Focus wildlife park: Outdoor learning at workstations for primary school children

摘要

A total of 268 primary school children (age 8.75 ± 0.65) spent one day at a wildlife park attending environmental education aiming at high cognitive achievement and motivation alongside maintained discipline. To accomplish this at an out-of-school learning setting, we compared our preferred 'guided learning at workstations' (G) combining the advantages of instructional and constructivist characteristics to a strong teacher-centered (T) and student-centered (S) approach also following workstations. We found higher knowledge values in the approaches with didactic leaders (T and G) while situ-ational emotions did not differ between approaches. Results and implications are discussed in the context of environmental outdoor education.