How can place support pedagogy? Application of the concept of cognitive affordances in research and design of outdoor learning environments

References

• Adams, E. (1990). Learning through landscapes : A report on the use, design, management and development of school grounds. Winchester : Learning through Landscapes Trust.
   Google Scholar
• Aminpour, F., Bishop, K., & Corkery, L. (2020). The hidden value of in-between spaces for children’s self-directed play within outdoor school environments. Landscape and Urban Planning, 194, 103683. doi:10.1016/j.landurbplan.2019.103683
   Web of Science ®Google Scholar
• Austin, S. (2021). The school garden in the primary school: Meeting the challenges and reaping the benefits. Education 3-13, 50(6), 707–721. doi:10.1080/03004279.2021.1905017
   Web of Science ®Google Scholar
• Barker, R. G., (1976). On the nature of the environment. In H. M. Proshansky, W. H. Ittelson, R. G. & Rivlin, (Eds.), Environmental psychology : People and their physical settings (pp. 12–26). New York: Holt, Rinehart and Winston.
   Google Scholar
• Bettelheim, B. (1972). Play and education. The School Review, 81(1), 1–13. doi:10.1086/443059
   Google Scholar
• Christie, B., & Higgins, P. (2020). The educational outcomes of learning for sustainability : A Brief review of literature. https://www.gov.scot/publications/educational-outcomes-learning-sustainability-brief-review-literature/pages/3/
   Google Scholar
• Christie, B., Beames, S., & Higgins, P. (2015). Culture, context and critical thinking: Scottish secondary school teachers’ and pupil’s experiences of outdoor learning. British Educational Research Journal, 42(3), 417–437.
   Web of Science ®Google Scholar
• Corbin, J. M., & Strauss, A. (1990). Grounded theory research: Procedures, canons, and evaluative criteria. Qualitative Sociology, 13(1), 3–21. doi:10.1007/BF00988593
   Web of Science ®Google Scholar
• Dyment, J. E. (2005). Green school grounds as sites for outdoor learning: Barriers and opportunities. International Research in Geographical and Environmental Education, 14(1), 28–45. doi:10.1080/09500790508668328
   Google Scholar
• Fiskum, T. A., & Jacobsen, K. (2013). Outdoor education gives fewer demands for action regulation and an increased variability of affordances. Journal of Adventure Education & Outdoor Learning, 13(1), 76–99. doi:10.1080/14729679.2012.702532
   Google Scholar
• Francis, M. (2001). A case study method for landscape architecture. Landscape Journal, 20(1), 15–29. doi:10.3368/lj.20.1.15
   Google Scholar
• Gaver, W. W. (1996). Situating action II: Affordances for interaction: The social is material for design. Ecological Psychology, 8(2), 111–129. doi:10.1207/s15326969eco0802_2
   Web of Science ®Google Scholar
• Gibson, E. J., & Pick, A. D. (2000). An ecological approach to perceptual learning and development. Oxford Univ. Press.
   Google Scholar
• Gibson, J. J. (1979). The ecological approach to visual perception. Boston: Houghton Mifflin.
   Google Scholar
• Hartson, H. R. (2003). Cognitive, physical, sensory, and functional affordances in interaction design. Behaviour & Information Technology, 22(5), 315–338. http://research.cs.vt.edu/usability/publications/Hartson - affordances - BIT.pdf. doi:10.1080/01449290310001592587
   Web of Science ®Google Scholar
• Heft, H. (1988). Affordances of children’s environments: A functional approach to environmental description. Children’s Environments Quarterly, 5(3), 29–37.
   Google Scholar
• Heft, H. (2010). Affordances in the perception of landscape: an enquiry into environmental perception and aesthetics. In C. W Thompson, P. Aspinall, & S. Bell (Eds.), Innovative approaches to researching landscape and health : Open space: people space 2 (pp. 9–32). New York : Routledge.
   Google Scholar
• Herrington, S., Studtmann, K., Rodiek, J. E., & Steiner, F. (1998). Landscape interventions : New directions for the design of children’s outdoor play environments. Landscape and Urban Planning, 42(2-4), 191–205. doi:10.1016/S0169-2046(98)00087-5
   Web of Science ®Google Scholar
• Heusser, C. P., Adelson, M., & Ross, D. (1986). How children use their elementary school playgrounds. Children’s Environments Quarterly, 3(3), 3–11.
   Google Scholar
• Kelz, C., Evans, G. W., & Roderer, K. (2013). The restorative effects of redesigning the schoolyard: A multi-methodological, quasi-experimental study in rural Austrian middle schools. Environment and Behavior, 20(10), 1–21.
   Google Scholar
• Khan, M., & Bell, R. (2019a). Gardening with green gym and meat free Monday. In R. Bell & M. Khan (Eds.), Report on quantitative and qualitative evaluations of impacts and benefits of nine INHERIT case studies (pp. 90–120). https://inherit.eu/quantitative-and-qualitative-evaluations-of-impacts-and-benefits-of-nine-inherit-case-studies/. Accessed 19 Dec 2023.
   Google Scholar
• Khan, M., & Bell, R. (2019b). Effects of a school based intervention on children’s physical activity and healthy eating: A mixed methods study. International Journal of Environmental Research and Public Health, 16(22), 4320. doi:10.3390/ijerph16224320
   PubMed Web of Science ®Google Scholar
• Khan, M., & McGeown, S. (2019). P18 Designing for well-being: The influence of a schoolyard intervention on subjective well-being. BMJ Open, 9(Suppl 1), A20–A21. doi:10.1136/bmjopen-2019-qhrn.53
   Google Scholar
• Khan, M., Bell, S., McGeown, S., & Silveirinha de Oliveira, E. (2020). Designing an outdoor learning environment for and with a primary school community: A case study in Bangladesh. Landscape Research, 45(1), 95–110. doi:10.1080/01426397.2019.1569217
   Web of Science ®Google Scholar
• Khan, M., Bell, S., de Oliveira, E. S., & McGeown, S. (2016). Can outdoor environments improve children’s motivation to learn?. Presented at: EDRA 47 Raleigh: Innovation: Shifting Grounds, Raleigh, NC, USA, 18–21 May 2016.
   Google Scholar
• Khan, M., McGeown, S. P., & Islam, M. Z. (2019). There is no better way to study science than to collect and analyse data in your own yard’: Outdoor classrooms and primary school children in Bangladesh. Children’s Geographies, 17(2), 217–230. doi:10.1080/14733285.2018.1490007
   Web of Science ®Google Scholar
• Khan, M., McGeown, S., & Bell, S. (2020). Can an outdoor learning environment improve children’s academic attainment? A quasi-experimental mixed methods study in Bangladesh. Environment and Behavior, 52(10), 1079–1104. doi:10.1177/0013916519860868
   Web of Science ®Google Scholar
• Khan, M., Smith, T. A., Anand, K., Hossain, T., & Islam, M. Z. (2022). Crisis-led approaches to teaching and learning in Bangladesh: towards a blended learning framework. Cardiff University.
   Google Scholar
• Khan, M., Smith, T., Islam, M. Z., Anand, K., Hossain, T., Ahmed, S., … Sarwar, M. A. H. (2021). Crisis-led approaches to teaching and learning in Bangladesh: Workshop 1 report.
   Google Scholar
• Kuo, M., Mhem, B. E. M., Browning, M. H., Sachdeva, S., Lee, K., & Westphal, L. (2018). Might school performance grow on trees? Examining the link between “greenness” and academic achievement in urban, high-poverty schools. Frontiers in Psychology, 9, 1669. doi:10.3389/fpsyg.2018.01669
   PubMed Web of Science ®Google Scholar
• Kyttä, M. (2002). Affordances of children’s environments in the context of cities, small towns, suburbs and rural villages in Finland and Belarus. Journal of Environmental Psychology, 22(1-2), 109–123. doi:10.1006/jevp.2001.0249
   Web of Science ®Google Scholar
• Kyttä, M. (2004). The extent of children’s independent mobility and the number of actualized affordances as criteria for child-friendly environments. Journal of Environmental Psychology, 24(2), 179–198. doi:10.1016/S0272-4944(03)00073-2
   Web of Science ®Google Scholar
• Marchant, E., Todd, C., Cooksey, R., Dredge, S., Jones, H., Reynolds, D., … Brophy, S. (2019). Curriculum-based outdoor learning for children aged 9-11: A qualitative analysis of pupils’ and teachers’ views. PLOS One, 14(5), e0212242. doi:10.1371/journal.pone.0212242
   PubMed Web of Science ®Google Scholar
• Marcus, L., Giusti, M., & Barthel, S. (2016). Cognitive affordances in sustainable urbanism: Contributions of space syntax and spatial cognition. doi:10.1080/13574809.2016.1184565
   Google Scholar
• Martin, S. H. (2002). The classroom environment and its effects on the practice of teachers. Journal of Environmental Psychology, 22(1-2), 139–156. doi:10.1006/jevp.2001.0239
   Web of Science ®Google Scholar
• Mills, J., Birks, M., & Hoare, K. (2017). Grounded theory. In J. Mills & M. Birks (Eds.), Qualitative methodology: A practical guide (pp. 107–122). SAGE. doi:10.4135/9781473920163
   Google Scholar
• Moore, R. C., & Cosco, N. G. (2007). What makes a park inclusive and universally designed? A multi-method approach. In C. W Thompson & P. Travlou (Eds.), Open space : People space (pp. 85–110). London; New York : Taylor and Francis.
   Google Scholar
• Moore, R. C., & Wong, H. H. (1997). Natural learning : The life history of an environmental schoolyard : creating environments for rediscovering nature’s way of teaching. Berkeley, CA: MIG Communications.
   Google Scholar
• Mygind, E. (2009). A comparison of childrens’ statements about social relations and teaching in the classroom and in the outdoor environment. Journal of Adventure Education & Outdoor Learning, 9(2), 151–169. doi:10.1080/14729670902860809
   Google Scholar
• Nugent, C. L. (2018). Sensory-ethnographic observations at three nature kindergartens. International Journal of Research & Method in Education, 41(4), 468–479. doi:10.1080/1743727X.2018.1483327
   Web of Science ®Google Scholar
• O’Brien, L. (2009). Learning outdoors: The Forest School approach. Education, 37(1), 45–60. 3-13,
   Google Scholar
• Piaget, J. (1964). Development and learning. In R. E. Ripple & V. N. Rockcastle (Eds.), Piaget rediscovered (pp. 7–20). New York: Cornell University.
   Google Scholar
• Roe, J. (2008). The restorative power of natural and built environments. Edinburgh: Heriot-Watt University.
   Google Scholar
• Roe, J., & Aspinall, P. (2011). The restorative outcomes of forest school and conventional school in young people with good and poor behaviour. Urban Forestry & Urban Greening, 10(3), 205–212. doi:10.1016/j.ufug.2011.03.003
   Web of Science ®Google Scholar
• Rowe, S., & Humphries, S. (2012). The Coombes approach: Learning through an experiential and outdoor curriculum. Bloomsbury: Bloomsbury Publishing.
   Google Scholar
• Smith, W. R., Moore, R., Cosco, N., Wesoloski, J., Danninger, T., Ward, D. S., … Ries, N. (2014). Increasing physical activity in childcare outdoor learning environments: The effect of setting adjacency relative to other built environment and social factors. Environment and Behavior, 48(4), 550–578. doi:10.1177/0013916514551048
   Web of Science ®Google Scholar
• Tai, L., Haque, M. T., McLellan, G. K., & Knight, E. J. (2006). Designing outdoor environments for children: Landscaping school yards, gardens and playgrounds. New York City: McGraw-Hill.
   Google Scholar
• Vygotsky, L. S., Cole, M., John-Steiner, V., Scribner, S., & Souberman, E. (1978). Mind in society. Cambridge, Massachusetts and London, England: Harvard University Press.
   Google Scholar
• Ward Thompson, C. (2013). Activity, exercise and the planning and design of outdoor spaces. Journal of Environmental Psychology, 34, 79–96. doi:10.1016/j.jenvp.2013.01.003
   Web of Science ®Google Scholar
• Wells, N. M., Myers, B. M., Todd, L. E., Barale, K., Gaolach, B., Ferenz, G., … Falk, E. (2015). The effects of school gardens on children’s science knowledge: A randomized controlled trial of low-income elementary schools. International Journal of Science Education, 37(17), 2858–2878. doi:10.1080/09500693.2015.1112048
   Web of Science ®Google Scholar
• Yin, R. K. (2009). Case study research: Design and methods (4th ed.). Thousand Oaks: SAGE.
   Google Scholar