Bridging the gap between theory and practice: development of a framework and resources for school-based outdoor education through action research
Bibliographic record
Abstract
Abstract In Québec, Canada, interest in school-based outdoor education is growing, driven by educators’ grassroots efforts and ministerial support. Despite its increasing adoption, a shared understanding of school-based outdoor education remains lacking. In response to this lack of shared understanding, this study adopted an action research approach, engaging 37 practitioner-researchers across various educational and professional roles to co-develop a framework and resources for school-based outdoor education. Guided by Guay and Gagnon’s (2021) methodology, our research team and practitioner-researchers collaboratively identified the current situation, priority problems, and a desired situation, as well as the research, action, and educational aims of the study. The resulting framework includes a clear, consensus-based definition and eight guiding principles that reflect a diversity of practices and contexts. Additionally, six professional development resources were co-created to support outdoor education across different educational levels and sectors. These resources aim to promote a shared understanding and facilitate capacity-building among educators, administrators, and public health professionals. Findings highlight the importance of intersectoral collaboration, contextual sensitivity, and professional learning in developing a framework and resources for school-based outdoor education. The study’s contributions include a contextually grounded framework and practical resources to support policy development, pre-service and in-service training. While the framework was validated by collaborating practitioner-researchers involved in this action research, its relevance and transferability in other educational contexts—such as different provinces, international settings, or culturally diverse communities—remain to be further explored.
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.
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 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| 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".