Thesis (Ph.D.)(Landscape Architecture) -- University of Pretoria, 2002. / Summaries in Afrikaans and English. Includes bibliographical references.

Thesis (M.L.A.)--University of Hong Kong, 2005. / Includes special report study entitled: Microclimate conditions guideline for subtropical zone.

Thesis (M.S.)--Indiana University, 2003. / Includes bibliographical references (leaves 56-60).

Powder snow is becoming an increasingly sought-after resource in the backcountiy areas of British Columbia. This thesis focuses on conflicts between backcountiy skiing, helicopter skiing, and snowmobiling in British Columbia, with particular emphasis on the social-psychological causes of the conflicts. The relative susceptibility to conflict of each activity is addressed through an examination of the literature on outdoor recreation conflict, and a series of statements are developed which are aimed at identifying the socialpsychological causes of conflict for each individual activity. The statements developed out of the literature are applied to a case study based on research done in the Revelstoke region of British Columbia. Surveys were distributed to backcountiy skiers, helicopter skiers and snowmobilers and, in this thesis, the survey data is presented and analysed with a view to developing an understanding of the differences between the demographic profiles and attitudes of participants in each of the three winter activities. In the case of backcountiy skiing, helicopter skiing, and snowmobiling, it is evident that there exists a sort of "hierarchy of conflict" with backcountiy skiing being much more susceptible to conflict than either of the other activities. This difference in susceptibility is explained through an examination of the qualities of each activity which make it more or less susceptible to conflict, and it is demonstrated that the susceptibility to conflict of outdoor recreation activities can be predicted through the examination of a set of particular characteristics inherent to each individual activity. Finally, the policy governing commercial recreation in British Columbia is examined in terms of its efficacy in identifying and preventing potential conflicts. Some suggestions are made for improving policy and policy development. The conflicts between backcountiy skiing, helicopter skiing, and snowmobiling can be seen as a microcosm of the kinds of conflicts which arise between competing users of any natural resource. Some of the findings of this thesis have very broad implications, including the demonstration of the following: the apparent dichotomy between environmental impact and economic interests; the globalisation of the economy; the importance of public participation in the development of policy; the inadequacy of zoning as a means of conflict prevention; the need for an evolution from a "frontier" mentality to future planning; the importance of responsibilities, as well as rights; the need for more tools for managing conflicts. / Science, Faculty of / Resources, Environment and Sustainability (IRES), Institute for / Graduate

abstract: As an urgency has emerged to prepare students to be future-ready, makerspaces have been developed as a technique for teachers to use in classrooms to build science, technology, engineering and math (STEM) skills. Makerspaces expose students to innovation and are powerful tools in training students to use science and engineering practices as they invent, discover and tinker. While indoor makerspaces have been studied in multiple settings, little research has been performed to understand the relevance of makerspaces in outdoor settings. The goal of this study was to aid 20 elementary teachers in developing their understanding of the usefulness and benefits of outdoor makerspaces. A constructivist approach was used in order for participants to overcome pre-conceived barriers about taking students outside for learning. In this qualitative study, participants took part in a hands-on professional development session to learn how to integrate nature into instruction, then used outdoor spaces to engage their own students in three or more outdoor sessions. Teachers reflected before, during and after the intervention to see if the likelihood of engaging students in outdoor learning changed. The findings of the study showed that spending time outside with students led to a multitude of benefits for both students and teachers. Benefits included increased student engagement, expanded learning for students and teachers, and STEM skill development. These findings, suggest that outdoor makerspaces introduce a new platform for training students and teachers about science and engineering practices while providing authentic science connections, high engagement, and benefits to social and emotional balance. / Dissertation/Thesis / Doctoral Dissertation Educational Leadership and Policy Studies 2020

Detta arbete syftar till att samla forskningsresultat kring på vilket sätt utomhuspedagogik påverkar elevernas inlärning, hälsa och välmående. Arbetet undersöker vilka utmaningar som är kopplade till utomhuspedagogik ur lärares perspektiv. Grunden för arbetet utgörs av totalt 24 källor varav en kunskapsöversikt och en doktorsavhandling med inriktning på utomhuspedagogik, 8 böcker samt 14 vetenskapliga artiklar. De har samlats, noggrant undersökts och sammanställts genom systematisk och osystematisk sökning. Resultaten visar att utomhuspedagogik påverkar elevernas inlärning och hälsa mestadels positivt. Det kan dock diskuteras hur eleverna kan påverkas av utomhuspedagogikens intryck. Brist på forskningen i denna fråga har upptäckts. Flera negativa faktorer som påverkar lärarnas inställning och implementering av utomhuspedagogik i den vardagliga verksamheten har identifierats. Däribland brist på kunskaper, resurser, rädsla för faror och det oförutsedda samt avsaknaden av passande miljöer i närheten av skolor och inte minst lärares egna brister på koppling till naturen.

Children’s outdoor play is decreasing. One factor is children's increased use of technology. Contributing to an existing research project, Hållbara Lekmiljöer i Staden by Uppsala University and KTH, the aim of this research project is to investigate the potential role technology could play in children’s outdoor play if integrated within outdoor environments. A further aim of the project is to understand how children use and repurpose (appropriate) their surroundings for play, and whether evidence of one child's play can influence a future child’s play. After a review of relevant literature and previous work, the project conducted a workshop to understand how children conduct outdoor play. Through analysing the behaviours and activities of the children during this workshop (obtained via observations and interviews), three play patterns involving natural materials emerged. These include collecting materials, constructing structures using the materials, and destroying materials. The former two, alongside appropriation and technology, became themes for ideation and inspired the design process, which ultimately produced The Drum. The Drum is a digital-physical play artefact that allows children to create patterns based on their combination and types of touch interactions. Children used the technology to facilitate their play, successful appropriations due to three design features: a recognisable output medium, portability, and small design. However, these features were unable to influence future play and behaviour due to the lack of development of The Drum and the research setup. Therefore, further development of The Drum and a better research setup are suggested as actions for future work.

No description available.

Syftet med den här studien är att ta reda på vilka verksamheter som ingår i utomhusundervisningen i åk 1-6 i skolorna i Pargas, vilka möjligheter och vilka hinder lärarna upplever samt hur eleverna upplever utomhusundervisningen. Undersökningen riktar sig till samtliga klasslärare i Pargas stad. Utgående från att allt fler rapporter visar på barns och ungdomars stillasittande, försämrade hälsa och stressymptom behöver vi medvetet fundera på hur vi kan förändra skolans arbetsmetoder för att befrämja välmående och hälsa. Uppsatsen strävar till att ringa in vad utomhuspedagogik innebär, att ge en liten bakgrund samt redogöra för några, främst nordiska forskares syn på utomhusundervisning. Studien innefattar en lärarenkät, några lärarintervjuer samt belyser elevernas åsikter med hjälp av en elevenkät. Eftersom kopplingen till läroplanen är viktig för att berättiga utomhusundervisning i skolan berörs också den i uppsatsen. Resultatet visar att många lärare upplever tidsbrist och stress p.g.a. utökade uppgifter i skolan, men de flesta är ändå positiva till att undervisa utomhus. De flesta elever är också positivt inställda till undervisning utomhus.

Relatively little research exists on the life significance of outdoor education (OE) programs and courses. There is increasing interest in the OE field to move beyond simply focusing on program-specific outcomes to developing more evidence-based models that analyze the influence of specific mechanisms of change. The purpose of the present study was to investigate the significant life effect of a university OE course upon participants after the course, including the effect of the course upon participants’ intrapersonal, interpersonal and environmental relationships. The present investigation was a two part qualitative-quantitative study. The overarching research question was: What is the perceived life significance of a university undergraduate OE course? The current study involved in-depth interviews with a purposive intensity sample of 17 University of Ottawa alumni who had taken one of the university’s OE courses more than 20 years ago, followed by a web-based survey questionnaire completed by 46 University of Ottawa alumni and students who had taken one of the university’s OE courses between 1975 and 2009. Some of the survey participants had taken both the summer and winter OE courses offered by the University of Ottawa so there was a total of 65 separate course responses in the quantitative study. The findings from this study suggested that the OE course led to development of interpersonal skills, self-discovery, environmental impacts, leisure style change, and increased outdoor knowledge and skills amongst the participants. The idea that this outdoor knowledge and skills was transferred to others (e.g., students and children) also emerged from the data. In addition, in some instances participants expressed the idea that the OE course helped confirm or reinforce already-held beliefs about the outdoors. It is hopeful that the current findings can contribute to OE professional practice and demonstrate the need for OE in university settings.