 teachers with a range of elementary school experience, from preschool to grade 8. Through dialogue, the group generated many possible solutions for their respective challenges and over the course of 8 months, I provided the participants with as many of the supports they brainstormed as possible. \nThe reflections of the participants on their experiences indicated that effective professional development in outdoor learning should be holistic, encompassing multi-faceted supports which involve content knowledge, action competency, supportive relationships, worldview and motivation. These findings mirrored the themes uncovered in the literature reviewed. Additionally, the participants recognized certain factors that support outdoor learning, such as communication, scaffolding student experiences, creating a classroom culture, the potential of nearby learning locations, and “thinking outside” first. Moreover, they expressed a desire for a database organized with simple, straightforward, outdoor learning resources.\nAs a researcher, I found considerable interest in outdoor learning but acknowledged that teachers need support to actualize the integration of this teaching practice. Intrinsic motivation is a crucial variable but there are also systemic factors which limit the engagement of teachers such as teaching with under supported, large, complex classes. Overall, the project demonstrated the value in: experiential learning techniques, responsive programming reflective of participant struggles, and professional development with continuity. Finally, to further reconciliation and the decolonization of education, I recognized the importance of authentically including Indigenous knowledge, critical reflection and positionality, and believe that outdoor learning should be a stepping stone towards land-based learning. I also came to better understand my own limitations as a non-Indigenous person trying to support land-based learning, a pedagogy grounded by Indigenous epistemologies.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,002 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».