This project offers a nature program that can be implemented into youth camp programs. Outdoor Residential Camp programs offered by youth organizations provide an outdoor camp experience for many children in the communty. Many offer participants resident summer camp programs which is a perfect venue for the outdoor experience. Children exposed to outdoor experiences develop a greater sense of responsibility to the natural environment around them. The schools are not doing enough to educate youth about the natural environment. This project was written specifically for the Azalea Trails Girl Scout Camp located in the San Jacinto Mountains of Southern California however, it could be adapted to be used at any residental camp setting.

Title: Development of Competencies in Scientific Education through the Active Work of Pupils (Focused On Field Trips) Abstract The overall concept and strategy of science education is undergoing significant changes, the basic starting curricula are designed to develop key competences necessary for personal development and success of each member of society. Therefore, in addition to traditional, perhaps best methods and forms come into the forefront more participatory and inquiry- based approaches that encourage creative approach to teaching and emphasize their own initiative pupils. Unique role of a comprehensive scientific excursion channeled to various locations in order to accomplish a pre- assigned tasks and sophisticated science and social character. A new look in this direction provide natural areas or nature trails where students can explore, understand and assess phenomena in a broader context with regard to their natural, economic or social importance. This direct and indirect nature study research methods, practical activities, especially experimental enables pupils to create complex scientific skills and competencies. It helps students develop the intellectual gradual transition from a predominantly illustrative exploring the world around to explore the rational, abstract. The issue is also...

One of the main purposes with the subject of social studies is, according to The Swedish National Agency for Education (Skolverket), to foster future democratically active citizens and one way to achieve this is to use study visits and bring guests to the social studies education. The purpose of this study was therefore to research teachers’ opportunities and challenges to organize and conducting study visits and guest education. The study was based on three research questions which were related to the types of study visits teachers carried out and what kinds of guests they invite to the classroom and the purpose of these visits, factors that can hinder or in other ways affect study visits and guest education and how teachers perceive students’ attitudes and behaviour during study visits and guest education and their knowledge acquisition in social studies. Eight social studies teachers working at lower and upper secondary schools in Sweden were interviewed though semi-structured interviews. The results showed that the teachers organize study visits and guest education with several purposes and that study visits to the local courthouse, the Swedish Riksdag, local businesses and to the local municipal council were common. Common types of guest education included visits from governmental authorities or other organizations, businesses, and politicians. The results also showed that the teachers were largely affected by factors such as time and school funding to organize study visits and guest education but also by factors such as logistics, lack of control and the pandemic. The teachers believe that students can learn a great deal through study visits and guest education as they have the opportunity to see things first hand, but also that students have a varied ability to ask questions during these occasions and may behave in a non-desirable manner. The discussion section includes result comparisons to previous research and suggestions for future research. / Enligt Skolverket är ett av samhällskunskapens stora uppdrag att fostra framtida demokratiskt aktiva medborgare och ett sätt att göra detta på är att använda studiebesök och gästundervisning i samhällskunskapsundervisningen. Därför var studiens syfte att undersöka lärares möjligheter och utmaningar att arrangera och genomföra studiebesök och gästundervisning utifrån tre frågeställningar. Frågeställningarna är kopplade till vilka typer av studiebesök och gästundervisning lärarna genomför och syftet med dessa, hinder och påverkansfaktorer för att arrangera och genomföra studiebesök och gästundervisning och hur lärare uppfattar elevernas attityder, kunskapsökning och upplevelser av studiebesök och gästundervisning. Åtta verksamma samhällskunskapslärare på gymnasiet och högstadiet intervjuades genom semi-strukturerade intervjuer. Resultatet av de analyserade intervjuerna visade att lärarna genomför studiebesök och gästundervisning med flera syften och att besök till tingsrätten, riksdagen, näringsliv och kommunfullmäktige var vanliga studiebesök. Vanliga gästundervisningar var besök av myndigheter eller andra samhällsaktörer, näringsliv och politiker. Resultatet visade också att lärarna påverkas till stor del av tid och ekonomi för att arrangera och genomföra studiebesök och gästundervisning men också av logistik, brist på kontroll, pandemin och andra påverkansfaktorer. Lärarna berättar att eleverna lär sig mycket genom studiebesök och gästundervisning då de får se saker med egna ögon, men att eleverna också har en varierad förmåga att ställa frågor vid dessa typer av tillfällen och att eleverna kan uppföra sig på ett icke-eftersträvansvärt sätt. I diskussionen diskuteras resultatet kopplat till tidigare forskning och förslag på vidare forskning inom området.

This project begins by examining living history, defining its scope, uses, and relationship to other fields. It further defines and articulates a second-person methodology for construction of living history educational projects, grounding it in historical, educational, and dramatic theory.

La recherche en didactique de l’histoire a analysé de nombreuses approches et ressources employées pour atteindre les diverses visées éducatives de l’enseignement des sciences sociales au secondaire. Elle traite cependant peu de l’usage des artéfacts ou des sites historiques pour faire apprendre aux élèves la démarche critique associée à la pensée historienne et à son mode de lecture. Dans le cadre de cette recherche qualitative et exploratoire, nous avons tenté de réduire cette lacune en documentant et en analysant l’apport d’un cours-voyage virtuel pour enseigner l’euristique de contextualisation partir d’artéfacts et de sites historiques de la Grèce ancienne pris comme objets d’interprétation de l’histoire. Cette étude de cas s’est déroulée dans un collège privé de la région métropolitaine de Montréal durant l’année scolaire 2019-2020. Les participants de cette étude (n= 23), âgés de 16 et 17 ans, étaient inscrits à un cours d’histoire hors programme menant à un voyage en Grèce. L’annulation des voyages scolaires au Québec à la mi-mars 2020 a eu pour effet de « virtualiser » le cours-voyage en intégrant le mode découverte (TD) du jeu vidéo à caractère historique Assassin’s Creed Odyssey. Afin de décrire l’apport de ce cours-voyage virtuel sur la mobilisation de l’euristique de la contextualisation, nous avons opté pour l’analyse de sources multiples et variées, comme le questionnaire, les lettres de motivation, l’observation participante, les productions didactiques et les entretiens de groupe. Les résultats obtenus montrent entre autres que les élèves accordent une grande confiance aux artéfacts, sites historiques et restitutions archéologiques pour étudier le passé. De plus, les élèves contextualisent des artéfacts et des sites historiques lorsqu’ils sont engagés dans une enquête historienne à titre d’interprètes de l’histoire. Enfin, les résultats indiquent que l’action médiatrice de l’enseignant dans les démarches d’apprentissage représente un atout pour la mobilisation des composantes de l’euristique de la contextualisation par les élèves. Ces résultats apportent un éclairage dans le champ indépendant, récent et à défricher de cette euristique de l’histoire, tout en interrogeant l’effet des pratiques enseignantes sur la mobilisation des composantes de la mise en contexte pour la compréhension des réalités sociales. Les résultats serviront de guides pour (re)penser nos cours, ainsi que pour juger de la progression des élèves et de l’efficacité de nos interventions éducatives. / Research in history didactics has analyzed many approaches and resources used to achieve the various educational aims of teaching social sciences in secondary school. However, it does not deal much with the use of artifacts or historical sites to teach students the critical approach associated with historical thinking and its mode of reading. As part of this qualitative and exploratory research, we have tried to reduce that gap by documenting and analyzing the contribution of a virtual field trip to teach a heuristic from artifacts and historical sites of ancient Greece taken as objects of interpretation of history. This case study took place in a private college in the Montreal area during the 2019-2020 school year. The participants in this study (n = 23) between the ages of 16 and 17 years old, were enrolled in an extra-curricular history course leading to a trip to Greece. The cancellation of school trips in Quebec in mid-March 2020 had the effect of “virtualizing” the initial field trip by integrating the Assassin’s Creed Odyssey Discovery Tour: Ancient Greece. To document and describe the contribution of this virtual field trip on the mobilization of the heuristics of contextualizing, we opted for the analysis of multiple varied sources such as a questionnaire, motivation letters, participant observation, historical inquiry, and group discussions. The results obtained show, among other things, that the students perceive artifacts, historical sites, and archaeological restitutions as documents of great confidence for the study of the past. Furthermore, students contextualize artifacts and historic sites when engaged in a historical inquiry as interpreters of history. Finally, the results indicate that the mediating action of the teacher in the learning process represents an asset for the mobilization of the components of the heuristic of contextualization by the students. These results shed light on the independent and recent field of research of this heuristic, while questioning the effect of teaching practices on the mobilization of the components of contextualization for the understanding of social realities. They will serve as guides for (re)thinking our courses, as well as for assess student progress and the effectiveness of our educational interventions.