Adventure EducationAdventure Education

Danielle NesbittDanielle Nesbitt

EDPY 751EDPY 751

History of ConstructivismHistory of Constructivism The concept of constructivism can be traced all the way The concept of constructivism can be traced all the way

back to Socrates. His way of teaching required his students back to Socrates. His way of teaching required his students to question what they thought they knew and highlight their to question what they thought they knew and highlight their weaknesses in their thinking. weaknesses in their thinking.

In this century, PiagetIn this century, Piaget and Dewey and Dewey developed theories of developed theories of childhood development and education, what we now call childhood development and education, what we now call Progressive Education, that led to the evolution of Progressive Education, that led to the evolution of constructivism.constructivism.

Piaget believed that humans learn through the construction Piaget believed that humans learn through the construction of one logical structure after another. He also concluded of one logical structure after another. He also concluded that the logic of children and their modes of thinking are that the logic of children and their modes of thinking are initially entirely different from those of adults. The initially entirely different from those of adults. The implications of this theory and how he applied them have implications of this theory and how he applied them have shaped the foundation for constructivist education.shaped the foundation for constructivist education.

Constructivist TheoryConstructivist Theory

Constructivism is basically a theory -- based on Constructivism is basically a theory -- based on observation and scientific study -- about how observation and scientific study -- about how people learn. It says that people construct their own people learn. It says that people construct their own understanding and knowledge of the world, through understanding and knowledge of the world, through experiencing things and reflecting on those experiencing things and reflecting on those experiences. When we encounter something new, experiences. When we encounter something new, we have to reconcile it with our previous ideas and we have to reconcile it with our previous ideas and experience, maybe changing what we believe, or experience, maybe changing what we believe, or maybe discarding the new information as maybe discarding the new information as irrelevant. In any case, we are active creators of our irrelevant. In any case, we are active creators of our own knowledge. To do this, we must ask questions, own knowledge. To do this, we must ask questions, explore, and assess what we know.explore, and assess what we know.

Constructivist Learning Constructivist Learning TheoryTheory

Inquiry is a key part of constructivist Inquiry is a key part of constructivist learning.learning.

Five Guiding Principles of Constructivism:Five Guiding Principles of Constructivism: Pose problems of emerging relevance to students.Pose problems of emerging relevance to students. Structure learning around primary concepts.Structure learning around primary concepts. Seek and value students' points of view.Seek and value students' points of view. Adapt instruction to address student suppositions.Adapt instruction to address student suppositions. Assess student learning in the context of teaching.Assess student learning in the context of teaching.

Only by wrestling with the conditions of the problem at hand, Only by wrestling with the conditions of the problem at hand, seeking and finding his own solution (not in isolation but in seeking and finding his own solution (not in isolation but in correspondence with the teacher and other pupils) does one correspondence with the teacher and other pupils) does one learn." learn." John Dewey, How We Think, 1910John Dewey, How We Think, 1910

Kolb’s Experiential Learning Kolb’s Experiential Learning CycleCycle

Origins of Modern Adventure Origins of Modern Adventure Education programsEducation programs

In 1941 Kurt Hahn came up with an Outward bound In 1941 Kurt Hahn came up with an Outward bound program for the Funnel Shipping Line to reduce the loss program for the Funnel Shipping Line to reduce the loss of lives caused by sinking ships. This was the first of lives caused by sinking ships. This was the first program of its kind and was a month long course. The program of its kind and was a month long course. The program aimed at the development of 5 major areas: program aimed at the development of 5 major areas: IndependenceIndependence InitiativeInitiative Physical FitnessPhysical Fitness Self-relianceSelf-reliance Resourcefulness Resourcefulness

As the success of this program increased a total of 48 As the success of this program increased a total of 48 Outward Outward

Bound schools were created in England among other Bound schools were created in England among other countries.countries.

Adventure EducationAdventure Education Adventure Education was born out of the Adventure Education was born out of the

concept that play can be purposeful. concept that play can be purposeful. Through natural forms of recreation and Through natural forms of recreation and leisure one can attain personal growth.leisure one can attain personal growth.

Interpersonal relationships – refer to Interpersonal relationships – refer to how people get along in a group of how people get along in a group of two or more people.two or more people.

Intrapersonal relationships – refer to Intrapersonal relationships – refer to how an individual gets along with how an individual gets along with self, self-concept, spirituality, self, self-concept, spirituality, confidence, self-efficacy, etc.confidence, self-efficacy, etc.

Outdoor Education ModelOutdoor Education Model

The first model comes from Dr. Simon Priest’s article “Redefining Outdoor Education: A Matter or Many Relationships” (1986)

Outdoor EducationOutdoor Education Outdoor Education is an experiential method with the use of all senses Outdoor Education is an experiential method with the use of all senses

in which most of the learning takes place in the outdoors. Outdoor in which most of the learning takes place in the outdoors. Outdoor education programs often involve residential or journey based education programs often involve residential or journey based experiences in which students participate in a variety of adventurous experiences in which students participate in a variety of adventurous challenges.challenges.

Some specific outdoor education programs aims are to:Some specific outdoor education programs aims are to: Reduce recidivism (crime)Reduce recidivism (crime) Enhance teamworkEnhance teamwork Teach outdoor survival skillsTeach outdoor survival skills Promote spiritualityPromote spirituality Understand natural environmentsUnderstand natural environments Develop leadership skillsDevelop leadership skills Improve problem solving skillsImprove problem solving skills

Outdoor Education ModelOutdoor Education Model

Assessments MethodsAssessments Methods

Observation checklists of skillsObservation checklists of skills Progression checklistsProgression checklists Put students in realistic situationsPut students in realistic situations ScenariosScenarios JournalingJournaling Written testsWritten tests Application EssaysApplication Essays Self AnalysisSelf Analysis Group Feedback/InteractionGroup Feedback/Interaction ResearchResearch

Activities IncludeActivities Include AbseilingAbseiling BackpackingBackpacking BikingBiking CampingCamping CanoeingCanoeing ExpeditionsExpeditions KayakingKayaking Navigation activities Navigation activities

(orienteering)(orienteering) RaftingRafting Rock climbingRock climbing Rope coursesRope courses SwimmingSwimming Winter sports (ice fishing, Winter sports (ice fishing,

snowshoeing, cross country snowshoeing, cross country skiing, snowboarding, building skiing, snowboarding, building snow caves, etc.) snow caves, etc.)

BenefitsBenefits Different outdoor components and models can be easily Different outdoor components and models can be easily

blended together through the use of camping/adventure trips.blended together through the use of camping/adventure trips. Improved relationships between students and teachers after Improved relationships between students and teachers after

trips.trips. Cultural ConnectionsCultural Connections Health benefits Health benefits Positive role models Positive role models Leadership opportunitiesLeadership opportunities Personal GrowthPersonal Growth Opportunity to make friendshipsOpportunity to make friendships Learning accountability and independenceLearning accountability and independence Increased inter/intrapersonal skillsIncreased inter/intrapersonal skills Active participationActive participation Decision making skillsDecision making skills Problem solving skillsProblem solving skills

LimitationsLimitations

TripsTrips EquipmentEquipment Space requirementsSpace requirements PlanningPlanning Complexity Complexity Waivers/RisksWaivers/Risks CostCost Experience needed to Experience needed to teach it effectivelyteach it effectively

Program AdventureProgram Adventure

The mission of Project Adventure—an The mission of Project Adventure—an innovative teaching organization—is to innovative teaching organization—is to provide leadership in the expansion of provide leadership in the expansion of adventure-based programming. adventure-based programming. Project Adventure seeks to develop Project Adventure seeks to develop responsible individuals, productive responsible individuals, productive organizations and sustainable organizations and sustainable communities.communities.

National Outdoor Leadership National Outdoor Leadership Schools (NOLS)Schools (NOLS)

Outdoor SkillsOutdoor SkillsEquipment care and selectionEquipment care and selectionRation planningRation planningPreparing nutritious meals Preparing nutritious meals using a camp stove and a fireusing a camp stove and a firePreparing nutritious meals Preparing nutritious meals using a camp stove and a fireusing a camp stove and a fireStaying warm and dry Route-Staying warm and dry Route-finding, navigation, map finding, navigation, map reading, compass use reading, compass use Campsite selection Campsite selection Sanitation and waste disposalSanitation and waste disposal

LeadershipsLeadershipsExpedition behavior (pitch in, Expedition behavior (pitch in, be positive, serve group goals, be positive, serve group goals, respect others, work as a team)respect others, work as a team)CompetenceCompetenceCommunicationCommunicationJudgment and decision-makingJudgment and decision-makingTolerance for adversity and Tolerance for adversity and uncertainty (maintain a good uncertainty (maintain a good work ethic, step up to challenge, work ethic, step up to challenge, have physical and mental have physical and mental endurance)endurance)Self-awarenessSelf-awareness

National Outdoor Leadership National Outdoor Leadership Schools (NOLS)Schools (NOLS)

Environmental StudiesEnvironmental StudiesLeave No Trace camping and Leave No Trace camping and resource protectionresource protectionNatural historyNatural historyPertinent regional Pertinent regional environmental issuesenvironmental issuesFunction, organization and local Function, organization and local concerns of land management concerns of land management agenciesagenciesSustainability of ecological, Sustainability of ecological, social, and economic systemssocial, and economic systemsWilderness ethics and practices Wilderness ethics and practices for everyday lifefor everyday life

Risk ManagementRisk ManagementHealth and comfort Health and comfort maintenancemaintenanceWilderness injury prevention Wilderness injury prevention and treatmentand treatmentJudgment: use past experience Judgment: use past experience and knowledge to judge new and knowledge to judge new situationssituationsGroup decision-makingGroup decision-makingIdentify and mitigate subjective Identify and mitigate subjective and objective risksand objective risksEmergency proceduresEmergency procedures

ReferencesReferences Hattie, J., Marsh, H.W., Neill, J.T., Richards, G. (1997). Hattie, J., Marsh, H.W., Neill, J.T., Richards, G. (1997).

Adventure Education and Outward Bound: Out-of-Class Adventure Education and Outward Bound: Out-of-Class Experiences That Make a Lasting Difference. Review of Experiences That Make a Lasting Difference. Review of Education Research, 68(1), 43-87. Education Research, 68(1), 43-87.

Larson, B. (2007). Adventure Camp Programs, Self-Larson, B. (2007). Adventure Camp Programs, Self-Concept, and Their Effects on Behavioral Problem Concept, and Their Effects on Behavioral Problem Adolescents. Adolescents. Journal of Experiential Education, 29 Journal of Experiential Education, 29 (3), (3), 313-330.313-330.

Priest, S. (1986), ’Redefining Outdoor Education’, Priest, S. (1986), ’Redefining Outdoor Education’, Journal Journal of Environmental Education,of Environmental Education, Vol.17, No.3, pp.13-15 Vol.17, No.3, pp.13-15