Alternating traditional classroom-based teaching techniques with hands-on learning activities outdoors is beneficial for children of all ages. The purpose of this thesis was to explore whether and how teachers may negotiate the constraints to facilitating hands-on learning opportunities outdoors. A snowball sample was used to identify twelve outdoor educators for semi-structured interviews documenting their characteristics, skills and experiences, perceptions of the constraints to outdoor education and recommendations for building interest in and supporting outdoor education. The findings suggested that participants’ childhood experiences outdoors were influential on their decisions to start teaching outdoor education, and that the participants’ perceptions of the constraints varied dependent on their experiences, objectives and attitudes. The participants’ recommendations were focused on what teachers could do to help themselves and each other to succeed. Altogether, the participants’ experiences suggest that passionate and engaged outdoor educators can have a lasting impact on students’ relationships with the natural world. / October 2016
| Identifer | oai:union.ndltd.org:MANITOBA/oai:mspace.lib.umanitoba.ca:1993/31521 |
| Date | 21 July 2016 |
| Creators | Light, Mallory |
| Contributors | Campbell, Michael (Natural Resources Institute), Sinclair, John (Natural Resources Institute) Johnson, Amanda (Kinesiology and Recreation Management) |
| Source Sets | University of Manitoba Canada |
| Detected Language | English |
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