Education outside the classroom increases children's reading performance: Results from a one-year quasi-experimental study

被引：29

作者：

Otte, Camilla R. ^{[1
]}

Bolling, Mads ^{[2
]}

Stevenson, Matt P. ^{[2
]}

Ejbye-Ernst, Niels ^{[1
]}

Nielsen, Glen ^{[3
]}

Bentsen, Peter ^{[2
]}

机构：

[1] Univ Copenhagen, Dept Geosci & Nat Resource Management, Nodebovej 77A, DK-3480 Fredensborg, Denmark

[2] Steno Diabet Ctr Copenhagen, Hlth Promot, Niels Steensens Vej 6, DK-2820 Gentofte, Denmark

[3] Univ Copenhagen, Dept Nutr Exercise & Sports, Norre Alle 51, DK-2200 Copenhagen N, Denmark

来源：

INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH | 2019年 / 94卷

关键词：

Reading; Outdoor learning; Primary school; Natural environment; SELF-DETERMINATION THEORY; SCHOOL; ACHIEVEMENT; COMPREHENSION; MOTIVATION; UDESKOLE; SKILLS;

D O I：

10.1016/j.ijer.2019.01.009

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The use of education outside the classroom (EOtC) in schools is increasing; however, there are currently few studies assessing the longer-term impacts on academic achievement. The aim of the present study was to investigate the association between one school-year of regular (more than 2.0 h a week) participation in EOtC and Danish primary school children's reading performance. We conducted a quasi-experimental study involving 20 EOtC intervention group classes and 10 comparison group parallel classes (Grades 3-6). Children were tested pre- and post-intervention in reading performance. We found that exposure to EOtC had a small positive impact on test scores. The implication that regular EOtC is positively associated with reading performance is discussed.

引用

页码：42 / 51

页数：10

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