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Mistakes, risk, and learning in outdoor education


Cure, S and Hill, A and Cruickshank, V, Mistakes, risk, and learning in outdoor education, Journal of Outdoor and Environmental Education, 21, (2) pp. 153-171. ISSN 2206-3110 (2018) [Refereed Article]


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Copyright Outdoor Education Australia 2018

DOI: doi:10.1007/s42322-018-0012-y


Within many contemporary social, workplace and sporting contexts, mistakes are often perceived to be negative, resulting in underperformance and something to be avoided. Within education, in contrast, prominent educational researcher Hattie (2012) suggests "mistakes are the essence of learning" (p. 26). For Hattie, the role of mistakes within the learning process needs to be seen as positive. Creating opportunities for students to learn from mistakes through effective feedback is key to raising achievement. Yet in traditional outdoor education, where risky activities are often a central feature, the role of mistakes in the teaching and learning process has seldom been examined. This paper, therefore, explores how secondary outdoor education teachers perceive the notion that mistakes are the essence of learning, and how they view the role that mistakes have in the learning processes in their outdoor education programs. Employing a qualitative approach, the findings of this study emphasise teachers’ beliefs that mistakes are indeed important in the learning process. The inclusion of mistakes and feedback in outdoor education programs is, however, less than clear. Many teachers spoke of constraints such as short duration programs, not knowing students, and risky activities which made it unlikely for mistakes to be welcomed. In contrast one teacher with a yearlong program sought opportunities for students to make mistakes and learn from these through feedback.

Item Details

Item Type:Refereed Article
Keywords:outdoor learning, outdoor education, risk, pedagogy, mistakes, feedback, learning
Research Division:Education
Research Group:Curriculum and pedagogy
Research Field:Curriculum and pedagogy theory and development
Objective Division:Education and Training
Objective Group:Teaching and curriculum
Objective Field:Pedagogy
UTAS Author:Cruickshank, V (Dr Vaughan Cruickshank)
ID Code:129259
Year Published:2018
Deposited By:Education
Deposited On:2018-11-19
Last Modified:2019-08-28
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