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The English Outdoor Council, an umbrella body, defines outdoor education as a way for students and teachers to be fully engaged in a lesson, all the while embracing the outdoors. The EOC deems outdoor education as "providing depth to the curriculum and makes an important contribution to students' physical, personal and social education.".
Forest school is an outdoor education delivery model in which students visit natural spaces to learn personal, social and technical skills. It has been defined as "an inspirational process that offers children, young people and adults regular opportunities to achieve and develop confidence through hands-on learning in a woodland environment". [1]
However, student autonomy is considered to be controversial in regards to outdoor adventure educational programs, due to risk management concerns. Yet, it is recommended that the instructors of these types of programs must fully understand the risks of student autonomy prior to implementing them as part of an adventure education program.
In rural areas, and historical times, access to nature has not been a problem. Over the last century, with increasing urbanisation and "nature deficit disorder", there have been many changes in stance on outdoor education. The first forest kindergarten was created by Ella Flautau in Denmark in the early 1950s. The idea formed gradually as a ...
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Experiential learning can occur without a teacher and relates solely to the meaning-making process of the individual's direct experience. However, though the gaining of knowledge is an inherent process that occurs naturally, a genuine learning experience requires certain elements. [6]
The Outdoor Education Group (OEG) was founded by Tony Pammer in 1984. For many private schools, OEG offered a third-party alternative to programs such as Geelong Grammar 's Timbertop . By 2008, The Age reported that OEG at least partially ran over 80 schools' outdoor education programs, 42 of which were in Victoria .
A teaching method is a set of principles and methods used by teachers to enable student learning.These strategies are determined partly by the subject matter to be taught, partly by the relative expertise of the learners, and partly by constraints caused by the learning environment. [1]