Learning outdoors or with a computer: the contribution of the learning setting to learning and to environmental perceptions

ABSTRACT

Background: Outdoor learning and computer-based learning are two different alternatives to in-class conventional teacher-centered learning.

Purpose: This study compares the outdoor learning setting with computer-based learning in class. It examines the influence of the two different learning settings on academic achievements, the learning experience, and pro-environmental perceptions.

Sample: A total of 90 elementary school students (third and fourth-grade classes) participated in the study.

Design and methods: The academic knowledge of the study participants was tested through identical exams for both learning settings. In addition, in each group the students’ perceptions were examined by means of a questionnaire about environmental values and the learning experience.

Results: The study demonstrates that academic achievements in the two settings were similar, but the students expressed more enthusiasm about the outdoor learning experience than about in-class learning. In addition, the outdoor learning setting contributed more to promoting positive environmental perceptions even though students did not learn directly about environmental issues and sustainability.

Conclusions: These findings suggest that learning in the natural environment is valuable: Alongside the fostering of computerized learning, it is also important to promoteoutdoor learning settings and integrate both settings by implementing mobile technologies in the outdoor teaching.     

When screens replace backyards: strategies to connect digital-media-oriented young people to nature

Abstract

Children’s connection to nature (CTN) is declining with each generation, a concerning trend given that CTN is positively linked to wellbeing and environmentalism. A primary cause of this decline is that twenty-first-century youth engage with screens for several hours each day, which to a large extent replaces nature-based play. Researchers have proposed that this change represents a transition in human orientation, particularly in Westernized societies, from nature (biophilia) to digital media (videophilia). Interventions promoting nature-based play must acknowledge digital-media use as a competing leisure pursuit, but the literature presents little guidance for designing programs that will attract young people who are more oriented toward digital media than nature. Drawing on a wide breadth of research, we address this gap through (1) exploring the implications of videophilia for nature-based programming and (2) summarizing recommendations from a narrative literature review for designing interventions that appeal to digital-media-oriented youth.     

中国近代三次禁烟运动之比较

近代中国鸦片烟毒泛滥成灾，因此，中国人民曾多次掀起全国性的禁烟禁毒运动。大规模的禁烟运动有三次，即林则徐禁烟运动、清末明初禁烟运动和国民政府“二年禁毒、六年禁烟”运动。这些运动发生的国内处背景、禁烟措施、效果以及民众的表现，都有不同。虽然，这些运动终未能彻底解决烟毒问题，但经验教训却可供后世借鉴。     

从“寻根”谈《棋王》中的侠义文化

小说《棋王》蕴含的文化意蕴除了以往被解析出来的儒道精神外,在潜层次上体现出了一种世俗似的豪侠精神。这可能被解说成为道家文化中道侠文化的渗透。但却又与道家文化的无为精神有一定的区别。作者对世俗侠客形象的塑造是与作者本身的知青经历和右派身份分不开的。另外,与阿城对世俗文化的一贯推崇也有一定的关系。     

王安忆小说少女精神成长主题的自传体色彩

王安忆个人几十年的人生体验对她的创作产生了不容忽视的影响,忧伤的童年体验、青涩的成长经历是其创作的源泉和表现内容。将王安忆在小说中对少女童年、少年、青年阶段成长经历的书写与其个人经历相结合,可以发现王安忆对少女精神成长的书写带有浓厚的自传体色彩。     

无花果养大的诗人

论文通过对保罗·策兰诗歌的分析,认为策兰的诗,有着它自己的“词根”。他的诗从他的全部生活中生长起来。他的诗,是“经验”的产物,是生命的结晶,也是他作为“奥斯维辛”的幸存者穿过苦难历史的语言见证。正因为如此,策兰的诗获得了它的真实可靠性。认同策兰这样的诗人,更因为他们一直在面对内心、面对他们灵魂内部的那些问题。在策兰那里体现了一个诗人与语言相依为命的关系,并且指出,高度的独创性,或“独一无二性”,是一个判断诗歌和诗人的不可或缺的尺度。写作的难度关涉到对内心的发掘和忠实,关涉到朝向语言的纯粹和绝对性的努力,关涉到一种“不可能的可能”。策兰的诗之所以具有不朽的价值,就在于它既是对难度的某种克服,又是对难度的保持。有难度和没有难度,这会永远是一个尺度,它会把一个真正的诗人与那些充斥的冒牌货彻底分开。     

钟嵘《诗品》中身世、源流、才气、文词的品诗观

钟嵘在《诗品》中说他所品评的同品诗人之间次序是“略以世代为先后,不以优劣为诠次”,但他具体评价诗人诗歌创作成就时流露了对诗人身世、源流、才气、文词等先天秉赋和后天学养两方面的要素相济为用的品诗观。     

直面人生与诗性诉求—曹禺话剧女性观的成因及特点探微

女性观是对女性的认识和理解。本文站在女性主义立场,从曹禺早期创作社会现实环境、生活经历和感情体验、时代精神气候三方面入手,以《雷雨》《日出》《原野》《北京人》等为主要分析对象,对曹禺戏剧嵌性观的成因及特点进行了较为全面客观的剖析,试图对曹禺作品人物形象、故事主题等与其女性观之间的联系做些有益探索。     

日美同盟对中国亚太地区安全环境的威胁

二战以后,为对抗远东地区的共产主义力量,1951年日美确立了军事同盟关系,在这一军事同盟关系的保护伞下,日本国力得到了的迅速发展,形成了对中国亚太地区的安全的潜在威胁。这一军事同盟关系并没有随着冷战的结束而消亡,日美两国为了遏制中国力量的崛起,反而加强了在亚太地区的这一同盟关系,从而威胁当今中国亚太地区的安全环境。     

课程知识:个体知识的构建与生成

对泰勒、布鲁纳、杜威、罗杰斯的课程知识观作简要述评,认为课程知识是促进学生个体经验的发展,并不断改组和改造经验,课程知识是个体知识的构建。这种课程知识观源于知识的不确定性的分析与评价。