Beyond The Classroom: Exploring Outdoor Learning in Canadian Schools
Bibliographic record
Abstract
As a result of COVID-19, faults in the Canadian education system have been highlighted. Students are struggling to focus, learn and succeed. Alternative methods to learning and education need to be explored, outdoor learning (OL) being an important possible method in improving youth education. Research has shown that children have better health and academic outcomes when outdoor, nature-based learning is integrated into their schooling. The aim of the current study was to evaluate perspectives on OL experiences from youth, educators and policymakers to create a comprehensive understanding of the benefits, challenges and supports needed to enhance OL, with a focus on equitable access. This research project consisted of three parts: interviews with children, interviews with educators and a geographical scan with policymakers. We employed a framework that encouraged participant engagement so that the project was informed by interest holders and those impacted by the research. The interviews revealed six major themes, being risks; the role of administration; policy; equity; and a diversity of challenges. The results provided insight into the interconnection between policy-, administrator- and educator- level supports and buy-in necessary to enhance the benefits of OL so that they are felt by children within the classroom. This work contributes to a growing body of literature that describes holistic approaches to enhance education and wellness in children.
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How this classification was reachedexpand
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 | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".