David et Al, (2010) believed that there are more opportunities for explanatory
learning outside of the classroom. Folly Farm was chosen as a joint decision as
it aims to provide experiences which entertain and educate guests as well as
bringing excitement, amazement and knowledge to all who visit. Scientific Enquiry has to be captivating and interesting for students and the group felt
that Folly Farm fitted this.
Outdoor learning is seen
to benefit learners of all ages and can be successful in numerous amounts of settings.
It can also enrich the curriculum as well as improve educational attainment (Sheerman, 2005). Research done into the ‘significant life
experiences’ determines our connection to the environment, as well as our
attitudes and values which reveal that first hand experiences have the greatest
impact for children (NFER, 2004, Cited
in: Government, W.A, 2007) Children are more likely to have a better
understanding if they are able to explore for themselves. Folly Farm allowed
for that exploration in children as they were able to find out fun and interesting
facts about the animals, their habitats, life cycles, about the earth and even
the solar system.
It was
decided that the videoing would be taken in turn so that we could both have a
chance to capture the hands on first hand experiences as we were in the park. Research
shows that visual media concepts are more accessible to a learner rather than
text media and makes learning more exciting in today’s society. It also helps
students to retain concepts and ideas. (Cowen,
1984) By creating this video it allowed for further self development and knowledge
to be gained from a variety of different areas. Children who spend more time in
a variety of activities in a variety of environments benefit more
intellectually and personally compared to those who do not (Austin, 2004).
Whilst in Folly Farm, guides were asked for information. I
focused on researching the mini-beasts area and was given an educational talk
on the lifestyles and habitats of these. Although we both took turns to edit
the video and research, it was found that I was more prominent in the editing
whereas the other member of the group was enjoying the research element.
I believe that
children are more likely to learn from these out of classroom environments
rather than being sat in the classroom. The Foundation Phase has a vast emphasis
on outdoor and experiential learning which allows individuals to enhance their
understanding from these more vivid and enjoyable lessons (Government, W.A, 2014). Working
outside of the classroom allows for children to work independently as well as working together.
Scientific Enquiry links
well with the Knowledge and Understanding of the World area in the Foundation
Phase. This allows children to explore different environment as well as letting
them experiment. Children are able to think about questions and then ask them
and listen to others answers. The guides in Folly Farm were able to answer any
questions given. In my opinion, Folly Farm was very educational and an excellent
example of an out of classroom learning environment.
References
Astin, A, 2004. What matters in college? Four
critical years revisited. San Fransico
Cowen, P. S. (1984) Film and text: Order
effects in recall and social inferences. Educational Communication
and Technology, 32, 131-144
Cowen, P. S. (1984) Film and text: Order effects in recall
and social inferences. Educational Communication
and Technology, 32, 131-144
David Et al, (2010) Cited in: Phillips,
L. Powerpoint.
Rickinson et al, NFER: A review of Research on Outdoor
Learning, 2004
Sheerman, Barry. Mp. (2005), Education and Skills Select
Committee. http://www.rgs.org/NR/rdonlyres/3D0B3905-8CFB-4D95-B25D-0B8818B9CA71/0/OoCLweb_pdf.pdf
Accessed on 29/01/15
