Finnish student teachers’ ideas of outdoor learning

References

• Akkus, R., Gunelb, M., & Handc, B. (2007). Comparing an inquiry-based approach known as the science writing heuristic to traditional science teaching practices: Are there differences? International Journal of Science Education, 29(14), 1745–1765.
   Web of Science ®Google Scholar
• Auer, M. R. (2008). Sensory perception, rationalism and outdoor environmental education. International Research in Geographical and Environmental Education, 17(1), 6–12.
   Google Scholar
• Banchi, H., & Bell, R. (2008). The many levels of inquiry. Science and Children, 46(2), 26.
   Google Scholar
• Black, R. (2013). Delivering formal outdoor learning in protected areas: A case study of Scottish Natural Heritage National Nature Reserves. International Research in Geographical and Environmental Education, 22(1), 4–22.
   Google Scholar
• Boyer, S., Edmondson, D., Artis, A., & Fleming, D. (2014). Self-directed learning: A tool for lifelong learning. Journal of Marketing Education, 36(1), 20–32.
   Google Scholar
• Churchill, D., Kennedy, D., Flint, D., & Cotton, N. (2010). Using handhelds to support students’ outdoor educational activities. International Journal of Continuing Engineering Education and Life Long Learning, 20(1), 54–71.
   Google Scholar
• Dahlgren, L.-O., & Szczepanski, A. (1998). Outdoor education: Literary education and sensory experience. Kinda: Linköping University.
   Google Scholar
• Donaldson, G. W., & Donaldson, L. E. (1958). Outdoor education: A definition. Journal of Health, Physical Education and Recreation, 29(5), 17–63.
   Google Scholar
• Fägerstam, E. (2012). Space and place: perspectives on outdoor teaching and learning [ Doctoral dissertation]. Linköping University Electronic Press.
   Google Scholar
• Fägerstam, E. (2014). High school teachers’ experience of the educational potential of outdoor teaching and learning. Journal of Adventure Education & Outdoor Learning, 14(1), 56–81.
   Google Scholar
• Finnish National Board of Education (2014). Basic education. http://www.oph.fi/english/curricula_and_qualifications/basic_education. Available in English from https://www.ellibs.com/fi/book/9789521362590/national-core-curriculum-for-basic-education-2014.
   Google Scholar
• Francis, C., Breland, T. A., Østergaard, E., Lieblein, G., & Morse, S. (2013). Phenomenon-based learning in agroecology: A prerequisite for transdisciplinarity and responsible action. Agroecology and Sustainable Food Systems, 37(1), 60–75.
   Web of Science ®Google Scholar
• Genc, M., Genc, T., & Rasgele, P. G. (2018). Effects of nature-based environmental education on the attitudes of 7th grade students towards the environment and living organisms and affective tendency. International Research in Geographical and Environmental Education, 27(4), 326–340.
   Web of Science ®Google Scholar
• Gilbertson, K., Bates, T., McLaughlin, T., & Ewert, A. (2006). Outdoor education: Methods and strategies. Champaign: Human Kinetics.
   Google Scholar
• Gray, T., & Martin, P. (2012). The role and place of outdoor education in the Australian national curriculum. Journal of Outdoor and Environmental Education, 16(1), 39–50.
   Google Scholar
• Hansen Sandseter, E. B., & Hagen, T. L. (2016). Scandinavian early childhood education: Spending time in the outdoors. In B. Humberstone, H. Prince, & K. A. Henderson (Eds.), Routledge international handbook of outdoor studies (pp. 95–102). New York, NY: Routledge.
   Google Scholar
• Harun, M. T., & Salamuddin, N. (2014). Promoting social skills through outdoor education and assessing its effects. Asian Social Science, 10(5), 71.
   Google Scholar
• Hergan, I., & Umek, M. (2017). Comparison of children’s wayfinding, using paper map and mobile navigation. International Research in Geographical and Environmental Education, 26(2), 91–106.
   Web of Science ®Google Scholar
• Herrington, A. J., & Herrington, J. A. (2007). What is an authentic learning environment? In L. A. Tomei (Ed.), Online and distance learning: Concepts, methodologies, tools, and applications (pp. 68–77). Hershey, PA: Information Science Reference.
   Google Scholar
• Humberstone, B., Prince, H., & Henderson, K. A. (2016). Introduction. In B. Humberstone, H. Prince, & K. A. Henderson (Eds.), Routledge international handbook of outdoor studies (pp. 1–2). New York, NY: Routledge.
   Google Scholar
• Kangas, M. (2010). Creative and playful learning: Learning through game co-creation and games in a playful learning environment. Thinking Skills and Creativity, 5(1), 1–15.
   Web of Science ®Google Scholar
• Knowles, M. (1975). Self-directed learning: A guide for learners and teachers. Cambridge: Adult Education.
   Google Scholar
• Krokfors, L., Kangas, M., Vitikka, E., & Mylläri, J. (2010). Näkökulmia koulupedagogiikkaan. [Perspectives on school pedagogy]. In R. Smeds, L. Krokfors, H. Ruokamo, & A. Staffans (Eds.), InnoSchool: Välittävä koulu – Oppimisen verkostot, ympäristöt ja pedagogiikka [Caring School - Learning Networks, Environments and Pedagogy]. (pp. 51–86). Espoo: Aalto University School of Science and Technology. Retrieved January 6, 2019, from. http://innoschool.tkk.fi/framet/InnoSchool_kirja.pdf
   Google Scholar
• Land, S. M., & Zimmerman, H. T. (2015). Socio-technical dimensions of an outdoor mobile learning environment: A three-phase design-based research investigation. Educational Technology Research and Development, 63(2), 229–255.
   Web of Science ®Google Scholar
• Lehesvuori, S., Ratinen, I., Kulhomäki, O., Lappi, J., & Viiri, J. (2011). Enriching primary student teachers’ conceptions about science teaching: Towards dialogic inquiry-based teaching. Nordic Studies in Science Education, 7(2), 140–159.
   Google Scholar
• Lonka, K. (2018). Phenomenal learning from Finland. Helsinki: Edita Publishing.
   Google Scholar
• Lonka, K., Hietajärvi, L., Makkonen, J., Sandström, N., & Vaara, L. (2015). Ilmiölähtöisesti kohti innostavaa oppimista. [Phenomenon-oriented towards inspiring learning]. In H. Cantell (Ed.) Näin rakennat monialaisia oppimiskokonaisuuksia. [This is how you build multidisciplinary learning entities]. Helsinki: PS-Kustannus.
   Google Scholar
• Lugg, A. (2007). Developing sustainability-literate citizens through outdoor learning: Possibilities for outdoor education in higher education. Journal of Adventure Education & Outdoor Learning, 7(2), 97–112.
   Google Scholar
• Marttila, M. (2016). Elämys- ja seikkailupedagoginen luontoliikunta opetussuunnitelman toteutuksessa: Etnografinen tutkimus. [Experiential and adventure pedagogical nature exercise in the implementation of the curriculum: ethnographic research]. Studies in Sport, Physical Education and Health, (237).
   Google Scholar
• Minner, D., Levy, A., & Century, J. (2010). Inquiry-based science instruction: What is it and does it matter? Journal of Research in Science Teaching, 47(4), 474–496.
   Web of Science ®Google Scholar
• Orr, D. W. (2004). Earth in mind: On education, environment and the human prospect. Washington, DC: Island Press.
   Google Scholar
• Østergaard, E., Lieblein, G., Bredland, T., & Francis, C. (2010). Students learning agroecology: Phenomenon-based education for responsible action. Journal of Agricultural Education and Extension, 16(1), 23–37.
   Google Scholar
• Palmberg, I. E., & Kuru, J. (2000). Outdoor activities as a basis for environmental responsibility. The Journal of Environmental Education, 31(4), 32–36.
   Google Scholar
• Prince, H. (2016). Introduction. In B. Humberstone, H. Prince, & K. A. Henderson (Eds.), Routledge international handbook of outdoor studies (pp. 81–84). New York, NY: Routledge.
   Google Scholar
• Radu, I. (2014). Augmented reality in education: A meta-review and crossmedia analysis. Personal & Ubiquitous Computing, 18(6), 1533–1543.
   Web of Science ®Google Scholar
• Ratinen, I. (2016). Primary student teachers' climate change conceptualization and implementation on inquiry-based and communicative science teaching: a design research. Jyväskylä studies in education, psychology and social research, (555).
   Google Scholar
• Resnick, L. B. (1987). Learning in school and out. Educational Researcher, 16, 13–20.
   Google Scholar
• Rickinson, M., Dillon, J., Teamy, K., Morris, M., Choi, M.-Y., Sanders, D., & Benefield, P. (2004). A review of research on outdoor learning. Shrewsbury, UK: Field Studies Council/National Foundation for Educational Research.
   Google Scholar
• Sahlberg, P. (2015). Phenomenon based learning. Retrieved August 8, 2018, from http://www.phenomenaleducation.info/phenomenon-based-learning.html.
   Google Scholar
• Scrutton, R. A. (2015). Outdoor adventure education for children in Scotland: Quantifying the benefits. Journal of Adventure Education & Outdoor Learning, 15(2), 123–137.
   Web of Science ®Google Scholar
• Silander, P. (2015). Rubric for phenomenon-based learning. Retrieved January 5, 2019, from http://www.phenomenaleducation.info/phenomenon-based-learning.
   Google Scholar
• Sormunen, E. (2019). Professorit kertovat, mikä uudessa opetussuunnitelmassa meni pieleen – Heidän mielestään koulut ovat tulkinneet sen väärin. [Professors tell what went wrong in the new curriculum - they think schools have misinterpreted it.] Retrieved August 28, 2019, from https://yle.fi/uutiset/3-10934880.
   Google Scholar
• Stemler, S. (2001). An overview of content analysis. Practical Assessment, Research and Evaluation, 7(17), Retrieved January 09, 2019 from http://PAREonline.net/getvn.asp?v=7&n=17
   Google Scholar
• Stone, K. (2009). Smart by nature. Berkeley, CA: Centre for Ecoliteracy.
   Google Scholar
• Symeonidis, V., & Schwarz, J. F. (2016). Phenomenon-based teaching and learning through the pedagogical lenses of phenomenology: The recent curriculum reform in Finland. Forum Oświatowe, 28(2), 31–47.
   Google Scholar
• Tan, T. H., Liu, T. Y., & Chang, C. C. (2007). Development and evaluation of an RFID-based ubiquitous learning environment for outdoor learning. Interactive Learning Environments, 15(3), 253–269.
   Web of Science ®Google Scholar
• Telemäki, M. (1998). Kurt Hahn ja elämyspedagogiikka. [Kurt Hahn and experimental pedagogy]. In T. Lehtonen (Ed.), Elämän seikkailu - Näkökulma elämyksellisen ja kokemuksellisen oppimisen kysymyksiin Suomessa. [The adventure of life - A perspective on the issues of experiential and experiential learning in Finland.]. Atena.
   Google Scholar
• Woolfolk, A. (2012). Educational psychology (12th ed.). New York: Pearson.
   Google Scholar
• Wright, G. B. (2011). Student-centered learning in higher education. International Journal of Teaching and Learning in Higher Education, 23(1), 92–97.
   Google Scholar
• Yin, R. K. (2017). Case study research and applications: Design and methods. SAGE Publications.
   Google Scholar
• Yoon, S. A., Elinich, K., Wang, J., Steinmeier, C., & Tucker, S. (2012). Using augmented reality and knowledge-building scaffolds to improve learning in a science museum. International Journal of Computer-Supported Collaborative Learning, 7(4), 519–541.
   Web of Science ®Google Scholar
• Zacharia, Z. C., Lazaridou, C., & Avraamidou, L. (2016). The use of mobile devices as means of data collection in supporting elementary school students’ conceptual understanding about plants. International Journal of Science Education, 38(4), 596–620.
   Web of Science ®Google Scholar