Abstract
This study provides additional insight into how outdoor learning can be used as a vehicle to address transition issues. This study analyses the benefits of outdoor learning through the use of shared learning days with young people in the primary-secondary transition phase. This paper argues that a carefully designed programme of outdoor ‘shared learning days’ with young people in both phases working together is a sound model to help address the recommendations arising from specific transition issues (Mullan, 2014; Rose, 2009) through the delivery of aligned outcomes (cognitive, affective, interpersonal/social and physical/behavioural) and impact from learning science outdoors (Rickinson et al., 2004).
Original language | English |
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Pages (from-to) | 27-32 |
Journal | School Science Review |
Volume | 98 |
Issue number | 362 |
Publication status | Published - 01 Sept 2016 |
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Dive into the research topics of 'Science learning in the outdoors to support primary-secondary transition'. Together they form a unique fingerprint.Profiles
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Karen Kerr
- School of Social Sciences, Education and Social Work - Lecturer (Education)
- Education
- Centre for Evidence and Social Innovation
Person: Academic (Education), Academic