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<meta content="In their review of evidence-based research entitled A Review of Research on Outdoor
Learning, Rickinson et al. (2004) identify five key constraints that limit the amount of
outdoor learning. This paper explores whether green school grounds might be a location
where these constraints could be minimised. Specifically, it reports on a study that
sought to investigate the use of green school grounds as sites for outdoor learning, to
identify barriers that impede such use, and to examine how these barriers differ from
those cited in Rickinson et al.'s review. A mixed method approach was used: (1) 149
questionnaires were completed by administrators, teachers, and parents associated
with 45 school ground greening initiatives in a Canadian school board; (2) 21 follow-up
interviews were completed at five of the schools. Study participants reported that green
school grounds are used regularly for teaching some subjects, notably science and
physical education, but considerably less for teaching language arts, mathematics, and
geography. They also identified a series of barriers that limit the amount of outdoor
learning and these are compared to those identified by Rickinson et al. (2004). This
paper concludes with a discussion of how the opportunities for teaching and learning
on green school grounds can be more fully maximised." name="eprints.abstract" />
<meta content="2005" name="eprints.date" />
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<meta content="International Research in Geographical and Environmental Education" name="eprints.publication" />
<meta content="14" name="eprints.volume" />
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<meta content="Adams, E. (1990) Learning Through Landscapes:AReport on the Use, Design, Management, and
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42 International Research in Geographical and Environmental Education
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(2), 19-29.
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garden project: An evaluation of the benefits to children. Children's Environments 12 (2),
256-63.
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of learning in natural environments. International Journal of Geographical and
Environmental Education 11 (3), 218-36.
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Heading for Extinction? FSC Occasional Publication 72. Shrewsbury: Field Studies
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of Environmental Education 6, 209-24.
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Littlejohn (eds) Greening School Grounds: Creating Habitats for Learning (pp. 9-11).
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Green School Grounds as Sites for Outdoor Learning 43
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Malone, K. and Tranter, P.J. (2003a) Children's environmental learning and the use,
design and management of school grounds. Children, Youth and Environments 13 (2), On
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Malone, K. and Tranter, P.J. (2003b) School grounds as sites for learning: Making the most
of environmental opportunities. Environmental Education Research 9 (3), 283-303.
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place for education that promotes social inclusion. International Journal of Inclusive
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Martil-de Castro, W. (1999) Grounding environmental education in the lives of urban
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Grant and G. Littlejohn (eds) Greening School Grounds: Creating Habitats for Learning (pp.
127-9). Gabriola Island, BC: New Society.
Moore, R.C. (1996) Outdoor settings for playing and learning: Designing school grounds
to meet the needs of the whole child and whole curriculum. North American Montessori
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Schoolyard. Berkeley, CA: MIG Communications.
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Olwig, K.R. (1991) Childhood, artistic creation, and the educated sense of place. Children's
Environments Quarterly 8 (2), 4-18.
44 International Research in Geographical and Environmental Education" name="eprints.referencetext" />
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<meta content="In their review of evidence-based research entitled A Review of Research on Outdoor
Learning, Rickinson et al. (2004) identify five key constraints that limit the amount of
outdoor learning. This paper explores whether green school grounds might be a location
where these constraints could be minimised. Specifically, it reports on a study that
sought to investigate the use of green school grounds as sites for outdoor learning, to
identify barriers that impede such use, and to examine how these barriers differ from
those cited in Rickinson et al.'s review. A mixed method approach was used: (1) 149
questionnaires were completed by administrators, teachers, and parents associated
with 45 school ground greening initiatives in a Canadian school board; (2) 21 follow-up
interviews were completed at five of the schools. Study participants reported that green
school grounds are used regularly for teaching some subjects, notably science and
physical education, but considerably less for teaching language arts, mathematics, and
geography. They also identified a series of barriers that limit the amount of outdoor
learning and these are compared to those identified by Rickinson et al. (2004). This
paper concludes with a discussion of how the opportunities for teaching and learning
on green school grounds can be more fully maximised." name="DC.description" />
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<h1 class="ep_tm_pagetitle">Green school grounds as sites for outdoor learning: barriers and opportunities</h1>
<p style="margin-bottom: 1em" class="not_ep_block"><span class="person_name">Dyment, J.</span> (2005) <xhtml:em>Green school grounds as sites for outdoor learning: barriers and opportunities.</xhtml:em> International Research in Geographical and Environmental Education, 14 (1). pp. 28-45. ISSN 1038-2046</p><p style="margin-bottom: 1em" class="not_ep_block"></p><table style="margin-bottom: 1em" class="not_ep_block"><tr><td valign="top" style="text-align:center"><a onmouseover="EPJS_ShowPreview( event, 'doc_preview_2147' );" href="http://eprints.utas.edu.au/1655/1/IRGEE_2005_Dyment.pdf" onmouseout="EPJS_HidePreview( event, 'doc_preview_2147' );"><img alt="[img]" src="http://eprints.utas.edu.au/style/images/fileicons/application_pdf.png" class="ep_doc_icon" border="0" /></a><div class="ep_preview" id="doc_preview_2147"><table><tr><td><img alt="" src="http://eprints.utas.edu.au/1655/thumbnails/1/preview.png" class="ep_preview_image" border="0" /><div class="ep_preview_title">Preview</div></td></tr></table></div></td><td valign="top"><a href="http://eprints.utas.edu.au/1655/1/IRGEE_2005_Dyment.pdf"><span class="ep_document_citation">PDF</span></a> - Requires a PDF viewer<br />145Kb</td></tr></table><p style="margin-bottom: 1em" class="not_ep_block">Official URL: <a href="http://www.multilingual-matters.net/irgee/014/irgee0140028.htm">http://www.multilingual-matters.net/irgee/014/irgee0140028.htm</a></p><div class="not_ep_block"><h2>Abstract</h2><p style="padding-bottom: 16px; text-align: left; margin: 1em auto 0em auto">In their review of evidence-based research entitled A Review of Research on Outdoor
Learning, Rickinson et al. (2004) identify five key constraints that limit the amount of
outdoor learning. This paper explores whether green school grounds might be a location
where these constraints could be minimised. Specifically, it reports on a study that
sought to investigate the use of green school grounds as sites for outdoor learning, to
identify barriers that impede such use, and to examine how these barriers differ from
those cited in Rickinson et al.'s review. A mixed method approach was used: (1) 149
questionnaires were completed by administrators, teachers, and parents associated
with 45 school ground greening initiatives in a Canadian school board; (2) 21 follow-up
interviews were completed at five of the schools. Study participants reported that green
school grounds are used regularly for teaching some subjects, notably science and
physical education, but considerably less for teaching language arts, mathematics, and
geography. They also identified a series of barriers that limit the amount of outdoor
learning and these are compared to those identified by Rickinson et al. (2004). This
paper concludes with a discussion of how the opportunities for teaching and learning
on green school grounds can be more fully maximised.</p></div><table style="margin-bottom: 1em" cellpadding="3" class="not_ep_block" border="0"><tr><th valign="top" class="ep_row">Item Type:</th><td valign="top" class="ep_row">Article</td></tr><tr><th valign="top" class="ep_row">Additional Information:</th><td valign="top" class="ep_row">Published by Channel View Publications. Definitive version is available online at http://www.multilingual-matters.com/multi/journals/journals_irgee.asp</td></tr><tr><th valign="top" class="ep_row">Keywords:</th><td valign="top" class="ep_row">school ground greening, teaching, outdoor classrooms, outdoor
learning, environmental education, barriers</td></tr><tr><th valign="top" class="ep_row">Subjects:</th><td valign="top" class="ep_row"><a href="http://eprints.utas.edu.au/view/subjects/339999.html">330000 Education > 339900 Other Education > 339999 Other Education</a></td></tr><tr><th valign="top" class="ep_row">ID Code:</th><td valign="top" class="ep_row">1655</td></tr><tr><th valign="top" class="ep_row">Deposited By:</th><td valign="top" class="ep_row"><span class="ep_name_citation"><span class="person_name">Mrs Anita Cubit</span></span></td></tr><tr><th valign="top" class="ep_row">Deposited On:</th><td valign="top" class="ep_row">06 Sep 2007</td></tr><tr><th valign="top" class="ep_row">Last Modified:</th><td valign="top" class="ep_row">09 Jan 2008 02:30</td></tr><tr><th valign="top" class="ep_row">ePrint Statistics:</th><td valign="top" class="ep_row"><a target="ePrintStats" href="/es/index.php?action=show_detail_eprint;id=1655;">View statistics for this ePrint</a></td></tr></table><p align="right">Repository Staff Only: <a href="http://eprints.utas.edu.au/cgi/users/home?screen=EPrint::View&eprintid=1655">item control page</a></p>
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