Show simple item record

dc.contributor.authorMann, Jen
dc.contributor.authorGray, Ten
dc.contributor.authorTruong, Sen
dc.contributor.authorSahlberg, Pen
dc.contributor.authorBentsen, Pen
dc.contributor.authorPassy, Ren
dc.contributor.authorHo, Sen
dc.contributor.authorWard, Ken
dc.contributor.authorCowper, Ren
dc.date.accessioned2021-09-17T12:58:58Z
dc.date.issued2021-01-29en
dc.identifier.issn1660-4601en
dc.identifier.urihttp://hdl.handle.net/10026.1/17830
dc.description.abstract

Outdoor Learning in natural environments is a burgeoning approach in the educational sector. However, the evidence-base of research has not kept pace with teacher perceptions and increased practitioner usage. Anecdotal evidence and formal research suggest the significant health and wellbeing benefits of nature connection. Offering low-cost, non-invasive pedagogical solutions to public health challenges—particularly around mental health, wellbeing, physical literacy, and increasing physical activity–the pedagogical benefits of Outdoor Learning are yet to be fully enunciated. The proposed systematic review will search for studies across eight academic databases which measure the academic and socio-emotional benefits of Outdoor Learning, with a focus on school-aged educational settings. Using the inclusion criteria set out in this paper (and registered with PROSPERO: CRD42020153171), relevant studies will be identified then summarised to provide a synthesis of the current literature on Outdoor Learning. The goal of this review is to document the widespread international investigation into Outdoor Learning and its associated benefits for development, wellbeing, and personal growth. The systematic review will provide insights for teacher-training institutions, educational policy makers, and frontline teachers to improve the learning experiences of future students.

en
dc.format.extent1199 - 1199en
dc.languageenen
dc.language.isoenen
dc.publisherMDPIen
dc.titleA Systematic Review Protocol to Identify the Key Benefits and Efficacy of Nature-Based Learning in Outdoor Educational Settingsen
dc.typeJournal Article
plymouth.issue3en
plymouth.volume18en
plymouth.journalInternational Journal of Environmental Research and Public Healthen
dc.identifier.doi10.3390/ijerph18031199en
plymouth.organisational-group/Plymouth
plymouth.organisational-group/Plymouth/Faculty of Arts, Humanities and Business
plymouth.organisational-group/Plymouth/Faculty of Arts, Humanities and Business/Plymouth Institute of Education
plymouth.organisational-group/Plymouth/REF 2021 Researchers by UoA
plymouth.organisational-group/Plymouth/REF 2021 Researchers by UoA/UoA23 Education
plymouth.organisational-group/Plymouth/Research Groups
plymouth.organisational-group/Plymouth/Research Groups/Institute of Health and Community
plymouth.organisational-group/Plymouth/Users by role
plymouth.organisational-group/Plymouth/Users by role/Academics
dcterms.dateAccepted2021-01-20en
dc.rights.embargodate2021-09-18en
dc.identifier.eissn1660-4601en
dc.rights.embargoperiodNot knownen
rioxxterms.versionofrecord10.3390/ijerph18031199en
rioxxterms.licenseref.urihttp://www.rioxx.net/licenses/all-rights-reserveden
rioxxterms.licenseref.startdate2021-01-29en
rioxxterms.typeJournal Article/Reviewen


Files in this item

Thumbnail
Thumbnail

This item appears in the following Collection(s)

Show simple item record


All items in PEARL are protected by copyright law.
Author manuscripts deposited to comply with open access mandates are made available in accordance with publisher policies. Please cite only the published version using the details provided on the item record or document. In the absence of an open licence (e.g. Creative Commons), permissions for further reuse of content should be sought from the publisher or author.
Theme by 
@mire NV