Supporting the emergence of outdoor teaching practices in primary school settings: a literature review
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Outdoor teaching practices seem to be gaining in importance in many countries, and their positive effects are increasingly being documented. With the aim of providing an overview of what is known about what can support teachers who wish to teach outdoors, this article proposes a literature review on this topic. It poses the following question: What supports the emergence of outdoor teaching practices in primary schools? To answer this question, 33 texts published between 2012 and 2022 and presenting empirical results relating to outdoor teaching with primary school pupils (aged 5–12) were analysed. The results suggest six ways to support the emergence of outdoor practice: (1) building a common culture; (2) securing initiative through experimentation; (3) offering practical training in real-life contexts; (4) networking communities of professionals interested in outdoor pedagogy; (5) peer-to-peer planning, implementation and evaluation; and (6) including outdoor pedagogy in the school curriculum. Actions that could be undertaken by key players in the school field – teachers, pedagogical advisors, principals and school board administrators – to contribute to the emergence of outdoor teaching practices at the primary level are proposed.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it