Perceptions of outdoor learning among secondary school teachers in England

LEE, SAM (2020) Perceptions of outdoor learning among secondary school teachers in England. Masters dissertation, University of Cumbria. Item availability may be restricted.

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Abstract

In almost every way, our planet is reeling from the damage done to it by human action. We are continuing a thousand-year migration from sparse, rural populations to dense urban life. In this
move, we are obstructing our view of a planet-wide catastrophe behind layers of concrete. We are leading increasingly sedentary lifestyles, with rising obesity and disease. It is claimed that in order
to reverse these trends, our education system must radically change to expose children to the green environment. Outdoor learning is often promoted as a mechanism for engaging young people with their environment. This research utilises a survey of secondary teachers in England (n=53) to understand their perceptions of outdoor learning, with the aim of identifying the barriers in
place to taking children outside as part of their school experience. The study shows that these teachers are overwhelmingly supportive of spending time outdoors, and in general are keen to take
their lessons outside. The barriers identified align with Rickinson et al (2004), and further barriers around risk perception and school-based support are apparent. Popular definitions of outdoor learning among teachers are compatible with curriculum learning and supportive of physical activity.

Item Type:	Thesis/Dissertation (Masters)
Departments:	Institute of Science and Environment > Outdoor Studies
Depositing User:	Heather Prince
Date Deposited:	30 Mar 2021 08:14
Last Modified:	13 Jan 2024 11:17
URI:	https://insight.cumbria.ac.uk/id/eprint/6017