Outdoor Education

No one will protect what

" they don't care about;

and no-one will care about what they have never experienced"
(David Attenborough)

EDUC 5609: Holistic Education

Group Portfolio
Christina Kempster, Hilary Morgan, Ashley Arnold, Jeanna Wagner & Lisa Allen
November 2016

Table of Contents
What is Outdoor Education pg. 1-2
Benefits of Outdoor Education for the Learner..pg. 2-5
Benefits of Outdoor Education for the Educator.pg. 5-7
Making an Outdoor Classroom a Reality.pg. 7-11
Resources & Strategies ....pg. 11 - 20
References.... Pg. 21 -22

Introduction
What is Outdoor Education?
Outdoor education has been a headline topic in education for years. Countries define
outdoor education differently resulting in varying ideas of what outdoor education is and how
to implement it into the curriculum. Researchers have explored the benefits to outdoor
education in the curriculum and the positive effects on childrens grades and overall feelings
towards school and learning.
Outdoor education had previously been viewed as primarily recreational. Over time
there has been an educational shift where outdoor education has become more instrumental,
and the skills and values that are emphasised are associated with employability. It was not until
1999 that outdoor education gained an official place in the curriculum when it became one of
the seven key learning areas of the Health and Physical Education
New Zealand Education system - through learning in health and physical education,
students will develop the knowledge, skills, attitudes, and motivation to make informed
decisions and to act in ways that contribute to their personal well-being, the well-being of other
people, and that of society as a whole (Ministry of Education)

Benefits of Outdoor Education for the Learner.

Outdoor classrooms are an alternative to the average and normalized
classroom where students normally go for their learning. An outdoor classroom offers
various different benefits for students across many different levels. Outdoor classrooms
offer a diverse way of learning for our many diverse learners in schools. One of the main
principles that outdoor classrooms follows is that children are learning everywhere they
go and in everything that they do.
Some of the benefits of the outdoor classroom can be divided into four categories,
physical, cognitive, psychological, and understanding. Within these categories are some
of the ways in which an outdoor classroom and more open learning style is beneficial to
students. To start with some of the physical benefits of the outdoor classroom there is an
increase in physical activity throughout the day, which is beneficial to all students it is
highly important to keep active and moving throughout the day. Along with this comes
an increased ability physically, students become more capable as well as overall move
active. By having students be more active throughout the day in comparison to the
average indoor class setting students understand and gain a pattern for a more active
and healthy lifestyle from learning in an outdoor classroom.
The second category is cognitive benefits; there are many ways that an outdoor
classroom setting can foster a more engaging learning environment for students to be in.
One of the main factors contributing to this category is a stronger sense of language and
communication skills. Being outdoors for their learning allows students to feel free in
using their language. Students are also encouraged to speak more and communicate
with one another more in an outdoor classroom. Another aspect is better problem
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solving skills; students are working together and working on building real life skills that
will be useful and important to them as they grow. Through using outdoor classrooms
students are fostering a greater sense of learning through self-initiation and self-driven
activity based learning. This leads to students being more motivated to learn and try new
things.
In the third category are psychological benefits for the learners in outdoor
classrooms. By having learners participate in outdoor classrooms students are overall
happier students and have a more positive sense of self-esteem. Along with many
positive benefits on students learning in outdoor classrooms students are forming better
more advanced social skills in the outdoor classroom. Another key aspect to the
psychological benefits of outdoor classroom is being able to foster and build a balanced
internal psychology from the time that students are able to spend alone learning on their
own terms. This allows for students on build on their independence not only as learners
but as individuals as well, teaching them great responsibility.
The fourth category is understanding, by having the students learn in an outdoor
environment they strengthen their knowledge and understanding of nature and the
outdoors in general. Giving students the opportunity to explore and form a better
appreciation for all aspects of nature, by exploring it first hand. Through learning in an
outdoor environment it eliminates the necessity for secondary resources, giving students
the chance to learn from primary resources that are tangible and in direct access to them
on a daily basis, bring a whole new meaning to hands on learning experiences.
By using an outdoor classroom students are able to shift from the average
classroom learning styles of using secondary documents and resources and move to
using primary resources such as nature. The outdoor classroom also moves away from

needing to rely on lectures, textbooks and Internet for learning and put the learning in
the hands of the learner. Outdoor classrooms open up to more learning opportunities
for different and diverse learners that are in every classroom. Even being able to take
students outside for an activity is beneficial for learning.

Benefits of Outdoor Education for the Educator

Outdoor education allows educators to teach in a progressive manner that
effortlessly fosters hands-on inquiry based learning. The outdoors provides educators
with limitless material which acts as a primary source for learners. These primary sources
allow educators to incorporate multi-sensory experiences into their lessons. To enhance
lessons educators can ask students to focus on one specific sense of either touching,
smelling, hearing, or seeing, or ask students to use a combination of the four. Using
multiple senses will allow students to create more complete memories of activities. Using
the real-world examples found in the outdoors allows students to make more
meaningful connections which educators can continue to build on.
Another feature of the outdoor classroom that benefits teachers is the ability to
incorporate multiple subject areas in one lesson. Using cross-curricular lessons allows
the teacher to meet multiple outcomes at once and continues to support students
making stronger connections. It also allows educators to blur the lines between
academics and creative play. This will lead to a more engaged class with a strong sense of
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inquiry and wonder. Teaching outdoors also recognizes and celebrates different learning
styles. Students who are tactile or kinesthetic learners will be able to thrive as they learn
in a multi-sensory environment without boundaries. Teaching outdoors is also beneficial
for English as additional language (EAL) as it provides educators the opportunity to create
a live word bank for EAL learners who are beginning learning English. In comparison,
these opportunities would be unavailable, or limited in a traditional classroom.
Kings College London in the U.K performed a study looking at some of the
benefits of teaching outdoors. They found that teachers who taught outdoors were more
confident and enthusiastic about their work. Teaching outdoors allowed teachers to be
more innovative in their teaching strategies. It provided teachers with unique teaching
opportunities that they would not be able to experience in the traditional classroom. On
a larger scale, schools benefited from the leadership of their teachers who took the
initiative to take students outside. Teachers can be inspired by these innovative
approaches to teaching and can be motivated to take on new approaches in their own
teaching practice.
Ontario found similar findings to the U.K when speaking with different members
of some of their school boards who have witnessed or performed teaching outdoors. The
field centre coordinator with Ontarios Peel District School Board said that he has
witnessed educators gain confidence as well as renew their interest in teaching by
moving their classed outdoors. He attributes this shift due to the lack of confinement
from classroom walls and the ability to fluently connect different subject areas just from
looking around in nature. A teacher at the Toronto District Boards Forest Valley Outdoor
Education Centre has similar feelings stating that many of his planned lessons have
transitioned into unexpected lessons due to unexpected findings in nature. He gives the

example of a lesson on tree identification that was interrupted by the discovery of ants.
From these beneficial interruptions of nature, he states he has become a more
innovative and resilient teacher.
Research has consistently shown that nature makes humans happier, less irritable
and more creative and generous. Teachers are under a lot of stress with the work that
they do. Experiencing nature while simultaneously working can help take away some of
this stress. A teacher-librarian at an elementary school in Toronto supports this notion
claiming that being outside has made him feel more awake and alive. Teaching outdoors
can be seen as beneficial to teachers in both their professional and personal lives.

Making an Outdoor Classroom a Reality

There are many ways in which you can make an outdoor classroom and outdoor
learning a reality in your school. If it is something you are trying out, to see how the kids
adapt to a new learning environment, or to see if administration agrees with this then
you may want to look into informal and inexpensive ways. If an outdoor classroom is
something you know you want to have for the entire school to use and your
administration is supporting this then looking into a permanent fixture for the outdoors
is a great option. This document will further look at three ways outdoor classrooms can
become a reality in your school. Field trips, creating your own, and using the available
space around you.
Field Trips
Field trips are a great way to bring your students and their learning outdoors. Field
trips can happen almost anywheres. When planning a field trip that is focused on

learning outdoors and has a very specific purpose for your students learning, it is
important you examine all possible locations that are available to you. The Natural
Resource Education Centre is located just outside of Halifax Regional Municipality in
Middle Musquodoboit. This is a space that is designed for educators to bring their
students to learn in an outdoor setting.
When planning a field trip with outdoor education in mind, look for spaces that
have this as a focus. Taking students to a park or field is great; however, for purposeful
learning to happen there needs to be a focus on why they are outdoors and how this is
affecting them.
Creating Your Own
Creating your own outdoor classroom or learning space can seem like a daunting
task. It may seem like efforts will go unused or unnoticed this is in fact not true. Focus on
Forests, an initiative created by TD Canada Trust is a very helpful document to reference
if you are considering creating an outdoor classroom of your own.
Starting off your journey in creating your own outdoor classroom organized will
be key. Organization will help this project go from ideas to a reality. Focus on Forests lists
the main points of organization being the places you look to for supports.find proper
supports, create a space that is accessible to all, find your budget, have a timeline and
stick to it, make using this space a priority, use past successes as inspiration. Whether
you plan on creating an elaborate outdoor classroom or a very simple one. Looking into
all of these areas is what will be the deciding factor on the space and its use.
Foundations, grants, cooperative giving, school boards, local community and
fundraising. Funding is a major part of creating any space. An outdoor classroom
requires funding and hard work to maintain. What is listed above is a hierarchy that

Focus on Forest uses as a guide for those looking to create outdoor classrooms. What we
have learned in our research for this project is the numerous amounts of large
corporations that actually have funding and grants available for schools to tap into when
they are creating outdoor spaces. Starting with these large companies will really help
determine the rest of your project. Fundraising can be difficult as we know, going into a
project knowing that you have so much available to you will help set up the remainder of
the project.
Creating and accessible space is another key feature when in the planning stages.
Thinking about all of the students who will want to have accesses ot the space and who
will want to enjoy it is key. This is not just about looking at current students but also to
the future. Planning for what could be. Think about students with mobility issues,
students who have sight issues, students who are bothered by light or sound.
Considering all of these plus more, will help eliminate the chance that the space will go
unused because it is not an effective learning space for everyone.
To find success in creating an outdoor classroom that is available to all students,
that is fun and interactive, and that is a space for true learning to happen requires many
things. However, one of the key requirements while planning and creating this space is
that all educators and administrators are on the same page with what is happening.
Taking the time to map it out will mean that teachers are more likely to use the space.
Offering Professional Development on how to properly use the space and how to create
lessons centered around learning outdoors. The classroom needs to meet the needs of
the educators just as much as it does the students. Ask yourself when planning how to
best answer this.

Project Flow has a focus on water sustainability. If your school is building an

outdoor space that is focused on water then this is a great source. They offer funding to
projects who plan to teach students about the importance of water sustainability, active
citizenship and responsibility.
(http://resources4rethinking.ca/en/project-flow)
Toyota Evergreen is centered around funding school who plan to create outdoor
spaces for students to learn in, play and and develop a respect for nature. This grant
offers up to $3500 to schools who are planning on creating these spaces. Depending on
what you have planned for your space this could be almost all you need. Ecole de
Pomquet, a school in Pomquet Nova Scotia, has accessed these funds to create their
outdoor classroom.
(https://www.evergreen.ca/get-involved/funding-opportunities/school-ground-gra
nts/)
Tree Canada is part of Ikea Canada. They offer sponsorship to schools who are
planning on creating outdoor learning spaces. They offer up to $4000 to schools who
apply, their only limitation is that the school must be within 100km of an Ikea store.
(https://treecanada.ca/en/programs/ikea-outdoor-classroom-program/)
Using the Space Around You
An outdoor classroom does not necessarily need to be a formal space. When first
exploring the idea of an outdoor classroom, to see how other educators in the school use
the space and to see how students adapt to their learning being outdoors, using the
space around you can be a very good start.
Students

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Plan a lesson that focuses on the outdoors.

Use a lesson you

have previously planned, adapt.

Outdoor classrooms are making an attempt to challenge the tradition that we know
today. Though they have been around forever and used in some ways, it is time to realize
how important they are in every area of learning and teaching. The outdoor space is not
one that should be left for certain subject areas or as a way for teachers to get outside
and relax on independent reading days. The space can be just as if not more productive
than a traditional classroom. This diagram represents the two ways a teacher can look at
using the outdoors. For some they may have a lesson planned that will automatically
involve and outdoor space as the learning space. When the outdoor classroom or space
that you have available to you is built into your lessons then you will likely have a smooth
transition into taking your students out to that space and the same level of engagement
and learning happening.
Teachers who are teaching a concept they have previously taught to other classes
but who want to engage in the outdoor space may have to adapt their previously
planned lessons. For some who are set in their ways, this transition may be difficult. The
outdoor space is certainly going to be different than a classroom setting. It is about
finding ways to make this work. The first few times we take students outside for learning

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experience, we as educators need to realize that they too will be a little unsettled and
unused to the new routine. It is important that we allow for this. Allow them time to
adjust to this new routine (ensure there is one set into place), new setting and new
experience. The more we take them outside and use the outdoors as a classroom and
learning space the easier it will become.

Resources & Strategies

The following section lists helpful websites, videos, TED Talks, programs, and curriculum
documents that show examples can assist you in incorporating outdoor education into
your school and classroom communities.

Websites
Forest Schools Canada
Forest Schools Canada (FSC) is a an educational organization
whose mission is to foster rich learning experiences,
ecological literacy, and healthy living by connecting children
to nature through the use of the Forest School model in the early, primary, and
secondary years. The FSC formed in 2012 as an educational initiative of the Child &
Nature Alliance of Canada. Program development from its British counterpart focuses on
teacher training, resource development, and supporting outdoor/forest/environmental
schools already in existence in Canada. The website features information on a teaching
training course entitled Forest & Nature School Practitioners Course as well as

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providing a profile on the Ottawa Nature School, professional development information,

and resources for educators.
Website: http://www.forestschoolcanada.ca
A notable feature of this website is the Head, Heart, Hands Approach to Outdoor Learning
guide prepared by 12 Canadian environmental educators to assist teachers in developing
an understanding for the necessity, benefit, and feasibility of outdoor education.
Guide:
http://www.forestschoolcanada.ca/wp-content/themes/wlf/images/FSC-Guide_web.pdf
Resources4Rethinking
This website supplies classroom lessons, videos, literature, outdoor activities.
Resources4Rethinking focuses its educational programs
around 4 initiatives: Get Outside (Your Guide to Natures
Events), Hot Topics (Explore Current Calls to Action),
EcoLeague (Linking Education to Action) and Project Flow
(Water Action Projects).
Website: http://resources4rethinking.ca
Nova Scotia Natural Resources Education Centre
The Natural Resources Education Centre (NREC)is an initiative developed by the Nova
Scotia Department of Natural Resources. Based in Middle Musquodoboit,the NREC offers
education programs to school groups. School programs from grades 1-12 are offered at
their on-site location for no fee (other than the transportation to the centre) for classes
of up to 30 students. The program operates on a 120 acre woodlot with indoor and
outdoor classroom components. Examples of programs offered by the NREC include:

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GPS use and application, forest ecosystems, sustainable forestry, wildlife diversity,
wilderness survival, wetland wonders, pioneer life and the nature of soils.
Website: http://novascotia.ca/natr/education/nrec/
Our Canada Project: Environmental Actions for Change
The Our Canada Project is an initiative developed by Learning for a Sustainable Future
organization whose aim is to integrate environmental and sustainability education into
Canadian schools systems. Their mission is to promote, through education, the
knowledge, skills,values, perspectives, and practices essential to a sustainable future.
The website features
an interactive map of
the country that can be
viewed through the the
cultural, economic,
social, and
environmental. Each
filter relates to a pinpoint on the map which showcases profiles on environmental
initiatives led by school communities. These profiles range from school garden, recycling,
food security, and outdoor classroom projects. This is an excellent resource to see the
environmental educational projects being done around the country. Each project has a
link that leads to information and resources about each project. Additionally, the website
features information on how to apply as a teacher or student for EcoLeague funding for
your own environmental education project.

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Website: http://ourcanadaproject.ca/?category=environmental

Kattuk Expeditions
This website features a Nova Scotian wilderness expedition group aimed at team building
and outdoor education programs for schools and community groups. Their outdoor
education programs focus on wilderness and remote first aid training, outdoor safety
and skills training, GPS training, geocaching and outdoor food preparation. Their youth
programs are directed at students grades 5+ and focus on wilderness survival and
interaction.
Website: http://www.kattukexpeditions.com/youth-programs.html

Canadian Parks and Wilderness Society - Nova Scotia Chapter

The Nova Scotia Chapter of the Canadian Parks and Wilderness Society delivers 3
educational programs: Nature Calls, WildernessAid &
Bridging the Ages. Nature Calls focuses on
reintegrating urban youth populations to the outdoors
while WildernessAid is an event hosted by the Saint
Marys University Environment Society focused at
providing educational experiences in the winter months. Finally Bridging the Ages is a
program based on youth and senior mentorship and environmental education.
Website: http://cpawsns.org/campaigns/education

HRM Earth Adventure Centre

The Earth Adventure Centre facility is currently located at the Flemming Park (Dingle) on
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the Northwest Arm of Halifax. The program is sponsored by Acadia University and is
focused on developing and delivering programs aimed and engaging youth in leadership
for a sustainable future in Nova Scotia.
Website: http://earthed.ns.ca/partners/adventure-earth-centre/

TED Talks
The Value Of Environmental Education
Link: http://ed.ted.com/on/t8qmd5Uq
In school youre just sitting at your desk learning about it , our here you actually get to go
and do it
Exploring the Environmental Schools - Craig Cerhit
Link: https://www.youtube.com/watch?v=zMOQiBkFZeo)
Craig is a father and filmmaker who documented his sons experiences as a preschooler
in Maple Ridge, BC. Craig describes his initial weariness and pessimism about outdoor
education but came to realize that in traditional education systems experience to
learning is missing, something he sees is remedied in outdoor learning opportunities.
The TED Talk features commentary on the merits of outdoor education and the benefits
for students to learn in an emergent, cross-curricular, multi-age level, and experiential
way.
A prominent feature to Craigs commentary is the emphasis on experiencing what one
learns in outdoor educational settings. He uses the example of dissecting salmon from a
nearby river as a way to utilize an emergent opportunity to engage students in a
cross-curricular activity. Craig advocates the ways in which outdoor education fosters a
sense of environmental stewardship even among the younger ages.

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News Articles
First all-natural playground set to open in Halifax - The Chronicle Herald.

A recently built playground at the Sir Sanford Flemming (Dingle) Park in the Northwest
Arm of Halifax. Its eco-friendly
concept is meant to facilitate the
physical and cognitive interaction of
children with the natural
environment. Earthscape, an
Ontario-based company, developed
the playground using all natural and
recyclable materials. The
playground is located at the Dingle Park which already benefits from hiking trails, the
Dingle Tower, and the Adventure Earth Centre.

Link:
http://thechronicleherald.ca/novascotia/1413703-first-all-natural-playground-set-to-open
-in-halifax#node-1413703

New Minas Elementary wins $20,000 for outdoor classroom - Kings County
Advertiser
This article features the successful campaign New Minas Elementary school was
involved in to win the $20,000 grand prize in the Majesta Trees of Knowledge
competition. The funding is being used to build an outdoor classroom next to a stream
that is already used to support trout-release projects. The Vice Principal speaks of the

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cognitive benefits of outdoor education and the excitement the school community has to
engage in learning opportunities in the outdoors.

Link:http://www.kingscountynews.ca/News/Local/2015-06-01/article-4166177/New-Minas
-Elementary-wins-$20,000-for-outdoor-classroom/1

Outdoor Classroom - The Highland Heart Weekly.

This article features the development of an outdoor classroom at Ecole de Pomquet that
began last year. The school was awarded funds as part of a national initiative run by
Evergreen (an organization featured earlier in our resources section). The Evergreen
Learning Grounds Program was the initiative that supplied the funding to the school
and is sponsored in part by Toyota. School staff featured in the article discuss their
excitement for the outdoor learning space and the potential it has to incorporate holistic
principles to teaching and re-engaging their students to nature and learning.
Link: http://www.thehighlandheart.ca/outdoor-classroom/

New Outdoor Classroom at Learning Grove- Digby Area Learning Association.

Learning Grove is a childcare centre that has recently built an outdoor classroom
featuring a plexiglass writing board, outdoor chalkboards, sheltered learning areas, and
benches. This facility was awarded by the TD Friends of the Environment Foundation as a
way to re-integrate children into the outdoors to further their learning opportunities.
Link: http://dala.digby.ns.ca/2015/10/new-outdoor-classroom-at-learning-grove/

N.S Offers all Grade 4 Students 2 Nights of Free Camping - The Chronicle Herald

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A program developed by the NS Department of Natural Resources gives 9,500

grade 4 students in every school board (public, private, First Nations and home schooled
students included) a 2 night family camping pass for any of the provinces 20 provincial
parks in Nova Scotia. The two-year pilot project is aimed at encouraging youth
exploration and integration into the natural world. The program is meant to inspire
children to get outside, become physically active, and seek a connection to the natural
world.
Link:
http://thechronicleherald.ca/novascotia/1366113-n.s.-offers-all-grade-4-students-two-fre
e-nights-of-camping

Lesson Plans & Misc.

Canadian Geographic- Education
This link provides teachers with ready-to-use lesson plans that align with the Canadian
Standards for Geography as well as provincial curriculum outcomes. This is a compilation
of lesson plans created by teachers for teachers.
Link: http://www.cangeoeducation.ca/resources/learning_centre/lesson_plans.asp
Evergreen
Evergreen is a Canadian charitable organization devoted to creating sustainable and
environmentally friendly public spaces. Community engagement is crucial to this process
and Evergreeen utilizes strategies of collaboration, innovation, accountability, and
systems approach to develop its initiatives. This organization operates across the country
to facilitate initiatives such as: urban farming, farmers market support, greenspace
development, City Works programs, and education. Their website features information
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about their work supporting the development of outdoor classrooms and learning
spaces as well as a teachers corner. This link supplies elementary and secondary
teachers with a collaborative database of lesson plans and techniques to support
outdoor learning opportunities.
Link: https://www.evergreen.ca/get-involved/resources/teachers-corner/

Learning for a Sustainable Future

This website features an extensive database of classroom-ready lesson plans for primary
and secondary educators. Lesson plans, study guides, projects, and journals are included
for a variety of age groups and subjects.

Link:http://lsf-lst.ca/en/projects/teacher-resources/additional-resources/teaching-geogra
phy-through-a-sustainability-lens
Ducks Unlimited Canada - Resources for Teachers
Protection of wetlands and watersheds is the primary focus of these lesson plans and
resources from Ducks Unlimited Canada. Their elementary programs entitled Project
Webfoot focuses on watershed management while their junior-senior high programs are
developed through the lens of ecosystem interactions in marshes.
Link: http://www.ducks.ca/resources/educators/

Environment Canada - Educational Resources for Educators

Link: http://www.ec.gc.ca/default.asp?lang=En&n=FD9B0E51-1

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EcoSpark
EcoSpark is an environmental education organization based in Toronto, ON that
encourages environmental stewardship by supporting schools and communities to
monitor the environment around them and implement initiatives to support
sustainability and positive interaction with their surrounding environment. The Teacher
Area of the website supplies information about environmental training opportunities for
teachers in the Toronto area as well as a learning guide for teachers on the merits of
stream restoration and study. Sustainable energy program Wattwize is no longer
facilitated by EcoSpark but the link to their teacher guide is also provided by the website.

Link: http://www.ecospark.ca/changingcurrents/teachers

EcoKids
EcoKids is an environmental education resource organization based in Ontario that is
focused on providing teachers, parents, communities and students with resources and
information about supporting positive environmental change in their area. They focus on
connecting nature to play and aim to foster a lifelong sense of environmental
stewardship in children. Their website is divided into 4 sections: Play, Get Outside,
Take Action and Campaign & Contests. The site is interactive and supports Canadian
teachers in developing lesson plans, activities, and unique learning opportunities for
outdoor education. The site features numerous activities, games and lesson plans.
Link: https://ecokids.ca

References
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Anonymous. (2011, September 25). Top ten reasons to have an outdoor classroom.
Retrieved from
https://greenschoolyardnetwork.org/2011/09/25/top-ten-reasons-to-have-an-outdoor-cla
ssroom/
Anonymous. (2015). The outdoor classroom project. Retrieved from
http://outdoorclassroomproject.org/about/the-outdoor-classroom/
Neill,J. & Richards, G. (1998). Does Outdoor Education Really Work? A Summary Of Recent
Meta-Ana
Barrett, J. & Greenaway, R. (1995). Why Adventure? The role of outdoor adventure in young
people's personal and social development. Foundation for Outdoor Adventure: Coventry,
UK.
Focus on Forests. Building outdoor classrooms: A guide for successful fundraising. Td
Friends of the Environment.
Fry, S.K. & Heubeck, B. (1998). The effects of personality and situational variables on mood
states during Outward Bound wilderness courses: An exploration. Personality and
Individual Differences, 25, 649-659.
Neill, J.T. & Heubeck, B. (1997). Adolescent coping styles and outdoor education: Searching
for the mechanisms of change. Australian Journal of Outdoor Education.
Zink, R. & Boyes, M. (2006) The nature and scope of outdoor education in New Zealand
schools. Australian Journal of Outdoor Education, 10(1), 11-21

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Woodhouse, J. & Knapp, C. (2000) Redefining Outdoor Education:A Matter of Many

Relationships. Australian Journal of Outdoor Education.
Russell, K. C. (2000) Exploring How the Wilderness Therapy Process Relates to Outcomes,
Journal of Experiential Education 23(3): 1706.
Suzuki, D. (2014, September 18). Learning in nature is good for teachers and students.
Retrieved from
http://www.davidsuzuki.org/blogs/science-matters/2014/09/learning-in-nature-is-good-fo
r-teachers-and-students/

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