Success and Failure as Pedagogical Tools in Outdoor Education

Authors

  • Michael Riley University of Utah

DOI:

https://doi.org/10.18666/JOREL-2019-V11-I3-9909

Keywords:

outdoor education, instructor beliefs, productive failure

Abstract

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Author Biography

Michael Riley, University of Utah

I am currently a 3rd year PhD student in the Parks, Recreation, and Tourism department at the University of Utah where I study adolescent development through recreational opportunities occurring in outdoor environments.

References

Bjork, R. A., Dunlosky, J., & Kornell, N. (2013). Self-regulated learning: Beliefs, techniques, and illusions. Annual Review of Psychology, 64, 417–444. https://doi.org/10.1146/annurev-psych-113011-143823

Fang, Z. (1996). A review of research on teacher beliefs and practices. Educational Research, 38(1), 47–65. https://doi.org/10.1080/0013188960380104

Furman, N., & Sibthorp, J. (2014). The development of prosocial behavior in adolescents: A mixed methods study from NOLS. Journal of Experiential Education, 37(2), 160–175. https://doi.org/10.1177/1053825913489105

Gookin, J., & Swisher, A. (Eds.). (2015). Wilderness educator notebook. Lander, WY: National Outdoor Leadership School.

Hill, A. (2010). Reflections on beliefs and practices from New Zealand outdoor educators: Consistencies and conflicts. Australian Journal of Outdoor Education, 14(1), 30–40. https://doi.org/10.1007/bf034008944

Kapur, M. (2008). Productive failure. Cognition and Instruction, 26(3), 379–424. https://doi.org/10.1080/07370000802212669

Kapur, M. (2011). A further study of productive failure in mathematical problem solving: Unpacking the design components. Instructional Science, 39(4), 561–579. https://doi.org/10.1007/s11251-010-9144-3

Kapur, M. (2012). Productive failure in learning the concept of variance. Instructional Science, 40(4), 651–672. https://doi.org/10.1007/s11251-012-9209-6

Kapur, M., & Bielaczyc, K. (2012). Designing for productive failure. Journal of the Learning Sciences, 21(1), 45–83. https://doi.org/10.1080/10508406.2011.591717

Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75–86. https://doi.org/10.1207/s15326985ep4102_1

Outward Bound. (n.d.). Educational framework. Retrieved from http://www.outwardbound.org/about-outward-bound/philosophy/

Overholt, J. R., & Ewert, A. (2015). Gender matters: Exploring the process of developing resilience through outdoor adventure. Journal of Experiential Education, 38(1), 41–55. https://doi.org/10.1177/1053825913513720

Paisley, K., Furman, N., Sibthorp, J., & Gookin, J. (2008). Student learning in outdoor education: A case study from the National Outdoor Leadership School. Journal of Experiential Education, 30(3), 201–222. https://doi.org/10.1177/105382590703000302

Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307–332. https://doi.org/10.2307/1170741

Pelchat, C. R., & Goc Karp, G. (2012). Using critical action research to enhance outdoor adventure education instructional practice. Journal of Outdoor Recreation, Education, and Leadership, 4(3), 199–219. https://doi.org/10.7768/1948-5123.1125

Reiser, B., & Tabak, I. (2014). Scaffolding. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (2nd ed., pp. 44–62). New York, NY: Cambridge University Press. https://doi.org/10.1017/cbo9781139519526.005

Vygotsky, L. S. (1978). Mind in society: The development of higher mental process. Cambridge, MA: Harvard University Press.

Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17(2), 89–100. https://doi.org/10.1111/j.1469-7610.1976.tb00381.x

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Published

2019-08-05

Issue

Vol. 11 No. 3 (2019)

Section

AORE Research Symposium Abstracts

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