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Tytuł:
Psychological implications of outdoor adventure model of education
Autorzy:
Kida, Paulina
Powiązania:
https://bibliotekanauki.pl/articles/954164.pdf
Data publikacji:
2017
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
self-development
outdoor education
adventure education
comfort zone
space and place
Opis:
The article is a synthetic analysis of the Outdoor Adventure Education model in the context of three elementary components: the environment – in relation to the theory of space from the perspective of sociological and pedagogical theory of space; personal perspective and growth as well as social development – in relation to psychological phenomena that accompany the individual and group involved in the process of Outdoor Adventure Education. The aim is to present how these processes determine the effects of education and what personalities’ elements are involved.
Źródło:
Journal of Education Culture and Society; 2017, 8, 1; 209-222
2081-1640
Pojawia się w:
Journal of Education Culture and Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Risky play from the student’s perspective
Autorzy:
Edita, Rogulj,
Powiązania:
https://bibliotekanauki.pl/articles/894106.pdf
Data publikacji:
2019-05-17
Wydawca:
Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
Tematy:
children of early and preschool age
education of kindergarten teachers
nature
Outdoor
Opis:
The interactive process involving play as a main component of children’s activities enables children to identify existing knowledge, skills and abilities, and to enhance and enrich them with new cognitive elements. Outdoor play is certainly an inspiration for a child’s holistic development. Children have the opportunity for motor, psychological and cognitive development in an environment that provides countless situations that are changing due to constant natural variations that occur under the infl uence of meteorological changes, changes in plant and animal life. Along with the above elements, it is necessary to add an element of risky play that is equally important in the process of childhood education and learning. Today’s overprotection of children by parents has taken away the segment of risky play, which is an important element of childhood. Parents’ attitude towards risky play also defi nes the attitude of kindergarten teachers who, under the pressure of parents, create an artifi cial environment in which a child is unable to explore this important segment of play, or take risks in their activities, decisions and procedures. That exact segment is the subject of this research, which aims to explore the opinions of the future kindergarten teachers about risky play and their attitude towards it. The research was conducted through a questionnaire in which students of their 3rd year of undergraduate studies and 1st year of graduate studies of early and pre-school education took part. According to the results of this research, we have observed the need for changes in the education of future kindergarten teachers. This can be done by expanding the content related to the Outdoor Curriculum and risky play.
Źródło:
Problemy Opiekuńczo-Wychowawcze; 2019, 577(2); 38-45
0552-2188
Pojawia się w:
Problemy Opiekuńczo-Wychowawcze
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Studium przypadku: obserwacja szpaków Sturnus vulgaris jako wstęp do dyskusji na temat przyczyn i skutków niedoboru kontaktu z przyrodą u młodzieży szkolnej i nauczycieli
A case study of the European Starling Sturnus vulgaris as an introduction to discussion about causes and consequences of contact with nature deficiency among school children and teachers
Autorzy:
Grzędzicka, Emilia
Powiązania:
https://bibliotekanauki.pl/articles/470425.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet Kardynała Stefana Wyszyńskiego w Warszawie
Tematy:
edukacja formalna
zajęcia terenowe
obserwowanie ptaków
zespół deficytu natury
studium przypadku
formal education
outdoor activities
observation of birds
ficiency of contact with nature
case study
Opis:
Outdoor activities are a part of education, but still remain a real challenge for teachers. In many cases, teachers do not have sufficient knowledge to conduct activities in this area. Moreover, younger school children usually did not have the opportunity for the contact with nature, so field activities are difficult for them. The answer to the shortage of outdoor activities in formal (school) education are the informal ones, conducted by naturalists gathered in external organizations and institutions. Using a case study as a way to raise awareness of important issues, in this paper the self-made study of European Starling Sturnus vulgaris observation was described. Starlings were feeding their chicks staying in tree nesting holes, during spring ornithological fieldworks with school children, organized in the Silesian Park. The person leading outdoor activities was watching the behavior of school children and teachers from many different groups. Observations collected as a case study help to understand the determinants and effects of the deficiency of contact with nature in children and adults.
Źródło:
Studia Ecologiae et Bioethicae; 2016, 14, 2; 45-55
1733-1218
Pojawia się w:
Studia Ecologiae et Bioethicae
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Szkolenia outdoor a edukacja przez przygodę
Autorzy:
Jacek, Woźniak,
Powiązania:
https://bibliotekanauki.pl/articles/892141.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
adult education
employee education
outdoor training
adventure education
evaluation
Opis:
The article presents an attempt to describe outdoor training as a certain tradition in adventure education. As in the case of every HR intervention, outdoor training also has to respect the systematic model of training: the three step model of creating, delivering and evaluation of educational activity in the employee education. The text characterizes this model and describes the specifics of outdoor training as an activity created to improve participants’ soft skills by engaging them in simulation being an outdoor experience and in facilitated discussion about these experiences. The differences between outdoor training and adventure education activities concerning goals, role of instructor, education stimulus, and scope of evaluation are described. Additionally, the text compares the standards of Polish adventure education activities and the standards presented in two samples of articles from the Journal of Experiential Education.
Źródło:
Kwartalnik Pedagogiczny; 2016, 61(2 (240)); 160-175
0023-5938
Pojawia się w:
Kwartalnik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Taniec w pedagogice przygody. Rekonesans w literaturze
Autorzy:
Ewa, Palamer-Kabacińska,
Powiązania:
https://bibliotekanauki.pl/articles/892413.pdf
Data publikacji:
2017-08-23
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
outdoor education
adventure education
arts
performing arts
dance
Opis:
Outdoor and adventure education is an increasingly popular trend in education in Poland – nowadays it is manifested mainly in practical forms and only in non-formal education. In Western Europe and the USA, with developed research methodology and a long tradition, this trend can be called science. Outdoor and adventure education is a heterogeneous sphere, but it has several elements that are at the heart of the adventure education method. One of its main assumptions is working with a specific “adventure medium” through which the intended goals are achieved. The most popular are outdoor sports and tourism, but more and more often new means are used, for example those derived from the arts. It is manifested mostly in practical activities (which is natural, as this field developed out of practice, and its theoretical and research background was created later). The use of arts is two-dimensional. The first dimension is based on visual arts (handicraft, painting), most often linked to outdoor education, and their main goal is to build relationships with nature. The second, less popular dimension, focuses on the use of body expression (theatre, dance, movement). In Poland, this trend is not yet known, whereas in Western countries there have appeared some articles showing the value of using arts in this area of education. The purpose of this article is to show how arts, and body expression in particular, may be used in outdoor and adventure education activities.
Źródło:
Kwartalnik Pedagogiczny; 2017, 62(2 (244)); 204-220
0023-5938
Pojawia się w:
Kwartalnik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
THE ROLE OF SPACE, ACTIVITIES AND SKILLS IN OUTDOOR EDUCATION - USING VISUAL METHODS TO EXPLORE EXPERIENCE IN QUALITATIVE RESEARCH
Autorzy:
Kida, Paulina
Powiązania:
https://bibliotekanauki.pl/articles/628349.pdf
Data publikacji:
2018
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
skills outdoor education, qualitative research, photography, personal development
Opis:
The article is a synthetic analysis of the of space, activities and skills in the Outdoor education model in the context of Using Visual Methods to Explore Experience in Qualitative Research. The gathering of research material, in the form of photos was shown in two stages, which were stages with a ratio equivalent. The first situation was researched by The Treehouse Building Camp, organized by Buitendoor in the Netherlands, in the woods around Nunspeet (VIII 2016), the other one Low Rope Course was organized by the Laboratory of Science and Adventure and instructors Actionworx Germany (X 2016). The collected research help to compare Dutch and Polish practice in the field of outdoor adventure education. For the researcher, an important aspect is looking at the social capital of the Dutch and Poles.
Źródło:
Journal of Education Culture and Society; 2018, 9, 1; 67-81
2081-1640
Pojawia się w:
Journal of Education Culture and Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Travelling with Darwin and Humboldt. A Transdisciplinary Educational Experience
Autorzy:
Martín Ezpeleta, Antonio
Echegoyen-Sanz, Yolanda
Powiązania:
https://bibliotekanauki.pl/articles/628048.pdf
Data publikacji:
2019
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
transdisciplinarity
outdoor education
emotional learning
scientific travelers
preservice teachers
Opis:
Aim. This research aims to confirm that transdisciplinary projects can be very adequate to develop content and competencies traditionally assigned to Sciences and Arts in higher education, exploring the possibilities of outdoor education. Methods. The subjects of the study were one hundred alumni of two different courses “Natural Sciences for Teachers” and “Literary Training for Teachers” at a Spanish university. An educational experience around the phenomenon of scientific travelers was developed, focusing on Charles Darwin and Alexander von Humboldt and the literary genres of travel journals and letters. The main activity contained three phases, including indoor and outdoor education, in which both subjects tackled the same 6 educational topics from a different perspective. After different individual and group activities around those topics, alumni from both subjects merged at a natural environment where a scientific-literary tour took place. At the end of the academic year, an assessment questionnaire with open and closed questions was filled out by all participants. Results and conclusion. After the analysis of all the collected data, we can deduce that the experience was a success. The students appreciated aspects like the setting in which the experience took place, the possibility of interacting with alumni from different courses and the integration of Sciences and Arts. Thus, we have demonstrated that the same activities can be implemented in prototypical subjects of Sciences and Arts and that outdoor education is an ideal resource to achieve a holistic pedagogy engaging the sensory and emotional facets of learning.
Źródło:
Journal of Education Culture and Society; 2019, 10, 2; 111-125
2081-1640
Pojawia się w:
Journal of Education Culture and Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Typologia działań edukacyjnych przez przygodę
Autorzy:
Jacek, Woźniak,
Powiązania:
https://bibliotekanauki.pl/articles/892629.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
adventure education
scouting
outdoor training
recreation in adventure education
evaluation of education activities
Opis:
The article presents a typology of activities in adventure education in Poland based on two books written as a result of the conference “Adventure education in nature” (2013, 2014). Based on the criteria created by comparing adventure education activities to outdoor training, three different types of these activities are differentiated and their methodology is discussed: long-term life changing activities based on the precise model of a person (3 types of scouting – Baden Powell’s, Selton and Polish scouts (harcerstwo); Hahn’s and Rydzyna schools approaches; survival), short– term educational activities, and recreation in goal adventure in nature activities. The differences concerning the role of the instructor, the types of methods used and the possible scopes of evaluation are discussed for each type of activity. A comparison of the groups of activities and outdoor training discussed is presented in the form of a table.
Źródło:
Kwartalnik Pedagogiczny; 2016, 61(2 (240)); 115-133
0023-5938
Pojawia się w:
Kwartalnik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Związek leśnych przedszkoli z metodą Marii Montessori
The Interconnection Between Forest Kindergartens and the Montessori Method
Autorzy:
Christ, Magdalena
Preuss, Agata
Powiązania:
https://bibliotekanauki.pl/articles/479084.pdf
Data publikacji:
2018
Wydawca:
Akademia Ignatianum w Krakowie
Tematy:
leśne przedszkole
metoda Montessori
outdoor education
edukacja alternatywna
edukacja środowiskowa
edukacja leśna
wychowanie przedszkolne
forest kindergarten
the Montessori Method
alternative education
environmental education
forest education
pre-school education
Opis:
Artykuł prezentuje idee leśnych przedszkoli oraz ich związek z metodą M. Montessori. W tekście zawarto krótką historię leśnych przedszkoli na świecie i w Polsce oraz charakterystykę ich funkcjonowania. Dane zostały zebrane na podstawie analizy materiałów źródłowych, w tym informacji zawartych na stronach internetowych leśnych przedszkoli, dokumentów takich jak projekt „Koncepcji Pedagogicznej Przedszkoli Leśnych działających w partnerstwie z Polskim Instytutem Przedszkoli Leśnych”, dostępnych wyników badań i literatury dotyczącej poruszanego zagadnienia, telefonicznej weryfikacji aktualności danych zawartych na internetowej mapie leśnych przedszkoli w Polsce, obserwacji uczestniczących prowadzonych m.in. w Leśnym Przedszkolu „Puszczyk” w Białymstoku. Celem przeprowadzonych dociekań była m.in. analiza przedszkoli leśnych i przedszkoli Montessori pod kątem podobieństw w ich funkcjonowaniu. W wyniku wykonanej pracy badawczej zauważono liczne punkty wspólne dla tych dwóch form edukacji alternatywnej, co opisano w tekście artykułu. Zaprezentowano również kilka wybranych polskich przedszkoli, które czerpią z koncepcji przedszkoli leśnych oraz montessoriańskiego systemu edukacji. Pokazuje to, że takie połączenie staje się ciekawą propozycją wychowania przedszkolnego zarówno dla założycieli przedszkoli, jak i adresatów tej oferty – dzieci w wieku przedszkolnym i ich
The article presents the ideas behind forest kindergartens, as well as their interconnection with the Montessori Method. It also includes a brief history of forest kindergartens, both around the world and in Poland, and the characteristics of how they function. The presented data are based on the analysis of source materials, including information found on forest kindergartens’ websites, documents such as the project of “The Pedagogical Concept of Forest Kindergartens Operating in Partnership with the Polish Institute of Forest Kindergartens,” the available research results and the literature on the topic, the telephone verification of the validity of the data shown on the internet map of forest kindergartens in Poland, and participant observations carried out i.a. in “Puszczyk” forest kindergarten in Białystok. The objective of the conducted research was to analyse forest kindergartens and Montessori kindergartens, paying special attention to the similarities in their functioning. As a result of the scientific work, numerous links between the two forms of alternative education were found and these are set out in the article. Moreover, a selection of several Polish kindergartens which draw inspiration from the idea of forest kindergartens and the Montessori education system are presented herein. All of this shows that such a combination turns out to be an interesting proposition for pre-school education, both for the founders of kindergartens and the recipients of the offer – pre-school children and their parents.
Źródło:
Edukacja Elementarna w Teorii i Praktyce; 2018, 13, 1(47); 145-162
1896-2327
Pojawia się w:
Edukacja Elementarna w Teorii i Praktyce
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 16-24 z 24

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