Nature, capabilities, and student well-being: An evaluation of an outdoor education approach

Simple item page
dc.contributor.authorLink, Michael
dc.contributor.examiningcommitteeFalkenberg, Thomas (Curriculum, Teaching and Learning)en_US
dc.contributor.examiningcommitteeDuncan, Karen (Community Health Sciences)en_US
dc.contributor.examiningcommitteeZandvliet, David (Simon Fraser University)en_US
dc.contributor.supervisorEnns, Charlotte (Department: Educational Administration, Foundations & Psychology)en_US
dc.date.accessioned2018-09-10T20:59:52Z
dc.date.available2018-09-10T20:59:52Z
dc.date.issued2018en_US
dc.date.submitted2018-08-02T20:58:47Zen
dc.degree.disciplineEducationen_US
dc.degree.levelDoctor of Philosophy (Ph.D.)en_US
dc.description.abstractAn increasing number of children today are disconnected from nature. It has been argued that a disconnection from nature diminishes human well-being and impairs the capacity to live as fully human. The purpose of this research is to consider what impact outdoor learning may have on child well-being. The central question of my research is: How does a particular approach to outdoor learning impact student well-being? While the benefits of nature-contact towards well-being have been well-documented, there is a need for research documenting the impact of nature-benefit on well-being in a school setting. This study applies a qualitative case study within an appreciative utilization-focused evaluation to explore the quality of the impact of outdoor learning on student well-being. Through the lens of a capabilities approach, the study highlights an outdoor learning practice that provides opportunities for students to develop capabilities necessary for well-being. These stakeholder-identified capabilities include (a) to make choices about what to create; (b) to appreciate and care for nature; (c) to experience a connection to nature; (d) to ask questions we have about the natural world; (e) to explore student-generated questions and ideas about nature; (f) to voice questions and ideas, and listen to others’ questions and ideas. The findings suggest that how the evaluated outdoor education approach provides opportunities for students to develop and enact the identified capabilities. My interpretation of the findings suggests that this capabilities approach to outdoor learning may provide a loose framework, in other contexts, for teachers concerned with the well-being of their students to consider. The study concludes with specific recommendations for a teaching practice that values child well-being.en_US
dc.description.noteOctober 2018en_US
dc.identifier.urihttp://hdl.handle.net/1993/33289
dc.language.isoengen_US
dc.rightsopen accessen_US
dc.subjectoutdoor educationen_US
dc.subjectwell-beingen_US
dc.subjectwell-being educationen_US
dc.subjectecopsychologyen_US
dc.subjectcapabilities approachen_US
dc.subjectfundamental human needsen_US
dc.titleNature, capabilities, and student well-being: An evaluation of an outdoor education approachen_US
dc.typedoctoral thesisen_US
local.subject.manitobayesen_US
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
nature_capabilities_and_student_well-being.pdf
Size:
1.59 MB
Format:
Adobe Portable Document Format
Description:
Doctoral thesis
Download
License bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
license.txt
Size:
2.2 KB
Format:
Item-specific license agreed to upon submission
Description:
Download
Collections
FGS - Electronic Theses and Practica
Manitoba Heritage Theses