Students' use of knowledge resources in environmental interaction on an outdoor learning trail

Esther Tan, Hyo Jeong So

Research output: Chapter in Book/Report/Conference proceedingConference contributionpeer-review

Abstract

This study examined how students leveraged different types of knowledge resources on an outdoor learning trail. We positioned the learning trail as an integral part of the curriculum with a pre- and post-trail phase to scaffold and to support students' meaning-making process. The study was conducted with two classes of secondary two students. We coded two groups' discourse to examine the use of knowledge resource types in the meaning-making process in an outdoor learning setting: contextual resource, new conceptual resource, prior knowledge resource, as well as the relationship among these knowledge resource types. Next, we also examined environmental interaction and integration in the students' use of these knowledge resource types. Analysis showed that contextual resources are chiefly instrumental in fostering students' capacity to harness new conceptual resource and to activate prior knowledge resource in interacting with and integrating the outdoor learning environment in the meaning-making process.

Original languageEnglish
Title of host publication12th International Conference of the Learning Sciences, ICLS 2016
Subtitle of host publicationTransforming Learning, Empowering Learners, Proceedings
EditorsChee-Kit Looi, Joseph L. Polman, Peter Reimann, Ulrike Cress
PublisherInternational Society of the Learning Sciences (ISLS)
Pages745-752
Number of pages8
Volume2
ISBN (Electronic)9780990355083
StatePublished - 2016
Event12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016 - Singapore, Singapore
Duration: 20 Jun 201624 Jun 2016

Conference

Conference12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016
Country/TerritorySingapore
CitySingapore
Period20/06/1624/06/16

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