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首页> 外文期刊>Research in science & technological education >Learning outdoors or with a computer: the contribution of the learning setting to learning and to environmental perceptions
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Learning outdoors or with a computer: the contribution of the learning setting to learning and to environmental perceptions

机译：在户外学习或使用计算机：学习环境对学习和环境感知的贡献

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Background: Outdoor learning and computer-based learning are two different alternatives to in-class conventional teacher-centered learning. Purpose: This study compares the outdoor learning setting with computer-based learning in class. It examines the influence of the two different learning settings on academic achievements, the learning experience, and pro-environmental perceptions. Sample: A total of 90 elementary school students (third and fourth-grade classes) participated in the study. Design and methods: The academic knowledge of the study participants was tested through identical exams for both learning settings. In addition, in each group the students' perceptions were examined by means of a questionnaire about environmental values and the learning experience. Results: The study demonstrates that academic achievements in the two settings were similar, but the students expressed more enthusiasm about the outdoor learning experience than about in-class learning. In addition, the outdoor learning setting contributed more to promoting positive environmental perceptions even though students did not learn directly about environmental issues and sustainability. Conclusions: These findings suggest that learning in the natural environment is valuable: Alongside the fostering of computerized learning, it is also important to promoteoutdoor learning settings and integrate both settings by implementing mobile technologies in the outdoor teaching.
机译：背景：户外学习和基于计算机的学习是两种不同的传统教师中心学习的替代品。目的：本研究将户外学习环境与基于计算机的学习进行比较。它探讨了两种不同学习环境对学术成就，学习经验和亲环境看法的影响。样品：共有90名小学生（第三年级和四年级课程）参加了该研究。设计和方法：通过相同的考试来测试学习参与者的学术知识，用于学习设置。此外，在每组中，学生的看法是通过关于环境价值观的问卷和学习经验。结果：该研究表明，两种环境中的学术成就相似，但学生对户外学习经历的热情比上课学习更为热情。此外，户外学习环境促进了促进积极的环境看法，即使学生没有直接学习环境问题和可持续性。结论：这些研究结果表明，在自然环境中学习是有价值的：与计算机化学习的培养一起，对推广办公室学习设置也很重要，并通过在户外教学中实施移动技术来整合两种环境。

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