Writing as a Method of Inquiry about Students' Experiences in a New Zealand Primary School Outdoor Education Programme
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| Title: | Writing as a Method of Inquiry about Students' Experiences in a New Zealand Primary School Outdoor Education Programme |
|---|---|
| Language: | English |
| Authors: | Cheng Deng (ORCID |
| Source: | Journal of Adventure Education and Outdoor Learning. 2025 25(3):679-691. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Foreign Countries, Writing (Composition), Elementary School Students, Outdoor Education, Essays, Student Experience, Emotional Response, Resident Camp Programs, Program Effectiveness, Physical Education, Health Education, Student Attitudes |
| Geographic Terms: | New Zealand |
| DOI: | 10.1080/14729679.2024.2366919 |
| ISSN: | 1472-9679 1754-0402 |
| Abstract: | In Health and Physical Education (HPE) of the "New Zealand Curriculum," Outdoor Education (OE) is one of the seven key areas of learning. It has been taught in various forms because it includes a whole range of outdoor adventure activities and leisure pursuits. To better understand/interpret its nature and value in a New Zealand semi-rural primary school, we worked with eight students' essays on their outdoor experiences to co-construct this paper. Students' essays and school documents served as our data. Our inquiry linked students' experiences to the underpinning philosophy of the school and created composite stories of their OE experiences. Students' writing revealed their emotions, feelings, and the impact of their outdoor experiences during a three-day residential camp. Although this is a small, circumscribed study, the findings illustrate some primary school students' OE experience and offer pedagogical insight to support the educative purpose of OE. The tangible OE experiences can provide an entry point into students' affective learning and literacy with learning in other subjects. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1481487 |
| Database: | ERIC |
| Abstract: | In Health and Physical Education (HPE) of the "New Zealand Curriculum," Outdoor Education (OE) is one of the seven key areas of learning. It has been taught in various forms because it includes a whole range of outdoor adventure activities and leisure pursuits. To better understand/interpret its nature and value in a New Zealand semi-rural primary school, we worked with eight students' essays on their outdoor experiences to co-construct this paper. Students' essays and school documents served as our data. Our inquiry linked students' experiences to the underpinning philosophy of the school and created composite stories of their OE experiences. Students' writing revealed their emotions, feelings, and the impact of their outdoor experiences during a three-day residential camp. Although this is a small, circumscribed study, the findings illustrate some primary school students' OE experience and offer pedagogical insight to support the educative purpose of OE. The tangible OE experiences can provide an entry point into students' affective learning and literacy with learning in other subjects. |
|---|---|
| ISSN: | 1472-9679 1754-0402 |
| DOI: | 10.1080/14729679.2024.2366919 |
