Treść książki
Przejdź do opcji czytnikaPrzejdź do nawigacjiPrzejdź do informacjiPrzejdź do stopki
inwhichoutdooreducationandplacewouldconstitutearelevantphilosophical
andpedagogicalfoundationoTerefore,thereisaneedtocreatenewtheoretical
concepts,supportedbyup-to-dateandreliableresearcho
Tisbookisanattempttoshowtheessenceofoutdooreducationasan
educationalspaceforchildrenandteacherstoundertakeindependent,cre-
ative,searching,researchandinnovative(intermsoftheircontentandform)
activitiesthatcontributetorealdevelopmentalchangesoftheirpsychological
structuresoMoreover,itsimportantgoalistodemonstratethescopeofusing
theeducationalpotentialoftheexternalenvironmentandtoidentifyand
describethetypesofactivitiesandpedagogicalapproachesimplementedby
teachersinschoolinstitutionsoItneedstobeemphasisedthattheauthors
ofthecurrentpublicationfocusontheeducationalpotentialofschoolsurś
roundingswhicharewithinthedirectreachofstudentsandteachers,and
whichrequirenoadditionalinvestmentsintermsoftimeormoneytobe
used.Insuchadimension,outdooreducationmaybecomeeverydayreality
ofanypedagogicalpracticesoractivities.
Temonographshedslightonthewayofunderstandingandpractisingout-
dooreducationineverydayschoollifeoInaddition,itrevealstheurgentneedfor
transformationandmodificationoftheconceptsofeducationsothattheymay
becomeinterdisciplinary,authenticandcloselyrelatedtotheeverydayproblems
andexperiencesofchildrenoTebookdescribesteachers’practicesandwaysof
thinkingrelatedtooutdooreducationthatcancreateopportunitiesfororbarriers
tochild’sdevelopment,hisorherhobbies,passionsandmotivationtolearnandto
buildpersonalknowledgeoTeidentificationanddescriptionoftheseconditions
seemstobethemaincontributiontotheinitiationofasensibleeducationalchangeo
Inthetheoreticalpartofthisstudy,wepresentselectedcontextsoflearning
andteaching,andexplainthepeculiaritiesoflearningaboutnaturebyreferring
totheconstructivistlearningmodelaswellastothestrategiesandmethodsof
naturalscienceeducationoWeshownatureasaplace,space,andeducational
potentialoInsearchingforawayofimplementingtheideaofoutdooreduca-
tionandmaintainingthebondwithnature,werefertotheessenceofBrian
Nettleton’s(1993)concept,whicharguesthattherelationshipbetweenpeople
andnatureshouldbebasedonfriendshipoIntheempiricalpart,weattempt
toexaminehowprimaryschoolteachersrefertooutdooreducation,and,in
particular,toconsiderthewaysinwhichtheyperceivethisconceptofteaching
andlearning,aswellastheirfeelingsandexperiencesrelatedtoitsimplemen-
tationinschoolpracticeo
14•Introduction
