Abstract
The Forest School movement offers children valuable outdoor experiences; however, pedagogically it is under-theorised and under-researched in diverse contexts. As a result, it has at times become a “drag and drop” program, which does not necessarily acknowledge local place, environment or culture. Alternatively, place-based outdoor learning is examined as a place-responsive approach, where a year-long outdoor program was implemented and evaluated in an Australian primary school. Place-based outdoor learning is a broader integrated approach that is interconnected with place, curriculum and learners. This paper re-envisions a perspective on outdoor teaching to individualise meaningful learning in nature, within specific contexts.
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Lloyd, A., Truong, S. & Gray, T. Place-based outdoor learning: more than a drag and drop approach. Journal of Outdoor and Environmental Education 21, 45–60 (2018). https://doi.org/10.1007/s42322-017-0002-5
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DOI: https://doi.org/10.1007/s42322-017-0002-5