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ERIC Number: ED471726
Record Type: Non-Journal
Publication Date: 1999
Pages: 9
Abstractor: N/A
Reference Count: N/A
Changing Roles for Outdoor Education Centres.
Cooper, Geoff
There have been two traditions of outdoor education in Great Britain. Field studies focus on science, while outdoor pursuits focus on physical skills and technical knowledge or personal and social development through challenging situations. These two approaches have much in common and much to offer each other. Although both approaches use the environment as the medium for learning, there is little evidence that they encourage a greater awareness and concern for the environment. Metropolitan Wigan (England) owns two residential outdoor education centers that have developed a broader approach to education and emphasize the environment. It is their policy that personal, social, and environmental aspects of outdoor education are inseparable and that raising confidence and self-esteem is essential for environmental education. They have offered writing, art, photography, geography, geology, biology, drama, dance, music, and mathematics courses as well as the more usual courses in outdoor and environmental activities. The centers maintain a friendly and supportive learning environment and utilize a student-centered, experiential approach to learning. Urban students aged 9-18 attend 5-day residential courses in outdoor and environmental education linked to their school curriculum. Separate programs for elementary and secondary students include all elements from awareness through action. Contact between the centers and schools is encouraged through teachers' inservice courses and workshops. Links with local communities and organizations are maintained through farm visits and service learning conservation projects. The centers have worked with other European countries on models for environmental education and have hosted international youth events. (TD)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)