Scholarlink

<p>This research aimed to investigate the involvement of two groups of students from a green school in outdoor learning: 57 fourth-graders who engaged in a nearby stream study and 42 fifth-graders who focused on the nesting colony of Lesser Kestrels in their school yard. These students are often referred to as the “screen generation,” a term used to describe those born from 2011 onwards because of their high amount of screen time. Their outdoor learning program involved a blend of diverse activities employed to promote environmental preservation. The research drew on Bronfenbrenner’s ecological systems theory as its theoretical framework. Through a phenomenological qualitative approach, data was gathered from personal reflections, analysis of artwork and explanations, and information obtained from focus groups. Three main themes emerged from the analysis: The transformative impact of experiential nature-based education, improved sense of learning and memory through outdoor learning, and active learning pedagogy in outdoor settings. By applying Bronfenbrenner’s ecological systems theory to outdoor learning, the research identified five systems that influence students’ development in this context. The findings highlighted the positive impact of outdoor experiences on effective learning processes and emphasized the importance of environmental conservation at both the local and international levels.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

The perception of outdoor learning of fourth- and fifth-grade students, commonly referred to as the “screen generation”

  • 期刊论文

  • 发表日期：

    2025年5月7日

查看全文
  • Adiv Gal

摘要

This research aimed to investigate the involvement of two groups of students from a green school in outdoor learning: 57 fourth-graders who engaged in a nearby stream study and 42 fifth-graders who focused on the nesting colony of Lesser Kestrels in their school yard. These students are often referred to as the “screen generation,” a term used to describe those born from 2011 onwards because of their high amount of screen time. Their outdoor learning program involved a blend of diverse activities employed to promote environmental preservation. The research drew on Bronfenbrenner’s ecological systems theory as its theoretical framework. Through a phenomenological qualitative approach, data was gathered from personal reflections, analysis of artwork and explanations, and information obtained from focus groups. Three main themes emerged from the analysis: The transformative impact of experiential nature-based education, improved sense of learning and memory through outdoor learning, and active learning pedagogy in outdoor settings. By applying Bronfenbrenner’s ecological systems theory to outdoor learning, the research identified five systems that influence students’ development in this context. The findings highlighted the positive impact of outdoor experiences on effective learning processes and emphasized the importance of environmental conservation at both the local and international levels.