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Camp & Education: A Match Made Outdoors

When you think about camp, many people picture a great place to swim, play games, maybe spend a summer, or even a week during an outdoor ed camp. But what if going to camp was more than just a fun time? Camp starts the process for many of lifelong learning, reinforces social and interpersonal skills, and gives campers an environment to thrive. Here's how:

Further exposure and engagement in scientific and mathematical subjects - With a systematic program and focused exploration, teachers have noted further engagement in curricular activities from students while out of the classroom, providing interest in a topic that they may have otherwise overlooked.1 This could also foster more interest in a subject or topic.2

Other skills are practiced - soft skills, such as communication, interpersonal relationships, conflict management, and "joint productive activities" are all areas of important elements engaged in during campers' times outdoors. They are practicing cognitively engaging and challenging situations to explore new areas of interest while practicing effective communication between other kids as well as adults. 3

Skills continue after camp - Within their learning, students develop skills and memories that can be clearly recalled and useful years after camps or field trips have ended.4,5

Most of all, camp is a fun place to build these skills and interact in nature in new ways. The novel connection to these experiences creates lasting memories that impact kids for a lifetime. We're honored to host amazing campers as they grow and learn in our outdoor spaces. Learn how to get your class involved in moving the class to the great outdoors!

MORE INFO HERE

References

  1. Aydede-Yalçın, M., N. (2016). The effect of active learning-based science camp activities on primary school students’ opinions towards scientific knowledge and scientific process skills. International Electronic Journal of Environmental Education, 6(2), 108-125. Retrieved from https://files.eric.ed.gov/fulltext/EJ1104840.pdf
  2. Bonderup Dohn, N. (2010). Situational interest of high school students who visit an aquarium. Sci Ed, 95: 337-357. Retrieved from https://onlinelibrary.wiley.com/doi/10.1002/sce.20425
  3. DeWitt, J. & Osborne, J. (2007). Supporting teachers on science-focused school trips: Towards an integrated framework of theory and practice. International Journal of Science Education, 29,  685-710. http://informalscience.org/research/ic-000-000-008-500/Supporting_Teachers_on_Science-Focused_Field_Trips
  4. Falk, J.H. & Dierking, L.D. (2010) School Field Trips: Assessing Their Long-Term Impact. Retrieved from https://onlinelibrary.wiley.com/doi/abs/10.1111/j.2151-6952.1997.tb01304.x
  5. Salmi, H. (2003). Science centres as learning laboratories: experiences of Heureka, the Finnish Science Centre. International Journal of Technology Management, 25, 460–476. Retrieved from https://www.inderscienceonline.com/doi/abs/10.1504/IJTM.2003.003113