After going through various thoughts in Learning arithmetic outdoors in junior high school – influence on performance and self-regulating skills I guess it is worthwhile asking myself following question.
- In what way (if at all) has my own thinking about Outdoor Education changed since I began teaching Outdoor Education?
- To what extent does educational theory (or thinking/ or philosophy/ or ideas) guide my present thinking about Outdoor Education?
- There is a view that the experience of Outdoor Education is sufficiently powerful or valuable that the experience stands on its own. What do I feel or think about this idea? Though my answer to all this is my prospective towards raising numeracy skills through outdoor education especially at lower school is very positive. As noted earlier in the update 1, students’ interest and engagement are reported to be positive outcomes (Han and Foskett 2007;Moffet 2011; Waite 2011), but the perception or experience of students’ lack of interest has also been reported (Smith 1999; Han and Foskett 2007; Moffet 2011). In a study by Bentsen et al. (2010), teachers reported a lack of knowledge about students’ attitude towards outdoor teaching. Thus, given the possible potential of outdoor teaching and learning in promoting cognitive and affective outcomes, and the lack of research exploring mathematics learning outdoors in secondary school, this study seek to examine the influence of outdoor teaching and learning on junior high school students’ performance in arithmetic and self-regulation skills (such as motivation, self-concept and anxiety). Extracted from- Education -13 –International Journal of Primary, Elementary and Early Years Education
