Let them shine: insights from an outdoor education initiative for primary school students about an olive tree collection

PDF (English)
Δημοσιευμένα: Ιουλ 28, 2020
DOI: https://doi.org/10.12681/ppej.21988
M Alexandra Abreu Lima
INIAV, I.P. Qta Marquês, 2784-505 Oeiras PORTUGAL
https://orcid.org/0000-0001-6437-1554
Περίληψη

Nowadays, experiential learning and outdoor education are increasingly relevant due to phenomena of ‘extinction of experience’ (Pyle, 1993), ’plant blindness’ (Wandersee & Schussler, 2001) and ‘nature deficit childhoods’ (Louv, 2005). This paper revisits experiential learning and outdoor education concepts and some of their development history for European and North American contexts. It highlights plant biodiversity as an important issue for outdoor education due to current risks of biodiversity loss/erosion within agriculture (Linos, et al., 2014; Mousavi et al., 2017).

It describes an experiential learning initiative held in Portugal, in 2019, at an olive tree collection (Olea europaea L.) planted for a research project during the 1980s-1990s.

The initiative was structured with outdoor visits as a complement to classroom learning. It engaged five teachers and 117 students, aged 8-9 years. Data from students and teachers questionnaires results are evaluated as a way to counteract the above phenomena and to benefit children training. Existing research indicates the role of provision of supportive and stimulating environmental conditions during childhood to strengthen individual competencies to make decisions able to accelerate transition for more sustainable societies (U.N., 2019). This paper results articulates with existing research and can be useful to inform effective outdoor programme design.

Λεπτομέρειες άρθρου
  • Ενότητα
  • Άρθρα
Creative Commons License

Αυτή η εργασία είναι αδειοδοτημένη υπό το CC Αναφορά Δημιουργού – Μη Εμπορική Χρήση – Παρόμοια Διανομή 4.0.

Οι συγγραφείς των άρθρων που δημοσιεύονται στο ΠΡΟΣΧΟΛΙΚΗ & ΣΧΟΛΙΚΗ ΕΚΠΑΙΔΕΥΣΗ διατηρούν τα δικαιώματα πνευματικής ιδιοκτησίας επί των άρθρων τους, δίνοντας στο περιοδικό το δικαίωμα της πρώτης δημοσίευσης. Άρθρα που δημοσιεύονται στο ΠΡΟΣΧΟΛΙΚΗ & ΣΧΟΛΙΚΗ ΕΚΠΑΙΔΕΥΣΗ διατίθενται με άδεια Creative Commons 3.0 και σύμφωνα με την άδεια μπορούν να χρησιμοποιούνται ελεύθερα, με αναφορά στο/στη συγγραφέα και στην πρώτη δημοσίευση για μη κερδοσκοπικούς σκοπούς και με δικαίωμα τροποποίησης μόνον με παρόμοια διανομή (αν αναμείξετε, τροποποιήσετε, ή δημιουργήσετε πάνω στο υλικό, πρέπει να διανείμετε τις δικές σας συνεισφορές υπό την ίδια άδεια όπως και το πρωτότυπο). To Εργαστήριο Παιδαγωγικών Ερευνών και Εφαρμογών του Παιδαγωγικού Τμήματος Προσχολικής Εκπαίδευσης του Πανεπιστημίου Κρήτης και το Εθνικό Κέντρο Τεκμηρίωσης διατηρούν το δικαίωμα να δημοσιεύουν, να αναπαραγάγουν, να παρουσιάζουν στο κοινό, να διανέμουν και χρησιμοποιούν άρθρα που δημοσιεύονται στο ΠΡΟΣΧΟΛΙΚΗ & ΣΧΟΛΙΚΗ ΕΚΠΑΙΔΕΥΣΗ σε οποιοδήποτε μέσο και μορφή είτε μεμονωμένα είτε ως μέρη συλλογικών  έργων, για όλο το χρόνο διάρκειας προστασίας της πνευματικής ιδιοκτησίας και για όλες τις χώρες του κόσμου. Αυτό περιλαμβάνει ενδεικτικά και όχι αποκλειστικά, το δικαίωμα δημοσίευσης των άρθρων σε τεύχη του περιοδικού ΠΡΟΣΧΟΛΙΚΗ & ΣΧΟΛΙΚΗ ΕΚΠΑΙΔΕΥΣΗ, αναπαραγωγής και διανομής μεμονωμένων αντιγράφων των άρθρων, αναπαραγωγής ολόκληρων των άρθρων σε άλλη έκδοση του Εργαστηρίου Παιδαγωγικών Ερευνών και Εφαρμογών του Παιδαγωγικού Τμήματος Προσχολικής Εκπαίδευσης του Πανεπιστημίου Κρήτης και του Εθνικού Κέντρου Τεκμηρίωσης και αναπαραγωγής και διανομής των άρθρων ή περίληψης αυτών με χρήση πληροφορικού συστήματος αποθετηρίου.

Λήψεις
Τα δεδομένα λήψης δεν είναι ακόμη διαθέσιμα.
Βιογραφικό Συγγραφέα
M Alexandra Abreu Lima, INIAV, I.P. Qta Marquês, 2784-505 Oeiras PORTUGAL
Senior Researcher, Ph.D.
UEIS Sistemas Agrários e Florestais e Sanidade Vegetal
Αναφορές
Balding, M. & Williams, K.J.H. (2016). Plant blindness and the implications for plant conservation. Conservation Biology, 30(6), 1192–1199, DOI: 10.1111/cobi.12738
Bentsen, P., Mygind, E. & Randrup, T.B. (2009). Towards an understanding of udeskole: education outside the classroom in a Danish context, Education 3-13, 37(1), 29-44, DOI: 10.1080/03004270802291780
Borland, J. (2011). Provoking Dialogue: A Short History of Outdoor Education in Ontario. Pathways: The Ontario Journal of Outdoor Education, 23(2), 32-33, Retrieved September 2019 from: https://files.eric.ed.gov/fulltext/EJ962053.pdf
CBD (2018) The Convention on Biological Diversity (CBD). Retrieved September 2019 from: https://www.cbd.int/
Dewey, J. (1938). Experience and education. New York: Collier Books.
Donaldson, G.W. & Donaldson, L.E. (1958). Outdoor Education a Definition, Journal of Health, Physical Education, Recreation, 29(5), 17-63, DOI: 10.1080/00221473.1958.10630353
ENEA (2017). Estratégia Nacional de Educação Ambiental (in Portuguese). Retrieved September 2019 from: https://enea.apambiente.pt/content/enea-2020
Jakobsson, T. (1998). Rio, Iceland and the child environmental issues and education in Iceland. in Our World?, Samuelsson, Ingrid Pramling (Ed.), 125 pp., Goteborg.
Leitão, F. (2001). Relatório Final do Projeto Valorização do material vegetativo e conservação dos recursos genéticos da oliveira (Olea europaea L.) em Trás os Montes e Alto Douro. DRAPTM. U. Évora. INIA-EAN, 22 pp.
Leitão, F. et al. (1986). Descrição de 22 variedades de oliveira cultivadas em Portugal. Lisboa: M.A.P.A., Retrieved September 2019 from: http://www.dgadr.gov.pt/mediateca/send/10-diversos/26-descricao-de-22-variedades-de-oliveira-cultivadas-em-portugal
Linos, A.; Nikoloudakis, N.; Katsiotis, A. & Hagidimitriou, M. (2014). Genetic structure of the Greek olive germplasm revealed by RAPD, ISSR and SSR markers. Scientia Horticulturae 175, 33–43. https://doi.org/10.1016/j.scienta.2014.05.034
Louv, R. (2005). Last Child in The Woods: Saving Our Children from Nature-deficit Disorder. Chapel Hill, NC: Algonquin Books of Chapel Hill.
Luff, P. (2018). Early childhood education for sustainability: origins and inspirations in the work of John Dewey, Education 3-13, 46 (4), 447-455, DOI: 10.1080/03004279.2018.1445484
Marsden, W.E. (1998). ‘Conservation education’ and the foundations of national prosperity: comparative perspectives from early twentieth-century North America and Britain. History of Education 27(3), 345-362.
Michaelides, P.G. (2005). Environmental Education in the Greek Schools. In Kassotakis, M.; Flouris, G. (Eds.) Topics and Issues in Education, (pp 485-608). Athens: Atrapos.
Moss, L.J. & Normore, A. H. (2006). An exploratory analysis of John Dewey's writings: Implications for school leaders. In M. S. Plakhotnik & S. M. Nielsen (Eds.), Proceedings of the Fifth Annual College of Education Research Conference: Urban and International Education Section (pp. 82-87). Miami: Florida International University. Retrieved September 2019 from: http://coeweb.fiu.edu/research_conference/.
Mousavi, S. et al. (2017). The First Molecular Identification of an Olive Collection Applying Standard Simple Sequence Repeats and Novel Expressed Sequence Tag Markers. Front. Plant Sci. 8, 1283. DOI: 10.3389/fpls.2017.01283
NASSP (1941). Educational Trips. The Bulletin of the National Association of Secondary School Principals, 25 (102), 67–90. Retrieved September 2019 from: https://doi.org/10.1177/019263654102510208
NASSP (1957). A Look Into the Future.The Bulletin of the National Association of Secondary School Principals, 41(229), 141–144. Retrieved September 2019 from: https://doi.org/10.1177/019263655704122907
National Academy of Sciences. (1988). Biodiversity. Washington, DC: The National Academies Press. Retrieved September 2019 from: https://doi.org/10.17226/989.
O’Brien, E. &Weldon, S. (2007). A place where the needs of every child matter: factors affecting the use of greenspace and woodlands for children and young people.
Countryside Recreation Journal 15, 6-9.
Passmore, J. (1972). Outdoor education in Canada – 1972. Retrieved September 2019 from: https://eric.ed.gov/?id=ED067256
Pyle, R.M. (1993). The thunder tree: lessons from an urban wildland. Boston: Houghton Mifflin.
Rickinson, M., Dillon, J., Teamey, K., Morris, M., Choi, M. Y., Sanders, D., & Benefield, P. (2004). A Review of Research on Outdoor Learning. National Foundation for Educational Research and King’s College London.
Rubens, D. (1997). Outdoor education, adventure and learning: A fusion. MSc Thesis: University of Edinburgh.
Sanders, D. (2008). Balancing the interplay between botanical gardens and schools: the work of William Hales and Lilian Clarke, Studies in the History of Gardens & Designed Landscapes 28(3-4), 439-445.
Schmidt, L., Gil Nave, J., O'Riordan T. & Guerra, J. (2011). Trends and Dilemmas Facing Environmental Education in Portugal: From Environmental Problem Assessment to Citizenship Involvement, Journal of Environmental Policy & Planning, 13(2), 159-177. DOI: 10.1080/1523908X.2011.576167
Stonehouse, P., Allison, P. & Carr, D. (2011). Aristotle, Plato, and Socrates: Ancient Greek perspectives on experiential learning. In T. E. Smith & C. E. Knapp (Eds.) Sourcebook of experiential education: Key thinkers and their contributions (pp. 18-25). London: Routledge / Taylor & Francis Group.
Yanniris, C. & Garis, M.K. (2018) Crisis and Recovery in Environmental Education: The Case of Greece. In: Reis G., Scott J. (Eds.) International Perspectives on the Theory and Practice of Environmental Education: A Reader. Environmental Discourses in Science Education, vol 3. Springer.
U.N. (2019). Global Sustainable Development Report 2019: The Future is Now – Science for Achieving Sustainable Development. New York: United Nations.
Uno, G.E. (2018). Plant blindness, science illiteracy, and the future of botany. South African Journal of Botany, 115, 277. DOI: 10.1016/j.sajb.2018.02.011
Valavanidis, A. & Vlachogianni, T. (2011). The Most Important and Urgent Environmental Problems in Greece in the Last Decade (2000-2010). Retrieved September 2019 from: http://195.134.76.37/scinews/Reports/Rep_Env_problems2000-10.htm
Wandersee, J.H. & Schussler, E.E. (2001). Toward a theory of plant blindness. Plant Science Bulletin, 47(1), 2–9.