DOCSLIB.ORG

Space and Place: Perspectives on Outdoor Teaching and Learning

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Space and Place: Perspectives on Outdoor Teaching and Learning Space and Place Perspectives on outdoor teaching and learning Emilia Fägerstam Linköping Studies in Behavioural Science No. 167 Linköping University Department of Behavioural Sciences and Learning Linköping 2012 Distributed by: Linköping University Department of Behavioural Sciences and Learning Linköping University SE-581 83 Linköping Emilia Fägerstam Space and Place Perspectives of outdoor teaching and learning Upplaga 1:1 ISBN 978-91-7519-813-2 ISSN 1654-2029 Cover: Temperate rainforest, Tasmania and high school students, Sweden - Photos by Emilia Fägerstam ©Emilia Fägerstam Department of Behavioural Sciences and Learning, 2012 Printed by: Liu-tryck 2012 Trött på alla som kommer med ord, ord men inget språk for jag till den snötäckta ön. Det vilda har inga ord. De oskrivna sidorna breder ut sig åt alla håll! Jag stöter på spåren av rådjursklövar i snön. Språk men inga ord. Tomas Tranströmer Table of Contents ACKNOWLEDGMENTS ........................................................................................ V LIST OF PAPERS..................................................................................................VII 1. INTRODUCTION ....................................................................................... - 1 - AIMS FOR THE THESIS .......................................................................................... - 2 - STRUCTURE OF THIS THESIS ................................................................................ - 3 - 2. BACKGROUND .......................................................................................... - 5 - THE CONCEPT OF OUTDOOR EDUCATION ............................................................. - 5 - SCHOOL-BASED OUTDOOR TEACHING AND LEARNING ......................................... - 7 - Previous research on outdoor teaching and learning in secondary school ..... - 7 - Social and affective aspects ...................................................................... - 8 - Research in pre-school and primary school ................................................... - 8 - Teacher’s perceptions on the potential of and barriers to outdoor teaching .. - 9 - PLACE-BASED EDUCATION ................................................................................ - 10 - NATURE EXPERIENCE AND ENVIRONMENTAL CONCERN .................................... - 12 - HUMAN-NATURE RELATIONSHIPS ...................................................................... - 14 - CONCLUDING COMMENTS AND REFLECTIONS .................................................... - 14 - 3. THE THEORETICAL FRAMEWORK: LEARNING AND PLACE DIMENSIONS ..................................................................................................... - 17 - THREE DIMENSIONS OF LEARNING ..................................................................... - 17 - The content dimension of learning .............................................................. - 18 - A social dimension to learning .................................................................... - 20 - The emotional dimension of learning .......................................................... - 21 - EXPERIENCE AND EXPERIENTIAL LEARNING ...................................................... - 22 - THE IMPLICATIONS FOR THIS THESIS.................................................................. - 24 - SPACE AND PLACE ............................................................................................. - 24 - Specificity and scale .................................................................................... - 25 - Place as ‘insideness’ and belonging ............................................................ - 26 - Social space ................................................................................................. - 27 - SPACE, PLACE AND OUTDOOR LEARNING........................................................... - 27 - I 4. METHODOLOGY .................................................................................... - 29 - THE EXPLORATORY AND ABDUCTIVE RESEARCH PROCESS HEREIN .................... - 29 - AN ONTOLOGICAL AND EPISTEMOLOGICAL PERSPECTIVE .................................. - 31 - MIXED METHODS RESEARCH ............................................................................ - 33 - Philosophical foundations in mixed methods research ................................ - 33 - RESEARCH DESIGN ............................................................................................ - 34 - Empirical context ......................................................................................... - 34 - Implementation of outdoor teaching ............................................................ - 36 - An exploratory sequential design ................................................................ - 37 - Data collection ............................................................................................. - 38 - METHODOLOGICAL DISCUSSION ........................................................................ - 39 - Interviews as a source of data ...................................................................... - 39 - Quantitative data and statistical analyses ..................................................... - 40 - Levels of measurements .......................................................................... - 40 - Statistical analysis ................................................................................... - 41 - Trustworthiness ........................................................................................... - 41 - Ethical issues ............................................................................................... - 42 - 5. RESULTS ................................................................................................... - 45 - ADDITIONAL RESULTS FROM THE ONE YEAR OUTDOOR TEACHING PROJECT. ..... - 45 - SHORT SUMMARY OF PAPERS ............................................................................ - 46 - SUMMARY OF PAPERS ........................................................................................ - 47 - Paper 1 ......................................................................................................... - 47 - Aims ........................................................................................................ - 48 - Method .................................................................................................... - 48 - Results..................................................................................................... - 48 - Discussion ............................................................................................... - 49 - Paper 2 ......................................................................................................... - 49 - Aims ........................................................................................................ - 50 - Method .................................................................................................... - 50 - Results..................................................................................................... - 51 - Discussion ............................................................................................... - 51 - Paper 3 ......................................................................................................... - 52 - Aims ........................................................................................................ - 52 - Method .................................................................................................... - 52 - Results..................................................................................................... - 53 - Discussion ............................................................................................... - 53 - Paper 4 ......................................................................................................... - 54 - Aims ........................................................................................................ - 54 - Method .................................................................................................... - 55 - Results..................................................................................................... - 55 - II Discussion ............................................................................................... - 57 - 6. DISCUSSION ............................................................................................. - 59 - GENERAL REFLECTIONS .................................................................................... - 59 - RESULTS REVISITED: AN ANALYTICAL SUMMARY ............................................. - 61 - Shared experiences: content, social and emotional dimensions as well as space and place dimensions ................................................................................... - 61 - Multisensory, experience-based and embodied learning: content dimension as well as space and place dimensions ............................................................. - 62 - On-task communication: content and social dimensions as well as the space dimension .................................................................................................... - 63 - Collaboration, cooperation and participation: social and space dimensions - 63 - Altered relationship: social and emotional dimension as well as the space dimension ...................................................................................................
Load more

Recommended publications
  • Report of Activities 2020 TABLE of CONTENTS
    Report of Activities 2020 TABLE OF CONTENTS INTRODUCTION . 1 CLEAN WATER . 3 ENHANCED BEST MANAGEMENT PRACTICES Ahead of the Storm Implementation Projects on Champlain Valley School District Campuses . 5 Chazy River Watershed Management Plan . 6 Coordinating Homesite Stormwater Assessments Basin-Wide to Advance Voluntary Implementation . 7 Foster Brook Culvert Replacement . 8 Georgia Shore Stormwater and Shoreline Erosion Assessment . 9 I-87 Asphalt Swale Replacement & Ditch Improvements . 10 Johnsons Mill Dam Removal in Bakersfield, VT . 11 Kennedy Drive Pond 5/6 Retrofit . 12 Lake Forest Condominiums Stormwater System Upgrade and Stream Daylight . 13 Lamoille Union High School Green Stormwater Infrastructure Retrofit . 14 Otis Brook Stream Crossing Replacement, Jay Mountain Rd, Ausable River Watershed . 15 Planning/Prioritization for Ahead of the Storm Projects at Shelburne Museum . 16 Reducing Combined Sewer Overflows to Lake Champlain through Public Private Partnerships and Innovative Technology. 17 Salt Runoff Reduction Project . 18 Stormwater Improvements at the Milton DPW Highway Garage in the Lamoille River Watershed, Milton, VT . 19 Stormwater Mitigation Final Designs: Berlin, Vermont . 20 Stormwater Reduction in the Town of Brandon . 21 The Prioritization and Design of Transportation Stormwater Mitigation Projects in Northwestern Vermont . 22 Transforming Hyde Park Village Center into a Net Zero Runoff Showcase Using Green Stormwater Infrastructure . 23 UVM Horticultural Farm Stormwater Improvements . 24 INNOVATIVE AGRICULTURE Tile Drain Base Flow Phosphorus Removal Using St. George Black . 25 Tile Drainage System Monitoring and Assessment in the Northern and Southern Lake Champlain Basin, and Comparing Two Active Media Filters to Remove Phosphorus from Tile Drainage Water in the St. Albans Bay Watershed, VT . 26 POLLUTION PREVENTION AND HABITAT CONSERVATION Advancing a Riparian Restoration Protocol for the Ausable Watershed .
    [Show full text]
  • ED356112.Pdf
    DOCUMENT RES"JME ED 356 112 RC 019 044 AUTHOR deRosa, Richard J., Ed. TITLE [Qualities and Strengths of Rural Schools.) INSTITUTION Assembly of Rural Teachers of English. PUB DATE 92 NOTE 29p. PUB TYPE Collected Works Serials (022) JOURNAL CIT Journal .of the Assembly of Rural Teachers of English (ARTE); 1992 EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS Cultural Education; Elementary Secondary Education; *English Instruction; *Learning Activities; *Literature; Outdoor Education; *Rural Schools; *Rural Urban Differences; Student Attitudes; Writing Assignments ABSTRACT This journal contains the following articles pertaining to English instruction in rural schools:(1) "Different, To Be Sure" (Nathan James Weate) compares rural and urban students and finds rural students to have strong family cohesiveness, strong moral values, and diversified interests;(2) "An Elevating Experience" (Dorothy Trusock) describes a freshman writing experience which involves researching travel destinations and writing and telling about an imaginary journey;(3) "Outdoor World" (Craig Akey) details an elective English course, "Outdoor Literature" which uses various novels and writing assignments to discuss endangered species, sp )rtsman's ethics, ecological relationships, and the question of hunting;(4) "Expanding Audiences in a Rural Classroom" (Richard Lessard) relates the experiences of a junior English class in reading and reacting to correspondence with a group of inner city fourth grade students; and (5) "Window: Teaching in Rural, Scenic, Tricultural Northern New Mexico" (Alfredo Luian) uses the analogy of the computer "window" to bring glimpses of his Pojoaque, New Mexico environment through his eyes and the eyes of his middle school students. (KS) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document.
    [Show full text]
  • Skyhorse Publishing FA20 Catalog Lo-Res.Pdf
    Skyhorse Publishing • Fall 2020 Kevin Daum, Anne Mary Ciminelli 12 Lessons in Business Leadership Insights From the Championship Career of Tom Brady Expert analysis of the leadership style of New England Patriots quarterback Tom Brady! The merits of business leaders are under scrutiny more and more these days, whether it’s Travis Kalanick, Elon Musk, Mark Zuckerberg, or many others. But there’s one place where true leadership is always revealed: on the field. And no matter what you think of the New England Patriots, you can’t argue with the success of Tom Brady, the winningest quarterback of all time. Both revered and hated by football fans, Brady is loved and respected by those who work with him, and his leadership abilities cannot be denied by even his harshest critics. The skills he uses to make his team successful year after year on the field can be executed in the workplace, whether you’re a team leader or the CEO. In 12 Lessons in Business Leadership: Insights From the Championship Career of Tom Brady, authors Kevin Daum and Anne Mary Ciminelli team up to analyze the strong leadership abilities of the six-time Super Bowl Champion, and translate them into accessible, practical lessons for any stage of your career. In this easy-to-read, entertaining book, the authors help you acquire and practice all the skills you need to have a championship season every year of your career. Practical and instructive, this book makes the perfect gift for anyone looking to rise in their particular vocation or looking to emulate one of the most respected leaders of today! MONTH: September Each chapter focuses on one of twelve leadership lessons gleaned from $19.99 ($26.99 CAD) Hardcover Brady’s career and why it matters in your life and career.
    [Show full text]
  • Abstracts from the Coalition for Education in the Outdoors Ninth
    Abstracts from the for in the Coalition Education Outdoors Ninth Biennial Research Symposium _______________________________________________________________________________________ Held at Indiana University’s Outdoor Center Martinsville, Indiana January 11-13, 2008 Compiled by Anderson B. Young, SUNY Cortland Jim Sibthorp, University of Utah Coalition for Education in the Outdoors State University of New York at Cortland P.O. Box 2000 Cortland, New York 13045 Copyright ©2008 CEO Preface The Coalition for Education in the Outdoors (CEO) is a network of organizations, businesses, institutions, centers, agencies, and associations linked and communicating in support of the broad purpose of education in, for, and about the outdoors. The Coalition was established in 1987 at the State University of New York at Cortland by a group of outdoor educators from around the country. The purpose of the Coalition is to identify the networking and information needs of its affiliates and the field of outdoor education and, insofar as is financially practical, to meet those needs. Through its publication Taproot, CEO presents a broad view of education in the outdoors and a means for outdoor educators to stay abreast of developments in the field, especially those outside their primary interest area. In this way, CEO does not duplicate the work of other organizations, but provides readers with access to that work. The founders of CEO envisioned that it could play an important role in addressing the research needs of the field. In its early years, CEO formed a research committee, which led to the organization of these biennial research symposia and the refereed publication now known as Research in Outdoor Education.
    [Show full text]
  • Commissioner Resource Trove Appendix 1 Scouting.Org Expanded Mapping
    1/12/2016 Commissioner Resource Trove Appendix 1 Scouting.Org Expanded Mapping Submitted in partial fulfillment for the Degree of Doctor of Commissioner Science James T. Stewart Assistant Council Commissioner National Capital Area Council Boy Scouts of America November 2015 National Capital Area Council College of Commissioner Science 1 1/12/2016 Table of Contents Purpose . 3 It all starts here - www.myscouting.org overview . 3 www.scouting.org Blue tabs . 4 Youth . 4 Parent . 5 Volunteer . 7 Alumni. 8 Visitor . 9 Donate . 10 www.scouting.org White tabs . 11 ScoutSource . 11 Media . 12 Donate . 12 Get Involved . 12 Shop . 13 Sponsors . 13 Youth Protection . 13 My.scouting . 13 ScoutSource Blue tabs . 14 Marketing . 15 Program Updates . 16 Cub Scouts . 21 Boy Scouts . 22 Venturing . 23 Commissioners . 24 Scouting Safely . 25 Outdoor . 28 Membership . 34 Miscellaneous Recognitions (for community service through scouting) . 36 Awards . 37 Training (and training awards) . 39 Forms . 50 About the BSA . 56 Publications . 57 2 1/12/2016 Purpose The purpose of this document is to provide an offline means of acquainting individuals with the information, documents, links, and tools available through the www.myscouting.org website. It all starts here: www.scouting.org The official website of the Boy Scouts of America is www.scouting.org. It is designed as a launching point with links to many other official scouting websites as well as links to benefit the experienced scouter, the person who knows nothing of scouting and to possible benefactors. Once the site is entered, the website presents a choice of blue tabs and white tabs to launch you into your area of interest.
    [Show full text]
  • This Book Is a Work of Fiction. the Characters, Places, and Incidents Are Either the Product of the Author’S Imagination Or Are Used Fictitiously
    This book is a work of fiction. The characters, places, and incidents are either the product of the author’s imagination or are used fictitiously. Any resemblance to actual events, locales, or persons, living or dead, is coincidental. ISBN: 978-0-9719872-7-2 Copyright © 2015 by Trans Mountain LLC. All rights reserved. In accordance with the U.S. Copyright Act of 1976, no part of this book may be uploaded, scanned, shared electronically, reproduced, stored in a retrieval system, or transcribed, in any form or by any means, (other than for review purposes) without the prior written permission of the author and publisher. Trans Mountain LLC Publisher P.O. Box 816 Burnsville, NC 28714 visit: rodjohnston.com 1 BUOY 13 To Eric, The King of Gardiners Bay 2 CHAPTER 1 Tora Kasan I heard car doors slam in front of our house. Ignoring it, I settled back with the morning paper when the doorbell rang. I hobbled on crutches across the living room floor and peeked through the window. Parked outside was a full-sized black Mercedes, definitely the first of its kind to grace the curb in front of our humble Cape Cod in Queens. Unfastening the chain safety lock, I opened the door. On the stoop stood a stately woman dressed in black leather. She was looking back toward the Mercedes where an imposing dark- haired man, wearing a long wool coat, stood with his arms folded high on his chest. I had no idea who this woman was, or what she wanted. In one arm she clutched a colorful tote bag.
    [Show full text]
  • 2016 Cumberland Valley Pa Off
    path to Laurel Lake Day Use area other provides fun, hands-on learning experiences. Picnic Pavilion. 717-486-8126 PINE GROVE FURNACE STATE PARK hiking. 717-352-2211 The museum is near the midpoint of the www.atmuseum.org 2,186-mile Appalachian Trail, a National Willow Mill Park • 766.1657 D (J-2) Boiling Springs D (M-6) Buck Ridge Trail (F-7) City Island • 255.3020 (M-2) 80 Willow Mill Park Rd, Mechanicsburg 17050 • sstwp.org Boiling Springs is recognized as an offi cial This 6-mile diffi cult trail through Michaux State Forest connects Kings Market St. Bridge, Harrisburg 17109 Private Land 850 74 T 1350 o H 1300 To I-81 Exit 37, ar To Kings Gap 800 d. ris 1250 1050 R bu 7 Mi. Grove Mostly fl at & lightly wooded course has 9 holes & a length of 2,144 Appalachian Trail Community™ for the Gap Environmental Education Center & Pine Grove Furnace State Park. Home to Metro Bank Park Stadium, Riverside Village, Harbourtown, rg 1200 Environmental 750 ine h P rg 76 1818 1150 SYMBOLS KEY bu Education Center ts PINE GROVE FURNACE STATE PARK it 1100 750 P O feet. With a red par of 27, this course has concrete tees & DISCatcher village’s commitment to providing a The trailhead is across from the park offi ce & is marked with yellow Skyline Sports Complex, Carriage House, Harrisburg Paddlewheel o Carlisle Exit 49 641 T l d S Exit a Private Land g 11 Exit 48 Sw 233 Exit 44 1050 am 1000 e 47 74 paint blazes.
    [Show full text]
  • Exploration and Conservation: Uniting Outdoor Recreation and Environmentalism Through
    Exploration and Conservation: Uniting Outdoor Recreation and Environmentalism Through Rock Climbing Alex Houston Summary: My collection focuses on the broader topic of exploration, delving into the specific niches of rock climbing, endurance, and the important environmental ethics that underpin the topic. I began collecting many of these books as a child, staying up late reading tales of adventure on the tallest mountains, distant continents, and the ocean. I never comprehended that one-day I would go on my own expeditions into distant lands, collecting more books along the way. Essay: The American West has long held a place in our country’s collective imagination. Tales of exploration, heroism, and adventure permeate every corner of the vast region, from the arid floor of the Grand Canyon to the snowcapped peaks of the Sierra Nevada. While stories of cowboys and pioneers have faded since their heyday, the rebel spirit of the West is still alive and well in the sport of rock climbing. Once a fringe sport, existing on the farthest periphery of society, rock climbing is currently marching towards the mainstream. Indoor gyms continue to spring up at an unprecedented rate across the country. Even in the flatlands of Midwest, one only has to travel to 40 minutes from Lawrence to Kansas City to find 5 different climbing gyms to choose from. As rock climbing gains popularity and notoriety, how will a sport born of the “rucksack revolution” described by Kerouac and his fellow beatniks assimilate into the suburbia it was created to reject? While esoteric questions about the future of an obscure sport may seem frivolous to most, to an addicted outdoorsman and climber like myself, they are what keep me up at night.
    [Show full text]
  • Survival Tips: Enjoy Winter’S Wonders with Confidence
    WWW.MOUNTAINEERS.ORG JANUARY 2011 • VOLUME 105 • NO. 1 MountaineerE X P L O R E • C O N S E R V E • L E A R N Survival tips: Enjoy winter’s wonders with confidence Leif Whittaker’s Everest journey 2011 course guide HAVE SKIS, and climband ski WILL TRAVEL Dylan Taylor JOE STOCK’S idea of a good time typically requires skis, high mountains, long distances, Hilleberg Nammatj and uncharted territory. Since 2006, Joe has made 100+ mile traverses through Alaska’s Chugach, Neacola and Tordrillo Mountains – all involving more than 20,000 feet of vertical respectively – and has skied off the summit of Mount Chamberlain, the highest mountain in the Alaskan Arctic. In the spring of 2010, he skied a high and technical crossing of Alaska’s Wrangell Mountains, a range noted for its high peaks, or o er three decades, Hilleberg has been making he highest quality all season rugged terrain, bears, and an alarming lack of tents available. Conceived and developed in northern Sweden, Hilleberg tents up-to-date cartography. During his little jaunts, offer the ideal balance of low weight, strength, and comfort. Order our catalog he calls a Hilleberg Nammatj home. “The Tent Handbook” for more information. “I never know what I'm getting into on remote Alaska ski expeditions: 75+mph winds, drifting snow or even swarms of mosquitoes, but I always know my Nammatj will handle the conditions. It sets up fast in a raging blizzard, has plenty of room for us and our gear, and it is bombproof.” WWW.HILLEBERG.COM (For more, see www.stockalpine.com) • Toll Free: 1-866-848-8368 • 2 the mountaineer » jan/feb 2011 www.mountaineers.org 3 inside Jan/Feb 2011 » Volume 105 » Number 1 13 Gear: Best 11 for 2011 Enriching the community by helping people explore, conserve, learn about, and enjoy the 15 Your ticket to the outdoors lands and waters of the Pacific Northwest.
    [Show full text]
  • Washington High School
    TABLE OF CONTENTS Course Selections ............................................................................................ 3 Graduation Requirements .......................................................................... 4 Course Changes .......................................................................................... 5 Post-Secondary Admissions Requirements................................................. 5 COURSE DESCRIPTIONS Art .............................................................................................................. 6 Business/Information Technology .............................................................. 8 Family and Consumer Science .................................................................. 10 Health ...................................................................................................... 11 Intro to Criminal Justice .......................................................................... 12 Language Arts ........................................................................................... 12 Mathematics ............................................................................................ 16 Music ....................................................................................................... 17 Physical Education .................................................................................... 20 Science ..................................................................................................... 22 Social Science ..........................................................................................
    [Show full text]
  • Anne Marie's CV, Start of 2017
    OUTLINE GUIDE TO ANNE MARIE LANE’S CV (January, 2017) EDUCATION: p.2 EMPLOYMENT -Current Library Position: pp.2-3 -Previous Library Experience: p.3-4 -Previous Professional Work in Archaeology: p.4 -Previous Non-Professional Student Work: p.4 RESEARCH LEAVES: p.5 SCHOLARSHIP (Note: This section is allowed to include pre-appointment scholarship) -In Preparation; Under Review; and Accepted: p.5 -Published Works: Chapters in Print Books; Articles in Print and Online: pp.5-7 -Other Published Works: Essay; Book Reviews: pp.7-11 -[Works accepted for publication, but never published: p.11] -Scholarly Presentations at Conferences; invited “Humanities Scholar” at Public Events: pp.12-15 -Earlier scholarship: unpublished graduate-student research in Special Collections: p.15 SERVICE -Committees; Discussion Groups; Advisory Boards; Elected/Appointed Offices: pp.16-18 -Conference Presentations of a General Nature, and to the AHC Staff: pp.18-19 -Other Service to the Profession, the Public, and the University: including an Introduction to a Book, and Various Forms of Outreach including Exhibits: pp.20-29 PROFESSIONAL DEVELOPMENT -Memberships in Professional, Scholarly, and Book-Related Organizations: p.30 -Participation and Attendance at Professional Conferences and Preconferences: pp.30-32 -Continuing Education: Multi-Day Courses; One-Day and Part-Day Workshops: pp.33-35 INSTRUCTIONAL SUPPORT -Supervision of Interns and Independent Study Students: p.35 -Outreach School Teaching; and Supervision of Other Class Lecturers: pp.35-36 -Guest Lectures to
    [Show full text]
  • Outdoor Education Perspectives: International Insights Within the Field
    Department of Culture and Communication National Centre for Outdoor Education Feyza Cilingir Outdoor Education Perspectives: International Insights within the Field Master in Outdoor Environmental Education and Outdoor Life Thesis 15 ECTS Supervisor: Yusuf Yüksekdağ LIU-IKK-MOE-D--15/009--SE Department of Culture and Communication Avdelning, Institution Datum Division, Department Date Institutionen för kultur och kommunikation 581 83 LINKÖPING 2016-04-04 Språk Rapporttyp ISBN Language Report category ISRN LIU-IKK-MOE-D--15/009--SE Engelska/English Master’s Thesis Serietitel och serienrummer ISSN Title of series, numbering URL för elektronisk version Titel Title Outdoor Education Perspectives: International Insights within the Field Författare Author Feyza Cilingir Sammanfattning Abstract The subject of this project is an analysis of the perception of postgraduate students of “Outdoor Environmental Education and Outdoor Life Master Program” regarding the concept of “Outdoor Education”. The perceptions are introduced and elaborated through interviews with nine Master students from September 2013 till June 2014. One by one, the qualitative data is phenomenologically analyzed and interpretations of the findings are demonstrated to the reader. At the end of this study, five different themes, which have been obtained during this study, are presented. These themes are: the benefits of outdoor education; the practicality of outdoor education, the effects of outdoor education and issues within outdoor education. I argue how perspectives of international students vary depending on their culture. Nyckelord Keywords Outdoor education, International perceptions, Concept, Phenomenology, Postgraduate students, Cultural phenomena, Definition Acknowledgments First of all, I would like to express my gratitude to my classmates Emily, Theodora C, Nikki, John, Ana, Aristea, Georgios, Raquel, Theodora D, Rafaela for granting their time to me to allow them to be interviewed for this research paper and for sharing an amazing time on all our field trips together.
    [Show full text]