Abstract:

The topic relevance stems from the growing focus on LOS (learning outside school) or classroom, encouraging pupils to learn from experience, observation and experimenting. It is important to discuss LOS and motivating learning environments, as LOS undoubtedly enhances development of such learners’ abilities as team building, self and environmental awareness, social interaction, creativity, emotional skill formation. LOS in addition facilitates comprehension of complex concepts, critical thinking by exploring diverse environments, independent question raise and answer-search, result reflection, learning process observation and growth through self-reflection and feedback. Also, LOS provides memorable learning experiences, trains ability to hear and accept, record and analyze information, make joint decisions (Dyment, 2005; Auer, 2008; Sahrakhiz et al., 2018).

Learning planning and scenarios help to ensure qualitative educational process. Depending on the field of study, the focus lies either on Anglo-Saxon or Scandinavian education. The Anglo-Saxon tradition is associated more with non-formal education and a sense of adventure, focuses on team building or leadership development. The Anglo-Saxon tradition is often, though not always, associated with learning in education centers, museums, science valleys, etc. The Scandinavian tradition of learning is closely related to formal education and is usually part of it. In this case, LOS often takes place in a nearby natural or cultural area or school grounds. This approach is characterized by interdisciplinary integration and focuses on problem-solving through cooperation and active communication (Chawla and Nasar, 2015; van Dijk-Wesselius et al., 2018).

To review Lithuanian school case, a questionnaire was prepared; the statements were grouped in blocks, focusing on the feature characteristic of the LOS concept: integration methods, evaluation principles, competence and learning development, pedagogical strategies on a learning venue decision. Based on the extracted statements, four indices were compiled for statistical research: Traits (1), Factors (2), Evaluation (3) and Strategies (4). The indices consisted of respectively 15 (1), 13 (2), 6 (3) and 8 (4) questions.

A total of 243 respondents working in different educational institutions took part in the study. The majority (65.4%) of the participants are general education subject pedagogues (i.e. art, etc.); pre-school, primary education pedagogues (28.4%) and education support specialists (6.2%) also took part in the study.
The results have shown that pedagogues choose strategy for LOS based on field of study and task planning, focusing on educational content and program objectives. LOS aims to promote cooperation and personal growth of learner by emphasizing creativity, critical thinking, learning through discovery and experimenting. Most educators plan lessons outside school but spend between one to four hours per class per month. Educators strive to cooperate with colleagues and representatives of non-formal education to prepare interdisciplinary tasks. LOS is most often focused on group-work and project activities. Monitoring, individual assessment of contribution and individual learners’ progress recording are taken into consideration for evaluation of LOS.

Keywords:

Outdoor learning, formal and non-formal education, curriculum.