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WHY OUTDOOR EDUCATION MATTERS
Camp Changes Everything
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THE BENEFITS OF OUTDOOR EDUCATION
There's no doubt about it, Science Camp and Outdoor Education is good for the mind, body and soul. Some of the benefits of bringing the classroom to life outdoors include:
HEALTH, WELLNESS
and
PRO-ENVIRONMENTAL BEHAVIORS
"For students, benefits include increased academic success, better mental and physical health, lower levels of stress and anxiety, better and more numerous social connections, better intra-and interpersonal skills, increased environmental sensitivity, and better connectedness to nature and to place."
https://doi.org/10.18666/JOREL-2017-V9-I1-7491
PROSOCIAL CONNECTION
and
INTERPERSONAL SKILLS
"Improvements can be seen in students' perceived group-work skills...attitudes and confidence toward group work, and the cooperative and social environment..."
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https://doi.org/10.1007/s10734-014-9791-4
FUN OF LEARNING
and
UNDERSTANDING
"Outdoor adventure education experiences can also help participants shift their perception toward viewing learning as fun and toward understanding that the best learning involves initiative by the learner."
https://doi.org/10.1177/1053825913516735
BRAIN DEVELOPMENT
and
LEARNING THAT LASTS
Outdoor learning "stimulates brain function and development" in addition to seeing "the learning still happening even after [a] trip has concluded" as an individual shares and recounts the experience for peers, family and friends."
https://digitalcommons.csumb.edu/caps_thes/496
VITALITY
and
SELF-CONTROL
"Outdoor education...increased vitality" in both intraverted and extraverted students. Additionally, unwanted or disruptive classroom behaviors were "mainly absent when [students] were observed outdoors".
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https://dx.doi.org/10.5430/wje.v2n4p20
HAPPINESS, MINDFULNESS
and
STRESS REDUCTION
"The physical distance [provided by outdoor education] to a person's daily routines seems to create a psychological distance, too" resulting in "an increase in life satisfaction, happiness, mindfulness, self-efficacy, and lower perceived stress."
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https://doi..org/10.1016/j.adolescence.2016.03.009
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