Meaning-making of student experiences during outdoor exploration time

ABSTRACT

The purpose of this study was to gather the thoughts and opinions of students and their teachers around the benefits of outdoor exploration time. Students within three grade 3 classes in one western Canadian province were afforded opportunities to connect with the outdoor elements and each other in designated forested areas near their school, while also enjoying free outdoor learning time. Semi-structured focus group interviews were conducted for participants to share their experiences. Using a thematic approach, four key findings emerged from these interviews: expanding perspectives, connection to nature, sense of choice, and enjoyment. According to the findings, affording an outdoor space and the opportunity for students to spend time outside on a consistent basis may be an important way to give students the chance to learn in an organic way from nature, form deep connections to nature, develop within themselves a sense of choice, and find enjoyment in the natural environment.

KEYWORDS:

• Elementary Education
• experiential Education
• outdoor Learning

Acknowledgments

The authors would like to thank the teachers and students who participated in this study, without whom this work would not have been possible.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Stephen Berg

Stephen Berg is an Associate Professor in the Okanagan School of Education at the University of British Columbia. Dr. Berg’s research is in children’s health and wellbeing and early learning environments related to physical activity. He teaches undergraduate courses in physical and health education, and post-graduate courses in research methodology and early learning.

Brent Bradford

Brent Bradford is an Associate Professor in the Faculty of Education at Concordia University of Edmonton. Dr. Bradford’s research foci include: physical and health education; wellness; teacher education; and early learning environments related to physical activity. Brent teaches an array of teacher education-related courses (e.g. Year One planning, physical education) in the undergraduate, After Degree, and graduate-level programs.

Joe Barrett

Joe Barrett is an Associate Professor in the Faculty of Education at Brock University. Dr. Barrett’s research is associated with school health policy, health and physical education pedagogy, culturally responsive pedagogy, and coaching and sport pedagogy. Dr. Barrett teaches undergraduate and graduate courses in health and physical education, and sport coaching pedagogy.

Daniel B. Robinson

Daniel B. Robinson is a Professor in the Faculty of Education at St. Francis Xavier University. Dr. Robinson’s research focuses upon curriculum theory, social justice within physical and health education, and school and community programming for health, wellness, and physical literacy. He teaches both undergraduate and graduate courses, focusing predominately upon physical and health education.

Fabiano Camara

Fabiano Camara is a Graduate Student inthe Okanagan School of Education at the University of British Columbia. Dr. Camara’s line of research focuses on mentoring, physical activity, and wellbeing.

Tess Perry

Tess Perry is a teacher in the Central Okanagan School District, Canada. She has completed her Masters of Education at the University of British Columbia, Okanagan.