OUTDOOR EDUCATION AS SEEN THROUGH A DELPHI - SURVEY OF SELECTED GROUPS OE EXPERTS IN THE PROVINCE OF QUEBEC, CANADA, U.» S. A, AND OVERSEAS AND IMPLICATIONS 'FOR THE OUTDOOR EDUCATION.- CURRICULUM AT LAVAL UNIVERSITY, QUEBEC- Dissertation for the Degree ”of Ph. ‘D. MICHIGAN STATE UNIVERSITY GEORGES - ANDRE NADEAU r 1976 ‘. -“-:9’.‘9 .. LIBRARY 1 This is to certify that the thesis entitled Outdoor Education as seen through a Delphi Survgx of Selected Groups of Experts in the Province of Quebec; Canada; U.S.A., and Overseas and Implications upon the Outdoor Education Curriculum at Laval Universitg’ Quebec Georges-Andre Nadeau has been accepted towards fulfillment of the requirements for Ph.D. Education degree in JMfléuz, professor Date July 27, 1976 0-7 639 ABSTRACT OUTDOOR EDUCATION AS SEEN THROUGH A DELPHI SURVEY OF SELECTED GROUPS OF EXPERTS IN THE PROVINCE OF QUEBEC, CANADA, U.S.A., AND OVERSEAS AND IMPLICATIONS FOR THE OUTDOOR EDUCATION CURRICULUM AT LAVAL UNIVERSITY, QUEBEC By Georges-Andre Nadeau Purpose The purpose of this study was to explore the Outdoor Educa- tion movement as perceived by selected Outdoor Education leaders and experts in Quebec, other Provinces of Canada, the United States, and overseas, in order to draw inferences and recommendations for an Outdoor Education curriculum at: Laval University, Quebec. Procedure A list of 97 statements was drawn from literature, inter- view suggestions of some Michigan State University faculty members, and the researcher's own extensive experience in Education Plein-Air/ Outdoor Education (EPA/0E). The Delphi method was used to gather information by means of a series of carefully constructed bilingual questionnaires. The Delphi system has been developed, on a general level, to provide an alternative to committee approaches for the processing of group opinion. The process used was one of obtaining a controlled set of Georges-Andre Nadeau feedback from a small group of experts in each of four samples: Quebec, other Provinces in Canada, the U.S.A., and overseas. Ques- tionnaires were systematically employed to gather data which were then analyzed and placed in a form suitable for possible group decision-making purposes. The study consisted of two questionnaire phases which were mailed to each participant. Prior to Phase I, a list of statements concerning five basic elements of a rationale in Outdoor Education was constructed from the researcher's basic assumptions and from the review of related French and English literature. The rationale statements were divided into five parts according to the five basic elements identified. In pre-Phase I, the instrument was administered to a select sample for refinement and to test the content validity through the judgment of experts as to what §h9g1g_be emphasized in a course of study. The application of the experts' judgment to the 97 rationale statements contained in the original list of elements divided as follows constituted the activity for Phase I (these forms invited experts to evaluate statements, suggest modifications, and express opinions): I. Definitions of EPA/0E II. Objectives of EPA/0E III. Social and Cultural Environment IV. EPA/0E and Learning V. EPA/OE and Teacher Education Curriculum Georges-Andre Nadeau The Phase II instrument was a composite of the statements and modifications gathered from Phase I. The objective of Phase II was to ask experts for reconsideration Of their Phase I Opinion, after they had had the opportunity to review the feedback received from the other experts. Responses to the initial Delphi questionnaire were reviewed, analyzed, and the mean and standard deviation computed for each rationale statement. These data were noted on the Delphi II questionnaire. Each respondent was offered the Opportunity to modify his position. In cases where his responses to an item differed from the consensus indicated by the mean and standard deviation, he was asked to give specific, written reasons for his departure from the central range of the total group response. Phase II created a convergence of Opinion, a narrowing of range of opinion, and a strengthening of group median positions. Major Findings As a result of this study, the researcher has interpreted the picture Of the Quebec EPA/OE to be a blending Of the two fol- lowing concepts: education for and about the outdoors, including an emphasis on attitude development and outdoor skills and knowl- edge; and on the other hand as learning through the outdoors as a process for curriculum enrichment in which the outdoors are seen as a unique setting for achieving educational objectives outside the classroom. The researcher concluded with a set of recommendations for the Outdoor Education Program at Laval University, Quebec. OUTDOOR EDUCATION AS SEEN THROUGH A DELPHI SURVEY OF SELECTED GROUPS OF EXPERTS IN THE PROVINCE OF QUEBEC, CANADA, U.S.A., AND OVERSEAS AND IMPLICATIONS FOR THE OUTDOOR EDUCATION CURRICULUM AT LAVAL UNIVERSITY, QUEBEC By Georges-Andre Nadeau A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Elementary and Special Education 1976 @Copyright by GEORGES-ANDRE NADEAU 1976 ACKNOWLEDGMENTS For untold hours of advice and counsel, sincere and warm appreciation is extended to committee chairperson, Dr. Shirley Brehm. Thanks are also due for the perceptive guidance of Dr. Charles Blackman, Dr. Roy Niemeyer, and Dr. Timothy Little. Special acknowledgment is given to those participants who spent long, tedious hours in providing the data which formed the very heart of this study. Their names are listed individually in Appendix E. ii TABLE OF CONTENTS LIST OF TABLES ........................ LIST OF CHARTS ........................ INTRODUCTION ..................... Background Of the Problem .............. Statement of the Problem .............. Need for the Study ................. Purpose of the Study ................ Methodology: The Delphi Technique .......... Definition of Terms ................. Limitations Of the Study .............. Overview ...................... Literature in Quebec ................ Discussion .................... American Literature ................. Outdoor Education vs. Environmental Education . . . Relationship of Science Education and Outdoor Education .................... PROCEDURE FOR GATHERING INFORMATION .......... Research Questions ................. Sample and Population ................ Description of Sample ............... Nature of the Research Instrument .......... The Delphi Technique ............... The Use of the Delphi in This Research ...... Analysis of Data .................. Basic Method ................... ANALYSIS OF RESULTS .................. Introduction .................... Presentation of Results ............... iii Chapter V. ANOVA ....................... Tukey Post Hoc Analysis .............. Part 1: Definition of EPA/OE ............ Part II: Objectives Of EPA/OE ............ Part III: Social and Cultural Environment and EPA/OE .................... Part IV: Learning and EPA/OE ............ Part V: Outdoor Education Teacher Curriculum . . . Summary ....................... CONCLUSIONS AND RECOMMENDATIONS ............ Introduction .................... Summary Of Basic Elements Of EPA/OE by Part ..... Part I: Definitions of EPA/OE ........... Part II: Objectives ................ Part III: Social and Cultural Environments . . . Part IV: Learning and EPA/OE ........... Part V: EPA/OE and Teacher Curriculum ....... Evolution of the Concept: EPA/OE in Quebec-- Discussion .................... The European Movement ............... The American Influence .............. Recommendations for the Outdoor Education Curriculum at Laval University .......... Outdoor Education in Quebec ............ Objectives Of the OE Curriculum at Laval University ................... Social and Cultural Values ............ Learning and EPA/OE ................ Teacher Education and EPA/OE ........... Suggestions for Further Research .......... APPENDICES .......................... Al. A2. FCC-3W PERSONAL COMMENTS AND MODIFICATIONS AS GIVEN BY EXPERTS DURING PHASE I ............... PERSONAL DEFINITIONS AS GIVEN BY EXPERTS DURING PHASE I ....................... RESEARCH INSTRUMENT--PHASE II (QUEBEC SAMPLE ONLY) RESEARCH INSTRUMENT .................. LETTERS TO PARTICIPANTS ................ LIST OF PARTICIPANTS ................. iv I41 205 213 238 263 273 Chapter Page F. BAR GRAPHS OF RESPONSES: STATEMENTS 1-97 (MEANS AND STANDARD DEVIATIONS, PHASE II)--QUEBEC, CANADA, U.S.A., AND OVERSEAS ............ 279 G. GROUP CONSENSUS: STATEMENTS l-97--QUEBEC, CANADA, U.S.A., AND OVERSEAS ................ 288 BIBLIOGRAPHY ......................... 309 Table 10. ll. l2. 13. LIST OF TABLES Sample Contacts and Participation: Delphi I ...... Sample Contacts and Participation: Delphi II ...... Adjusted Frequency, Means, and Standard Deviations of Responses to Definitions of EPA/OE (Statements 1-33) ........................ Results of Phase II Responses to Part I: Definitions of EPA/OE--Quebec, Canada, U.S.A., and Overseas Adjusted Frequency, Means, and Standard Deviations of Responses to Objectives of EPA/OE (Statements 34-50) . Results of Phase 11 Responses to Part II: Objectives of EPA/OE--Quebec, Canada, U.S.A., and Overseas Adjusted Frequency, Means, and Standard Deviations of Responses to Social and Cultural Environments of EPA/0E (Statements 51-61) .............. Results of Phase II Responses to Part III: Social and Cultural Environment of EPA/OE--Quebec, Canada, U.S.A., and Overseas ............. Adjusted Frequency, Means, and Standard Deviations of Responses to Learning and EPA/OE (Statements 62-74) ........................ Results of Phase II Responses to Part IV: Learning and EPA/OE--Quebec, Canada, U.S.A., and Overseas . . . Adjusted Frequency, Means, and Standard Deviations of Responses to Teacher Education and Curriculum and EPA/OE (Statements 75-97) ............ Results of Phase II Responses to Part V: Teacher Education, Curriculum and EPA/OE--Quebec, Canada, U.S.A., and Overseas ................. Summary Results and Differences Between Delphi I and Delphi II (I+II and II-I): Part I ........ vi Page 30 49 66 68 78 79 84 86 94 102 Table Page 14. Summary Results and Differences Between Delphi I and Delphi II (I+II and 11-1): Part II ........ 113 15. Summary Results and Differences Between Delphi I and Delphi II (I+II and 11-1): Part III ....... 115 16. Summary Results and Differences Between Delphi I and Delphi II (I+II and 11-1): Part IV ........ ll6 l7. Summary Results and Differences Between Delphi I and Delphi II (I+II and 11-1): Part V ........ ll7 vii Chart 4500“) U1 0 F1. F2. F3. F4. F5. LIST OF CHARTS One-Way Analysis of Variance by Group ......... Tukey Post Hoc Analysis by Group ............ Means and Standard Deviations of Group X Responses . . . Consensus and Response Strength Among Respondents Within Each Group .................. Summary of Consensus, Part I: Definitions of EPA/0E Summary of Consensus, Part II: Objectives or EPA/OE Summary of Consensus, Part III: Social and Cultural Environment and EPA/OE ................ Summary of Consensus, Part IV: Learning and EPA/OE . . . Summary of Consensus, Part V: Outdoor Education Teacher Curriculum .................. Bar Graph of Response Means: Definitions, Objectives, Social and Cultural Environment, Learning, and Teacher Education and EPA/OE--Quebec ......... Bar Graph Of Standard Deviations: Definitions, Objectives, Social and Cultural Environment, Learning, and Teacher Education and EPA/OE--Quebec . . Bar Graph Of Response Means: Definitions, Objectives, Social and Cultural Environment, Learning, and Teacher Education and EPA/OE--Canada ......... Bar Graph of Standard Deviations: Definitions, Objectives, Social and Cultural Environment, Learning, and Teacher Education and EPA/OE--Canada . . Bar Graph of Response Means: Definitions, Objectives, Social and Cultural Environment, Learning, and Teacher Education and EPA/OE--U.S.A ......... viii Page 39 4O 41 43 105 106 107 108 109 280 281 282 283 284 Chart F6. F7. F8. G1A. 61B. G1C. GID. GTE. 62A. GZB. 62C. G2D. G2E. 63A. G38. Bar Graph of Standard Deviations: Definitions, Objectives, Social and Cultural Environment, Learning, and Teacher Education and EPA/OE--U.S.A. . . Bar Graph of Response Means: Definitions, Objectives, Social and Cultural Environment, Learning, and Teacher Education and EPA/OE--Overseas ........ Bar Graph of Standard Deviations: Definitions, Objectives, Social and Cultural Environment, Learning, and Teacher Education and EPA/OE--Overseas . Group Consensus in Quebec Concerning Definitions of EPA/OE (Part I) ................... Group Consensus in Quebec Concerning Objectives of EPA/OE (Part II) ................... Group Consensus in Quebec Concerning Social and Cultural Environment and EPA/OE (Part III) ...... Group Consensus in Quebec Concerning Learning and EPA/OE (Part IV) ................... Group Consensus in Quebec Concerning Teacher Education and EPA/OE (Part V) ................. Group Consensus in Canada Concerning Definitions of EPA/OE (Part I) ................... Group Consensus in Canada Concerning Objectives of EPA/OE (Part II) ................... Group Consensus in Canada Concerning Social and Cultural Environment and EPA/OE (Part III) ...... Group Consensus in Canada Concerning Learning and EPA/OE (Part IV) ................... Group Consensus in Canada Concerning Teacher Education and EPA/OE (Part V) ................. Group Consensus in U.S.A. Concerning Definitions of EPA/OE (Part I) ................... Group Consensus in U.S.A. Concerning Objectives of EPA/OE (Part II) ................... ix Page 285 286 287 290 291 292 295 296 297 300 Chart Page 63C. Group Consensus in U.S.A. Concerning Social and Cultural Environment and EPA/OE (Part III) ...... 301 G30. Group Consensus in U.S.A. Concerning Learning and EPA/OE (Part IV) ................... 302 G3E. Group Consensus in U.S.A. Concerning Teacher Education and EPA/OE (Part V) ................. 303 G4A. Group Consensus Overseas Concerning Definitions of EPA/OE (Part I) ................... 304 G48. Group Consensus Overseas Concerning Objectives Of EPA/OE (Part II) ................... 305 G4C. Group Consensus Overseas Concerning Social and Cultural Environment and EPA/OE (Part III) ...... 306 640. Group Consensus Overseas Concerning Learning and EPA/OE (Part IV) ................... 307 G4E. Group Consensus Overseas Concerning Teacher Education and EPA/0E (Part V) ................. 308 CHAPTER I INTRODUCTION Of the many changes which occurred in Quebec education during 1 is one which has shown a the last 10 to l5 years, Outdoor Education tremendous rate of growth.2 Educators at all school levels are try- ing to enrich curricula through more effective use of the outdoors-- a travers "Le Plein-Air."3 The phenomenon of "EPA"/OE in Quebec, however, takes on many different perspectives depending upon the angle from which one looks. The bilingual and bicultural characteristics of Quebec contribute to the development Of a unique basis for Education Plein-Air/Outdoor Education. The present study examines the Quebec "Education Plein-Air" (EPA) phenomenon and compares it to Outdoor Education in the United States, Canada, and selected overseas countries. ‘ 1Or the comparable term used in Quebec: "L'Education Plein- Air" (EPA). 2Guy Pinaad, "Lea Ctaaaea dc Madge Depaia'l9qz, Lean Pbpu- Eaaité n'a pas Ccasé dc Gaandta," La Paeaae, i7 FQUML€&.7968. 3vowmd Mom, "Loam at Raméauom zoo Gar/Leona ct FLUCM dc Montaéaz Noad Iaont en Claaae dc Neige," La Pacaae, 3 Januica 1968; DOZZaad Month, "Deb leaned Découvaent Heb Roatzona Nouvcaux Gaace au Camp dc Neige," La Pheaac, l7 Januica 1968; Suzanne St-Denia, ”Outdooa Education; Enquéte.6ua.£ea CZaaaes de Neige," Centae Pétote Laval, Novembae 1969. 1 Background Of the Problem The Province of Quebec is now facing a remarkable and fast- growing phenomenon: the use of the outdoors in education or "Edu- cation Plein-Air (EPA)." Indeed, 10 years ago, EPA/OE in Quebec was almost nonexistent. School systems and many provincial agencies are still trying to cope with this turbulent newcomer in the field of education.4 Three major events are worthy of note concerning Quebec Education Plein-Air. First, the Quebec Board of Education, in its Rappoat Paaent, recommended in 1964 that some type Of Outdoor Educa- tion be included in each school curriculum.5 Second were the new directives from the Quebec Board in Education in Rigiement No. 7,6 recommending half a day of Education Plein Air per week in the school systems. And third, the recent creation of a provincial organization for leisure and outdoor sports for youth called Le Haut-Commiasaaiat 4Gouveanement du Quebec, Miniateae de i' Education, Guide d'Impiantation dezs Activité/S de Mouvment (Spont, Piein—Aia_ EXpILeA- aion Coapaniie), Section 2, Taauaii en Fanctfon deb Depiacement Diveaa (Document de taavaii non-pubiié) (Quebec, Septembae 1972); GOuveanement de Quebec, Miniateae de i' Education, Guide d' Impian- tation deb Actiutté/s de Mouvementa (Spam, Piein-Ai/L, Exp/Lucian Coapoaeiiei, Section IVL-Thavaiiien Fonction de Rythmea Vaaiea (Eiementaiael IQuebec, Octobae 1972). 5Aiphonae-Maaie Paaent, Rappoat de ia Commission Royaie d’EnquOte Au/L i'Emeignement de ia Paovince de Quebec, Tome II, Stauctwceé Pédagogiqueb cfu SyatEne Scoiai/Le (WWW, 1964), P 767. 6Elgiement N0. 7, Aaticiea 28, 31, 32, 33 (Quebec). poua ta Jeanette, LoitiAt et Spoatt (HCJLS)7 for the promotion of sports and outdoor pursuits. Statement of the Problem In Spite of all the efforts of administrators and educators, the Education Plein-Air movement in Quebec is still difficult to define for the following reasons: 1. The impact of two separate and strong influences, one coming from some countries in Europe with a traditional health con- cern, and the other from the United States and Canada with a multi- disciplinary learning approach with an emphasis on sciences: natural and physical sciences. 2. The recommendation, without follow-up, Of the 1964 Rappodt Punent,8 that put forward the French approach of Dr. Fouras- 9 tier, who was concerned primarily with the lack Of students' physi- cal fitness in the French schools. In 1947, Dr. Fourastier conducted an experiment for one month in an outdoor setting (ski centre). Half a day was used for aCademic subjects and was called Le Mi-TWPA‘Pédagogique- The other half of the day provided outdoor sport activities with emphasis on Alpine skiing (downhill skiing); it was called the Mi-TemPA SPORIZO. 7Gouueanement du Québec, Minitteae de i'Education, Le Seauice de La Jeanette du Loitih et du Piein-Aia: Paobiématique et Ohien- tntion Généflaiet (Québec, 1971), p. 19. 8 Patent, Rappoat, Tome II. 9Gouvefmement du Québec, Enqufite Cotpt (MEQ, 1970), p. 169. The results Of the study showed that the academic achieve- ment Of the students was about the same, but the physical fitness of the students increased significantly.10 3. The lack of a sound philOSOphy. Indeed, Quebec seems to be still in a terminology war, seeking definitions, and realistic and well-defined goals concerning the phenomenon Of Education Plein- Air/Outdoor Education. Need for the Study Education Plein-Air/Outdoor Education in Quebec was almost nonexistent prior to the recomendation of the Bmppoat Paaent in 1964. In a l974 survey of the Quebec Board of Education, it was indicated that 58 percent of the French Canadian schools had some type of Education Plein-Air experience. Such rapid growth did not occur without problems and confu- sionll concerning the conceptual foundations of EPA/OE and the impli- cations for the school curriculum. Sound research in the field of Education Plein-Air/Outdoor Education is, unfortunately, very scarce. Indeed, no sound study has ever been done concerning the development of a rationale for EPA/OE in Quebec in order to give a coherent and sound basis for Outdoor Education experiences in the French-Canadian 12 schools. Such weakness is Obvious when one looks at the small IO'Ibid., p. us. “Midi?! Maidague, Paobiématigue de ia Caite de C'Envijtonne- ment (Québec: Univeatité Lavai,77973). 12"Ii ett mu impontant que iet municipaeitét, iet mauve- mentt et iet attociationt compaennent qu’ii flawt eiaboaea et appao- 60ndia, au piut tot, notae pentée dant ie domaine du piein-aia, aéin amount of literature related to Education Plein-Air/Outdoor Educa- tion in Quebec. The fact that Quebec is bilingual and bicultural adds a new dimension to the problem of rationale building. The language barrier left Quebec isolated from American and Canadian material for a long time. During this period, Quebec educational leadership was coming 13 from France. Now the Anglo-Canadian and American influences seem to play an important role in the development of Education Plein-Air in Quebec.14 An investigation into each of these influences will help to determine the nature and different components Of the Outdoor Educa- tion movement in Quebec. 15 in the Quebec outdoors were, for the Isolated experiences most part, tainted with religion and romanticism. The emotionalism of these types of experiences16 did not assist very effectively in d'ofifiaia queique chote d'oaiginai qui.puitte toutenia ia competition avec ie.ioitia piein-aia commenciaiite (meme t'ii ett de bonne quaii- .teI, caa.ii.nout tembie quiiit/a confiiit d’ intiaet ioatqu' on ueut gaiae flauctifiiea an capitai en accueiiiant det enfiantt, det adoiet- centt, det jeanet t/Lauaiiieww pendant tea/It vacancet, et en meme tempt powwoi/L a ieu/L epanouittonent humain. " Confiedénation Que- becoite du Piein-Aia, Paemiet Manifiette de ia Confiédeaation Quebecoite du Piein-Aii (Quebec, June 1969). 13 14Ofifiice Faanco-Québecoit Poua ia Jeanette, Spoat et Piein- Aim, Section de Québec. 15 16Ciaudia Page, Let Expé/Iiencet de Mi-Tempt Pedagogiquet de ia Ptouince de Quebec (Centae Piiote Lavai, Nouembae 1969); Renee Rowan, "Apaet ia Ciatte de Neige, Rien n 'ett Pint Comme Avant, " 7 Fevtiet 1972. Patent, Rappoat, TOme II. See Bibliography. Le Devoia, the realization of the general goals of education. Recent innova- tions in education and changes in social and cultural values, however, have led the way to the use of the outdoors for educational purposes. Educators are starting to give more recognition to Education Plein- Air/Outdoor Education and realize the potential contribution of the outdoors to education.17 Three recent circumstances have made this study very rele- vant. First, pressures have come from school boards requesting "Education Plein-Air" programs to become a part of the regular cur- riculum. From 1972 to 1975, the Quebec government (HCJLS) hada budget of three million dollars for "Education Plein-Air" leadership in l . . 8 Second, some univerST- various schools/agencies in the province. ties, such as Laval University, are considering starting a curriculum for leaders in "Education Plein-Air"/Outdoor Education. The pro- fessional preparation would help to assure effective leadership in schools and would likely contribute to the enrichment of the entire school curriculum. Third, one of the recommendations of the Atto- ciation det Paofiettioneit dei'Actiuité Phytique (APAPQ), Divition Piein-Aia, conference in Montreal in 1974,19 was to conduct an 17F. Doucet, Etude tan ie Piein-Aia Pédagogique (Québec: Punitteae de i'Education, Juin 7970); Seavice’au MOyent Techniquet d'Enteignement (STME), Le Piein-Ain,'C'ett Quoi? Eiémentaihe,2€ cycie (Montaéai, 1969). 1BGouwsznemen/t du. Québec, Minute/Le de i'Education, HCJLS, Selwice de La Jeanette du Loitijt et du Piein-Aijt: "Pian Budgetax'JLe Tniennai du 1% Aw‘i, 1971 du 31 Matt, 1975," Document du Taauaii No. l, Capie aeuitée (Québec, 197i). 19Geoaget-Andae Nadeau, "L'Education Piein—Aia au Québec: Muthe ou Reaiité2"Confiéaence, Congaet, A.P.A.P.Q. (Montaeai, 1974). in-depth study in order to give to Education Plein-Air a sound rationale and conceptual framework in which to Operate. This study serves to meet the needs cited above as it attempts to analyze the Education Plein-Air/Outdoor Education move- ment in Quebec. Purpose of the Study The purpose of this study was to explore the Outdoor Educa- tion movement as perceived by selected Outdoor Education leaders and experts in Quebec, Canada, the United States, and overseas in order to draw inferences and recommendations for an Outdoor Education cur- riculum at Laval University, Quebec. Specifically, this study will be achieved as follows: first, examine and analyze through the literature the historical development of Outdoor Education in Quebec. Sgggmg, identify the basic elements, criteria, and determining factors for a sound curric- ulum in Outdoor Education which considers the European, Canadian, and American influences, but still remaining typically Quebecoit based on the cultural, geographical, and historical uniqueness of French-Canadian schools. Third, through the Delphi technique, submit to a jury of experts in Quebec, Canada, the United States, and some countries in Europe a series of statements regarding the basic com- ponents of the rationale in order to analyze the major influences and determine the guiding principles of the "Education Plein-Air"/ Outdoor Education movement in Quebec. And finally, draw inferences and implications for a current rationale that can serve as a basis for designing an Outdoor Education Curriculum for French-Canadian public schools and for professional preparation for leaders Of the Province of Quebec. Methodology: The Delphi Technique The Delphi technique was used to gather opinions of selected experts and leaders in the area of Outdoor Education in Quebec, Canada, the United States, and overseas. Delphi is a process designed to obtain a controlled set of informational feedback from a small group of selected experts regarding a specific area of knowledge. Delphi questionnaires were used to gather information systematically, which was then analyzed and summarized. In considering future innovations in education in 1966, Helmer, an originator Of the Delphi research method, concluded: The earliest time that one might now hope to affect [educa- tional reform] is the mid-seventies, and the direct influence of any present reform may well still be felt . . . through the first quarter of the twenty-first century. . . . Some Of these forecasts may be based on existing demographic and economic models, but intuitive judgement is likely to play a dominant role throughout, making something like a Delphi approach virtually mandatory.2 The Delphi technique places emphasis on the intuitive judg- ment Of experts. Such judgment is an expertise that grows from personal experience and knowledge of possible occurrences in a specialized area. 20O. Helmer, Social Technology (New York: Basic Books, 1966), p. 24. Curriculum planners should recognize the importance of advanced knowledge in preparation for the initiation of particular program modifications, and the Delphi technique provides an Oppor- tunity for gathering data which may assist decision makers in plan- ning educational innovations. 2] are characterized by anonymity, controlled Delphi responses feedback, and statistical group response data. Many of the deci- sions made by such geographically disparate groups through the Delphi are superior to those made by face-to-face groups. A One of the more promising subjective-judgmental approaches is the Delphi method, since it provides a systematic means of col- lecting and analyzing expert opinion.22 Definition Of Terms Definitions of key terms used in the study follow, to provide a common basis for understanding. Education Plein-Air (EPA):-Term used in Quebec to describe outdoor experiences in public schools as they now exist. ngbggr-The Province of Quebec, as related to French- Canadians. French-Canadian public schools--Schools in the judiciary and funded by the Quebec Board of Education in which French is the lan- guage used. 2Norman C. Dalkey, "Delphi," paper presented at the Symposium on Long-Range Forecasting and Planning, Alamagordo, New Mexico, October 1967. 22Norman Dalkey and Olaf Helmer, "An Experimental Application of the Delphi Method to the Use of Experts,“ Management Science 9 (April 1963): 458-67). 10 Selection of Delphi Study Coordinator or Team‘ I Definition of the Delphi Task I I Design of Selection of Information Panel of Collection Procedures Experts Administration of , Questionnaire to [ Panel Members Feedback of Results to Participants IAnalysis of Results and Modification of Questionnaire I [ Achievement of l Consensus on Delphi Forecast Figure l.--Major stages in Delphi technique. Source: D. N. Cravens, G. E. Hills, and R. B. Noodruff, Marketin Decision-Making Concepts and Strateties (Homewood, III - Richard D. Irwin, Inc., 1976). 11 Outdoor Education (OE):-A tool to be used for the purpose Of curriculum enrichment (United States). Professional,preparation--Courses of study leading to a col- lege level degree and a teaching certificate. Rationale--Fundamental reasons for, or expositions of prin- ciples. flQgL§;-Haut Committaniat de ia Jeanette, det Loitiat et det Spoatt (Provincial Organization for Youth, Leisure and Sports). ngggay-Anglo-Canadians of all the Canadian Provinces, except Quebec. Overseas--Sample of experts representing the following coun- tries: England, France, Sweden, Egypt, Venezuela, and the Nether- lands. Limitations of the Study The concepts (related to "Education Plein-Air"/Outdoor Education and its basic components) expressed by experts' Opinions in the study involve only the personal beliefs of each individual regarding the areas of inquiry brought up in the questionnaires. It is entirely possible that the Opinions expressed by this sample Of individuals are not representative of the national or provincial trends and sentiments. The effects of history, mortality, and maturity also may 23 confound the data in this study. Events may occur between the time 23D. T. Campbell and J. E. Stanley, Emperimental and Quasi- Experimental Designs for Research (Chicago: Rand McNally College Publishing Co., 1963), pp. 13-16. 12 Of filling out the initial and the final questionnaires which may unduly affect the expert's response. This problem is inherent in a longitudinal study Of this nature. Subject mortality is also a danger, in that participants may drop out of the study at any point, and thus confuse the accuracy of the comparisons made between the opinions Of the group in the initial and final phases of the Delphi. Mortality is also a problem in considering within-response consistency. The researcher cannot determine why a participant did not answer a given question within the body of the questionnaires, and how such omissions might affect the final validity of the data collected and analyzed. Generalizability is also a problem, in that the recommen- dations for the training of Quebec Outdoor Education leaders are limited to the French-Canadian population of the Province. Translation difficulties might enter the picture as well, in that the original text Of most statements appeared in English, and was necessarily translated into French for the benefit of the Quebec participants. Although this task was performed by a profes- sional, there are phrases and terms in both the French and English which do not lend themselves readily to expression in the other language. Experimenter effects through the personal interaction which took place between the experimenter and the participants in the administration of the Delphi I questionnaire could also serve to confound the impartiality of the responses. This personal contact was unavoidable, however, because of the six-week mail strike in 13 Canada which continued over the period of the initial data col- lection. Overview In Chapter I, the problem has been presented along with the basic elements for the rationale suggested in the study. Chapter II contains a review of literature pertinent to the purpose of the study. Procedures for gathering information through the Delphi technique are presented in Chapter III. Chapter IV provides an analysis of results. Finally, a summary of conclusions and recom- mendations constitutes Chapter V. CHAPTER II REVIEW OF RELATED LITERATURE Literature in Quebec The review of related literature in Quebec provided the basis for the basic elements of the rationale used in the Delphi questionnaires. Although the Province of Quebec has very limited relevant research in Outdoor Education as yet, some empirical soundings and articles have been written about the experiences of different schools1 in Quebec outdoor settings that might lead us to some basic elements of the rationale for Outdoor Education curriculum. An extensive review of literature through over 150 des- criptor terms2 concerning the domain of physical sciences and Educa- tion Plein-Air/OE in both French and English was conducted in order to investigate and analyze the Quebec movement of Outdoor Education, its origins, objectives, instructional models, and evaluation tech- niques of current programs. The first concern for "Education Plein-Air" in Quebec was a sanitary and health concern. The French influences came into Quebec from Dr. Max Fourastier, who first tried in 1947 to improve the 1MEDDLARS, Medicine Tape Services, Canadian Institute for Science and Technological Information, N.R.S., Ottawa, Ontario. K1A OSZ. zPanent, Rappoat, Tome II, p. 768. 14 15 fitness of students through "Education Plein-Air"/Outdoor Education activities with emphasis on physical fitness. The approach used was "ie Mi-Tempt Pédagogique et ie Mi-Tempt Spoatifi."3 Most of the outdoor experiences mentioned in Quebec literature originated from the French movement.4 Georges .Heberts' had the same Objectives, but used basic natural movements such as walking, running, climbing, and crawling in a natural setting. He had, and still retains, an influence in the movement called "Hebeatitme;“ It seems that the most prevalent type of outdoor experience in Quebec was imported from France and implemented in Quebec public schools.6 Due to the language used in the French schools the French literature was the only readily available work, and therefore the French influence in French-Canadian schools was a natural result.7 The new bilingual status of Canada provided Education Plein- Air/Outdoor Education with many translations of research materials and literature in the last three years. Also, more educational exchanges have taken place, and changed the major directives Of Education Plein-Air/Outdoor Education in Quebec. 31bid., p. 167. 4c. Coutineau, Paofiii duPiex'n Ai/L P’edagggique (Ottawa: Unive/ztité d'Ottawa, 19m, )0. W. 5R. madam, LaMéthode Nam/Leia d'chm (PM: Let Gaandet Editiont Faancaitet, 7948), p. 127. 6 Patent, Rappont, Tome II, p. 168. 7"Aux Ciattet de Neige du Mont PianteuLet Etudet, ie Matin, Le Ski . . . i'Ap/Let-Midi,"Photo-'Jou/Lnai, Sem. 14 au 21 Fév., 1968. 16 Concerning the objectives of Outdoor Education, Claude Cousineau found in 1971 very ambiguous Objectives in "Education Plein- Air"/Outdoor Education.8 Among the few objectives mentioned were the following: --to improve teacher/student relations --to increase relevance of instructional experiences --to close the gap between intellectual and physical capacities --to understand the bio-physical environment --to reform teaching methods One Of the reasons for this diversity in the Outdoor Educa- tion Objectives might be the fact that most Outdoor Education pro- grams have been originated by Health, Physical Education and Recrea- 9 tion (HPER) leaders who had a uni-disciplinary type of formation in HPER and no professional preparation in Outdoor Education, which is a multi-disciplinary approach. 10 in 1970, mentioned A provincial sounding, "Operation CORPS" that out of 64 regional school districts, 67 percent had the physical education instructor as responsible for the Outdoor Education program. 8Coutineau, Paofiifl du Piein AiJL P’edagogique, p. 12. gGouve/Lnement du Québec, Enquue CORPS: Piein-Aijt, 1970, p. 1; R. Avatta, Gouueanement du Quebec, Minitteae de i'Education HCJLS, Se/wice de Pianifiication, Patticipation det Québecoit aux Activitiét de LoitiJL, Rappoat d'Etape No. 1, Expioitation de 2' EnquEte CORD-SM’tua iet Loitint de Piein-Aia, 1974, p. 93. 10 Gouve/Lnement du Québec, Enqu’éte CORPS: Piein-Ai/L, 1970. 17 In a provincial survey, the South Shore Protestant Regional Board in Montreal mentioned the need for teacher education in Out- door Education in the following terms: "On dépioae que iet cadaet n'aient pat de flatmation adequate. Un paogaamme pout ia ’FOAmation det Maitaet' dant ie domaine du Piein-Ain,teaait un paemiea pat: on tuggeae une année."]] The indecision in the chOice Of Objectives seems to reflect the lack of fundamental reasoning or rationale for Outdoor Educa- tion. Of all outdoor experiences carried on in school systems, "ia ciatte de netge" is still the most popular type in Quebec. The geography and climate of Quebec may explain this fact.12 13 The French influence is well-noticed in the "Mi-Tempt Pedagogique et ie Mi-Tempt Spoatié," which still appear to be the most popular of the health-based approaches.14 In the last few years, with the "ciattet de neige, ciattet 15 ventet, nouget ou jaunet," it seems that a different trend is nProtestant School Board of Greater Montreal, Outdoor Education, 1972. 12 13 Coutineau, Paofiii du Piein Aia Pédagogique. Page, Let Expe’niencet de Mi-Tempt Pédagogique- ”Coutineau, Paofiii du Piein Ax'n Pédagogique, p. 12. 15F/zance Dion, "Ciatte de Neige, Paogaammation et Evaiuation," Ecoie Noamaie de Méaici,(Québec, 1970b Jeanette (Ciub), Let Ciattet de Neige: Stage Pédagogique Tenu a i'Aubeage de ia Seigneuaie, Mint 1970; Ste-Fay (Committion Scoiaiae), Paojet "Opeaation" Rouget, Noiat, Bianchet (Ste-Fog, 1967); Roman, "ApEEt ia Ciatte deTNeige." 18 16 coming in from the United States. Indeed, the original programs issued from physical activities in the outdoors appear to be more flexible, and leave room for an integration of the ecological concerns and a multi-disciplinary approach.‘7 Eighty-six different descriptor terms on the subject of professional preparation in health, physical education and recreation and outdoor education in Quebec have been researched through Educa- 18 and four other documen- tional Resources Information Center (ERIC), tation centres19 through Le Laboaatoiae det Sciencet de i'Actiuité Phytique (LABSABLUniveatite Lavai), covering the material published in the area from 1970 to 1975. The area of Health, Physical Educa- tion and Recreation was closely researched because in Quebec oVer 75 percent of the Outdoor Education programs are founded and directed by physical educators.20 16Charles Lewis, “Integrating Outdoor Education Into the Curriculum," JOHPER 40 (June 1969): 63-64; Clifford E. Knapp, "Inno- vations in Outdoor Education--Principles and Practices,“ Illinois Journal of Education 58 (September 1967): 10-12; John Loret, "Happen- ing in the Out-of—Doors: Interdisciplinary Experiences in Outdoor Education," Journal of Health, Education and Recreation 40 (April 1969): 45-56 17voucet, Etude tun ie Piein-Ain Pédagogique; P. La/Lue, "Plein-Aim: Defiinition du’Piein-AiaTDant ie Contexte Québecoit," .Spottt et Loitiht--Education Phytigue 4,2 (1968): 37-47. 18ERIC (Education), SBT Division, National Library, 395 Wellington Street, Ottawa, Ontario, K1A 0N4. 19Science Citation Index, Social Sciences Citation Index, GRA Government Report, Tape Services, CIFTI National Research Council, Ottawa, Ontario, K1A 0N4. 20Gouveanement du Québec, MEQ, Enquéte CORPS: Piein-Aia, Quibec, p. 1. 19 The first provincial meeting regrouping Outdoor Education leaders happened in 1974 in Montreal. One Of the major recommenda- tions was to conduct a thorough study in all Quebec schools in order to determine the bases and fundamental reasons for Outdoor Education in Quebec. According to the literature reviewed, there has been no study done which develops such a basis for the rationale for Outdoor Edu- cation in Quebec, and subsequent inferences to professional prepara- tion for Outdoor Education leaders. The first investigation was done in 1969 by Michel Maldague of Laval University, on environmental education. His purpose was to identify the content, intensity, and the didactics of teaching "conteavation de ia natune" in Quebec. The procedure used was a questionnaire with 46 centers Of interest (water cycle, tree study, etc.). TO each center of interest, the respondent indicated the depth of study and educational tools employed. Nine educational tools were listed. One of them, directly related to Outdoor Education, "tontiet dant ie mc'iieu, " was used in the teaching of nature conservation. The results of Maldague's 1969 study demonstrated that 3.5 percent of classes participated in "arboretum visits," 9.2 percent in "ciattet ventet," 11.6 percent in "botanical garden visitations," and 29.4 percent in "guided excursions." In the study, more than 95 percent Of the teachers involved saw a need for structuring the studyof nature conservation.21 ’ 2IMichei Maidague, "Education en Conteavation de ia Natuae en Quebec," IQuébec:' Facaité de Foaettnie et de Géoiogie, Univeatite Lavai, 1969). 20 Maldague concluded by showing a weakness in these terms: It ettciax'n . . . que i'enteignement [conservation education] donne actueiiement dant iet ecoiet deia paouince, te caaatE/zite paa une gaande 6aibiette: ceataint atpectt tont touchét d'une manieae généaaiEment tupeafiicieiie et tant inteapaetation dant an entembie cooadinée.22 J. C. Cousineau23 of the University Of Ottawa, Ontario, Ontario, carried out a study in 1970-71. Its purpose was to con- struct a profile Of Outdoor Education, but the results were based only on affirmative answers. No attention was given to negative answers. 24 Another provincial study, Enquéte CORPS, was done in 1970. The purpose of the investigation was multiple, with one important question: "Who is in charge of Outdoor Education in Quebec schools?" The results were as follows: In 40 percent of the cases, the physi- cal educators were responsible for the Outdoor Education program (cross-country skiing and down-hill skiing were given as the most popular activities Of the schools involved). The recommendations :Of the conmitee mentioned the absence of professional preparation for Outdoor Education leaders and proposed: 1. that Outdoor Education become an integral part of the teacher's education 2. that the Physical Education curriculum for teachers include Outdoor Education activities zzMichei Maidague, "Union Intetnationaie pou/L ia Contejwation de ia Natuae et de tet Rettouacet," Voi. IV (Suitte, 19701, p. 74. 23 24 Coutineau, Ptofiii du Piein Aia Pedagogique. Gouvetnement du Quebec, MEQ, Enquéte CORPS. 21 3. that a program committee integrate an Outdoor Education course of study in the teacher education curriculum. Discussion Studies in Quebec Education Plein-Air/Outdoor Education reviewed in this section indicated no sign of homogeneity, coherence, and sound philOSOphical foundations. Even though the French Mi-Tempt Pedagogique et ie Mi-Tempthpoatifiplayed a central role in the evo- lution of Quebec Education Plein-Air, most of the articles and reports researched (cf. Bibliography) indicated an urgent need for research in EPA/OE and leadership training. With the creation of a special project in Education Plein- Air at the 1972 annual conference in Montreal, the Attociation det Pnofiettioneit de i'Actiuite Phytique du QuEOec (APAPQ) brought together over 200 people interested in Education Plein-Air/Outdoor education. The results of this conference indicated considerable interest and energy, but also problems and confusion concerning the nature of Education Plein-Air itself, and how Education Plein-Air can contribute to the goals of physical education and general edu- cation as well. 25Translated from GouueAnement du Quebec, MEQ,'Enquete CORPS. 22 American Literature26 The review Of American literature in Outdoor Education was 27 Early studies in camping as well undertaken by Weiner in 1965. education and studies in Outdoor Education and school camping were reviewed in the perspective of the influences of two key leaders in the field of Outdoor Education in the United States: L. B. Sharp and Julian W. Smith. Compared to Quebec, Outdoor Education in the United States developed very early and showed much more maturity and sophistica- tion. The breadth and diversity of the American Outdoor Education movement is well expressed in a publication of the AAHPER in 1973 by Hammerman, Stark and Swan, in which 117 doctoral studies completed in the past three decades are reported. The analysis of the Delphi questionnaires in the present study will assist in the verification of the characteristics of the American Outdoor Education movement. For the period from 1965 to 1975, an ERIC search (USA) provided over 2,053 abstracts Of articles and books concerning Out- door Education and teacher education in Outdoor Education and related fields of study (see Bibliography). However, the major research for this span Of time has been reviewed by Hammerman et al. in Research 1 26A review Of USA literature was reported here only briefly because of the special impact of American OE on Quebec's EPA. 27Morris Weiner, "Rationale in Outdoor Education" (Ph.D. dissertation, Michigan State University, 1965). Weiner reviewed the historical development of DE and constructed a profile of two key leaders in the Outdoor Education movement: L. 8. Sharp and Julian W. Smith. 23 in Outdoor Education. Out of 43 doctoral dissertations written in the last 10 years, 18 were classified under Teacher Education, 25 in Evaluation, 9 in Proposals for New Programs, 4 in Historical Analysis, and 4 in Administration and Organization. The last ten years witnessed a higher degree of sophistica- tion in the patterns of curriculum experiences in American Outdoor Education. The energy crisis generated an increase in research mainly in conservation education, environmental education, and science education.28 Indeed, American literature expressed a great diversity con- cerning the concepts Of Environmental Education, Science Education, and Outdoor Education. It might be apprOpriate to provide a brief comparison and contrast of philosophies, purposes, and techniques. Outdoor Education vs. Environmental Education Outdoor Education and Environmental Education are based pri- marily on the following premises: "Leave to the child the burden of pursuing his own education" (John Gardner), and that a transfer Of learning is more likely to occur when the experiences are similar. Definitions.--While Outdoor Education involves "learning in 29 and for the outdoors," Environmental Education involves the 28Julian Smith et al., Outdoor Education (Englewood Cliffs, Ner Jersey: Prentice-Hall, 1963); Donald R. Hammerman and William H. Hammerman, eds., Outdoor Education: A Book Of Readings (Minneapolis, Minn.: Burgess Publishing Company, 1968); G. W. Donaldson and Oswald Goering, Perspectives on Outdoor Education: Reading§_(Dubuque, Iowa: Wm. C. Brown Co., Publishers,71972). 29 Smith et al., Outdoor Education. 24 understanding of the natural environment and factors limiting human 30 life. In this perspective, according to Novak, Environmental Edu- cation appears to be the extension of Outdoor Education. Philosophy,--L. 8. Sharp, father of Outdoor Education, showed us the way with "that which can be best learned outside the classroom . . . should there be learned." Outdoor Education is con- 3] Its primary purpose is 32 sidered to be learning for what is real. the sharpening and deepening of all school curriculum Offerings. Outdoor Education aims at mental and physical fitness, including the affective domain.33 Environmental Education is more concerned with the total human environment, its cultural, social, political, economical, and aesthetic as well as physical and biological aspects. Environmental Education aims at understanding the natural environment and man's interrelations with it. Techniques.--Outdoor Education is an inter-disciplinary learn- ing process using the inquiry, problem-solving, and multi-sensory approach jm_the outdoors. Outdoor Education uses the outdoors for 30Paul F. Novak, "Education in and About Our Environment," Journal of Outdoor Education 5 (Winter 1971): 6. 3Earl C. Kelly, Education for What Is Real (New York: Harper & Brothers, 1947). 32J. W. Smith, "Outdoor Education as a Method Of Teaching Reading: Irvington Outdoor Education Center, New Jersey," Journal Of Reading_12 (December 1968): 229-33. 33George Donaldson, School Camping_(New York: Association Press, 1952). 25 educational purposes, as a learning tool, as a means, not ends, for the enrichment Of inside learning in all subject matter areas of 34 to be "an injec- the curriculum. It is considered by C. Blackman tion of reality" into the curriculum Offerings. While Outdoor Education focuses on awareness, understanding, and appreciation, Environmental Education emphasizes the understand- ing of the natural environment, its basic elements, and man's interrelations with it. The instructional models of Environmental Education are quite similar to those used in Outdoor Education; however, Environmental Education does ggt_necessarily need to be im_ the outdoors--a pond study could well be undertaken without going outside the classroom. Environmental Education is an “intra- disciplinary learning process" using similar approaches (inquiry, problem-solving, discovery) to those found in Outdoor Education, but placing less emphasis upon the multi-sensory approach. Relationship of Science Education and OutdOor Education The 1960's and 1970's have witnessed some very fundamental social and educational changes in our industrial society. Indeed, the explosion Of knowledge, new learning theories, and the stress on the acquisition of facutal information have largely contributed to the innovations in general education, Science Education, and Out- door Education as well. 34Charles Blackman, "A Curriculum Specialist Looks at OE," Journal of Outdoor Education, Vol. 3, No. 3, Spring, 1969. 26 While Science Education appears to be a systematic and organized body of knowledge as well as a process for learning when dealing with how children learn and think, Outdoor Education, on the other hand, appears to be the educational resource which brings reality and relevance to science by dealing with what is meal. Secondly, while Science Education attempts to develop scien- tifically literate and personally concerned individuals with a high competence for rational thought and action, and also tries to create in students the ability to c0pe with new, unexpected findings, Outdoor Education intends to sharpen and deepen learning in all curriculum Offerings, including science. Outdoor Education seems to be the best equipped laboratory for learning science. Although the methods of classroom science differ slightly from those of the outdoors, scientific skills (observation, data collection, interpretation) can be best developed in the real world, dealing with the living and nonliving things. The multi-sensory approach used in the outdoors will provide an outstanding learning experience for science and other subject matter areas as well. There is no substitute for this unique contribution of Outdoor Education. Finally, the outdoors gives a special significance to cer- tain fields Of science, such as astronomy, botany, chemistry, ecology, zoology, geology, paleontology, and physics. CHAPTER III PROCEDURE FOR GATHERING INFORMATION Research Questions Due to the nature of the study, it was deemed impossible to develop hypotheses in the typical fashion. Instead, three research questions were developed. They are as follows: 1. What is the degree of agreement or disagreement (SA, A, N, D, SD)1 concerning the following basic elements of "Education Plein- Air"/Outdoor Education? Definition of Outdoor Education Objectives of Outdoor Education Social and Cultural Environments Learning Processes/Outdoor Education Teacher Education Curriculum (DQOU'DD 2. What are the major similarities and differences in the status of Outdoor Education in the Canadian, American, and European movements which may have influenced the Quebec Outdoor Education movement? 3. What inferences may be drawn from the results of this research which may be translated into recommendations for the improvement of the Outdoor Education Teacher Curriculum at Laval University? 1See Appendix C, research instrument. 27 28 Sample and Population The pOpulation for the study was a selected set Of indi- viduals working in Outdoor Education and related fields, grouped as follows: the Province of Quebec (Group I), Canada other than Quebec (Group II), the United States (Group III), and the following other countries--France, England, Sweden, the Netherlands, Venezuela, and Egypt (Group IV). Broadly defined, participation was limited to those "Educa- tion Plein-Air"/Outdoor Education leaders and/or experts who are highly skilled in influencing policy decisions at local, provincial/ state, or national levels of EPA/OE and its educational staff development. In the four groups investigated, representatives were chosen from individuals associated with private and public organi- zations and agencies, including universities (professors and instructors), boards Of education (members), school boards (con- sultants), governmental and private agencies, and provincial/ state organizations. The population also included educators involved with teacher preparation and outdoor leadership training programs in Quebec, Canada, and the United States. A sample of 84 participants for the four groups (French- Canadian in Quebec, Anglo-Canadian in other Canadian provinces, the United States, and overseas) was selected. The sample list had been developed through contacts the researcher had acquired over several years Of Outdoor Education and Teacher Education involvement, through recommendations from members of the Michigan State University 29 faculty, Laval University colleagues, and members of the researcher's doctoral committee. The sample of "Quebecois," Canadian, and American respon- dents was selected by means Of several criteria. An individual was included if he satisfied one or more of the following: --recommended by a recognized leader or expert in "Education Plein-Air"/Outdoor Education, --a leader or professional staff member to a local, provincial/state, or national organization in "Education P1ein-Air"/Outdoor Education or related fields, --high1y committed to an organization which had "Education Plein-Air"/Outdoor Education as its central interest. The sample Of the overseas participants was selected from the list of experts associated with the 1975 International Environ- ment Education Program in Belgrade sponsored by the United Nations Educational, Scientific, and Cultural Organization (UNESCO). Description of Sample A letter of introduction (Appendix D) from the chairman of the doctoral dissertation conmittee was sent to the 84 potential participants in Quebec, Canada, the United States, and overseas (France, England, Sweden, the Netherlands, Venezuela, and Egypt). Two weeks after the contact letter, 84 Delphi I Questionnaires were sent out (cf. Appendix C): Quebec (Group I) n=28, Canada (Group II) n=20, the United States (Group III) n=26, and overseas (Group IV) n=lO. (For a complete list of the participants, see Appendix E.) 30 Because Of the Canadian mail strike in November 1975, the Delphi I was distributed personally by the researcher to most Of the Quebec participants (see Table 1). Table l.--Sample contacts and participation: Delphi 1. Group Participants Actual . Percent. Contacted Participation PartTCipation I. Quebec 28 26 92.05% II. Canada 20 18 90.00% III. U.S.A. 26 24 92.31% IV. Overseas lO 6 60.00% Total 84 74 88.1% In Phase II, 74 Delphi II Questionnaires were sent out to the respondents of Phase I (see Table 2). Phase II contacts were limited to those respondents who had returned Phase I. Table 2.--Sample contacts and participation: Delphi II. Group Pgrticipants Actual . Percent. ontacted Partic1pation Partic1pation 1. Quebec 26 21 80.77% II. Canada 18 15 88.33% III. U.S.A. 24 19 79.19% IV. Overseas 6 2+43 33.33%al Total 74 57 77.03%a aWhen using the Tukey post hoc analysis with ANOVA, the data of Delphi I and II were used in order to obtain pairwise differences (see p. 34). 31 Of the 74 questionnaires sent in Phase II, 56 experts, or 75.68%, completed the Delphi II Questionnaire in time for the computer analysis. Seven months were spent in collecting the data included. The 56 respondents to papa rounds in Delphi I and II rep- resent 66.66% Of the participants originally contacted. The result was that 74 persons contributed to the information gathered in the study. Nature of the Research Instrument The study was conducted within the general category of sur- vey research. Surveys may be used for studying relationships, longi- tudinal changes, or for noting contrasts and similarities between groups. Methods such as questionnaires and interviews are commonly used to gather survey information. The Delphi Techniqua, The Delphi method has been described by Vande Ven and 2 as a replacement for face-to-face information-gathering Delbecq techniques such as general survey methods for the development of more impersonal group decision procedures. Indeed, the Delphi technique is a method of eliciting opinions from a panel of experts with the objective of generating group consensus responses but conducted through questionnaires interspersed with feedback. Each authority was expected to take a position on each statement. The central thrust of these positions as indicated 2A. Vande Ven and A. L. Delbecq. "Nominal Versus Interacting Group Processes for Committee Decision-Making Effectiveness," Academy of Management Journal 14,2 (1971): 203-12. 32 by mean score and standard deviation was communicated to the other participants. Dalkey stated that the Delphi technique "represents one Of the most promising efforts to eliminate personal factors (other than 3 Hall4 estimated that many knowledge) from group problem-solving." decisions made by separated individuals are superior to those made by face-tO-face groups. Helmer5 concluded that the Delphi "eliminates committee activity altogether, thus further reducing the influence of certain psychological factors, such as specious persuasion, the unwilling- ness to abandon publicly expressed Opinions, and the bandwagon effect of majority Opinion." Weaver has identified what he terms the "Exploratory Delphi" "6 The former is characterized (a) by and the "Normative Delphi. estimates of what experts judge to be probable occurrences and (b) estimates of when experts foresee the occurrence happening. The “Normative Delphi" is characterized by estimates of what experts judge to be desirable occurrences. 3N. C. Dalkey, "The Delphi Method: An Experimental Study of Group Opinion," Memorandum RM588-PR (Rand Corporation, June 1969). 4J. Hall, "Decisions, Decisions, Decisions," Psychology_ Today (November 1971): 51 . 5O. Helmer, Social Technology_(New York: Basic Books, 1966). 6T. W. Weaver, Delphi: A Critical Review, RR-7 (Syracuse, New York: Education Policy Research Centre, February 1972), pp. 1-3. 33 The Use of the Delphi in This Research This study is primarily Of the normative Delphi type, although some experts made comments which would be more character- istic of the exploratory Delphi. The Delphi technique was chosen partially because of its 7 who found that Delphi predictive value, as concluded by Cyphers, information was usable for assisting in formulating the future tar- gets in the field of education. Weaver advises that "any consideration of the future of edu- cation should attempt to clarify what we can reasonably expect to make happen or not expect to make happen. Rather than focus on 'accuracy,‘ the focus might better be on 'plausibility' or reason- ableness of forecasts."8 As the ends of this study relate primarily to a future Outdoor Education Teacher Preparation Curriculum at the Univefltité Lavai, experts in the study were requested to give answers which would emphasize "shouldness" as Opposed to "is-ness." In this study, the information gathered was that of responses of selected individual outdoor educational leaders from universities, colleges, public and private schools, organizations and agencies at the provincial/state or national level. 7Vincent A. Cyphers, "A Study to Determine the Significant Outdoor Experiences for Elementary Teachers" (Ph.D. dissertation, Colorado State College Of Education, 1961). 8Helmer, Social Technology. 34 The instrument used in gathering information and feedback included two questionnaires administered to the four groups chosen, representing the Province of Quebec (French-Canadians, Group I), Canada (Anglo-Canadians, Group II), the United States (Group III), and some countries overseas (France, England, Sweden, the Nether- lands, Egypt, and Venezuela, Group IV). These forms (cf. Appendix C) invited experts to evaluate statements, suggest modifications, and express Opinions concerning five basic components which were iden- tified as elemental to EPA/OE. The basic elements were related to: I. Definitions of EPA/OE II. Objectives of EPA/OE III. Social and Cultural Environment IV. EPA/OE and Learning V. EPA/OE and Teacher Education Curriculum Pre-Phase I: Construction of the instrument.--A list of statements concerning five basic elements Of a rationale in Outdoor Education was constructed from the researcher's basic assumptions and from the review of related French and English literature. The rationale statements were divided into five parts according to the five basic elements identified. The instrument was then administered to a select sample (n=lO) for refinement and to test the content validity through "the judgment of experts as to what §p9u1g_be emphasized in a course of study."9 9R. L. Thorndike and E. Hagen, Measurement and Evaluation in Psychology and Education (New York: John Wiley and Sons , Inc. , T957), pp. 105, 112. 35 Then, the instrument was submitted to the examination of a specialist in language translation for refinements of the French and to assure the validity of comparison between the groups utilizing the bilingual instrument. Some experts were asked to give their personal definitions of EPA/OE10 and to elaborate on Open-ended questions (Appendix B) con- cerning their fundamental philosophy of EPA/OE and Outdoor Education Teacher Curriculum. The areas covered included: 1. the learner the educator community (physical, cultural, social) school/teacher's school 01th learning theories for the outdoors The four questions were as follows. What should be 1. your guiding principles? 2 the important criteria to be considered? 3. the determining factors? and 4 the operational steps of your approach? These questions were asked to explore, in an informal way, the expert's Opinion concerning a rationale of EPA/OE and Outdoor Education TeaCher Curriculum in Pre-Phase I. The same questions were asked of 25 Quebec participants during interviews of one to five hours duration. Interviews were conducted because of the Canadian mail strike, which took place during the data-collection period. The Opportunity was taken to explore the background of each respondent 10See Appendix A2. 36 in EPA/OE. Many comments were recorded on tape. This process covered a two-month period. These recordings, personal definitions (Appendix A2) and interview questions were used as references in the data interpretation of Phases I and II of the study. Phase I: Delphi Questionnaire I.--The application of the experts' judgment to the 97 rationale statements contained in the original list of elements divided as follows constituted the activity for Phase I: Papt_l, In your view, "Education Plein-Air"/Outdoor Edu- cation §ppuld_be defined as.... (33 statements) Part II. In your View, what should be the general objec- tives (educational and pedagogical) of "Education Plein- Air"/Outdoor Education? (17 statements). Part III. Do you agree with the following statements con- cerning the development of the cultural and social values of society? (11 statements) Part IV. DO you agree with the following statements con- cerning the future develOpment of "Education Plein-Air"/ Outdoor Education and learning? (13 statements) Papt_y3 Do you agree with the following statements concern- ing the future development of "Education Plein-Air"/ Outdoor Education and Teacher Education and Curriculum? (13 statements) Each rationale statement of the elements identified was rated by each expert according to the following scale: 37 SA: the expert "strongly agrees" with the statement, A: the expert "agrees" with the statement, N: the expert is "neutral " or "undecided," D: the expert "disagrees" with the statement, and SD: the expert "strongly disagrees" with the statement. In a space provided on the form, it was possible for the expert to modify the wording or the meaning of each statement, or add other statements if judged appropriate. The 25 pages of the Phase I form (cf. Appendix C) were accompanied by a cover letter (cf. Appendix D) explaining the intent of the questionnaire and giving direction on how to proceed through the questionnaire. Responses to the Phase I Questionnaire were analyzed for the mean (7)11 and standard deviation (0)12 computed for each statement. These data were noted on the Delphi II Questionnaire as a form of feedback inherent in the Delphi technique (see Appendix B). In light of the group consensus given (as expressed by the Y and o in Appendix C), experts were asked to re-evaluate the statements, and, if necessary, reconsider their original position in an effort to IIThe formula for determining the mean was as follows: R'- x1 + x2 + ... xn - N . Taken from M. J. Slakter, Statistical Inference for Educational Researchers (Mass.: Addison-Wesley Publishing Co., 1972), pp. 35-40. 12Standard deviations were calculated using the formula derived from Slakter, Statistical Inference, p. 145: 2 o = XX? ' 1%!)- N 6 38 tighten the consensus. Due to respondents' comments and/or extremely high standard deviation, certain statements were deleted, some slightly modified, and some added (cf. Appendices Band C). Responses were expected to fall within the group consensus determined by the means (X), standard deviations (o), and modes (m) in the first question- naire. If, however, the expert was not able to subscribe to the given consensus, he was to indicate his Opinion by marking a response on the scale, and indicating his reasons for deviating from the norm . Phase II: Delphi Questionnaire II.--The Phase II instrument was a composite of the statements and modifications gathered from Phase I. It was accompanied by a cover letter (cf. Appendix D), which explained the objectives of the questionnaire and gave several directions on how to proceed through Delphi II (cf. Appendix B for Delphi II). The objective of this questionnaire was to determine experts' reactions to the same rationale statements after they had had the opportunity to review the feedback received from the other experts in the field Of Outdoor Education. Responses to the initial Delphi questionnaire were reviewed, analyzed, and the mean (7) and standard deviation (O) computed for each rationale statement. These data were noted on the Delphi Questionnaire II. Each respondent was offered the opportunity to modify his position. In cases where his responses to an item differed from the 39 consensus indicated by the mean (7) and standard deviation (0), he was asked to give specific, written reasons for his departure from the central range of the total group response. Analysis of Data The Delphi I and II questionnaire results served as the information base for the study. Data were analyzed through a one- way analysis of variance (ANOVA)13 to compare the four groups of experts' (Quebec, Group I; Canada, Group II; the United States, Group III; and overseas, Group IV) responses to each statement. The data were analyzed according to the design shown in Chart 1. Phase I Phase II Part—I Part II' ... Part V Part I Part II Q]..Qn Q1..Qn Q1..Qn Q1..Qn Q1..Qn Group I Quebec Group II Canada Group III U.S.A. Group IV Overseas Chart l.--One-way analysis of variance by group. 13Slakter, Statistical Inference, pp. 312 sq. 40 A Tukey post hoc analysis14 pairwise differences between groups of experts. between group results was done as was included to explore specific The comparison shown in Chart 2. O‘O‘O‘O'O'O'O‘O'O'O‘ ... 9.0.0.0. 0.0.0.0 ‘ 0.0.0.6 0 O c a“... ....... ‘Q...... ......O... loooooooooo .......... .oooooooooo 9000...... ‘..... .... .....O... '.......... ......Q... ‘O......... ......O... ‘.......... ......O... 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'0’0'0 0 'o‘o'o' ' ' 'o'o'o'd o"oo°ommoooooo 9.... o o ... o... .09.... . 0W0... oooooooooooooooooooooooo 990.0 o...Oooooo-poooooooooooo00.9.0.4 00.0009...oooooooooooooooooooo 00.9.0.900pooooooooonoooooooooc 900...... ....oooooooooooooooo o...oooooowooooooooooooo 0.0.91 .9...9....9.909900009900900... 0900......pooooooooooooooooooo< 0909.09...oooooooooooooooooooo 90.0.00...boooooooooooooooooooq 0.0.0000...00.000000000009600. 60....OOOO-D.0000000009000900001 ...... ooooooooooooooooooooooo 090.... oo~booooooooooo 00...... 09.9.9.0. oooooooooooooooooooo 0.0.0.099.vooooooooouooooooooo< o.00......oooooooooooooooooooo O000..09.0-hoOOOOooooooooooooooa o’o’o’o’o’o’o‘¢.o’o. >°o°o’o°o‘o°o’o°¢’o°~ fi’o’o’o’o’o’o’o’.‘ 0W..-..----. LWAOA---‘-A. .W.-9,+,,-. ...... ."mooooo o"oo°o'o'o 0’. o o o o ...”Wooa o... o 9...... o... .00... .0099 o... o .909... .0000” . oMoo"... o ' o o .movooo‘ O.0.QOOOO-AOOOOOO0004-6000000... 0....00.90.090.00090000090000 oooooooooooooooooo - 90...... oooooooooooooooooo 9...... OO0.....00....oooooo-OOOQQOOOOC 00.00.00... 0 900.00.... 0... ooooooooooo oooooooor o o o 00.... 0.9.9... o .0. 9.... 099...... o... o o 90.090.00.000. ooooooooo-pooooooooouooooooooo 9.....9ooooooooooooooooooooooo o...o.o0..wooooooooooooooooooo 0.000.000.9000. oooooooooooo .0...o.o.o.o°o°o.o°o' ’o%.o.o°o°o°o’o.o.o‘ 'o’o’o’o’o‘o’o‘o’o’ fofi?o?n2¢?o?o?o?o°¢ ’.°.’.°.°.°.°.°.’.°.‘ ‘.°.°.’.’.°.0.0.0. Chart 2.--Tukey post hoc analysic by group. Also, an analysis of the mean (X) and standard deviation (O) of each statement was done for each In this study, a graphic group as shown in Chart 3. method15 was used for isolating high consensus and high opinion strength items where there was a great diversity of opinion among the respondents. 14 Sciences (Belmont, California: pp. 88-90, 531-32. This technique provides R. E. Kirk, Experimental Design Procedure for Behavioural Brooks/Cole Publishing Company, 1968), 5As suggested by Bob Wilson, Office of Research Consultation (ORC 197 ), Michigan State University (article in preparation), July 41 a method for classifying items on degree of consensus and Opinion strength. . Statement Number SUPJECI Stmt.l Stmt.2 Stmt.3 .... .... .... .... .... Stmt.97 $1 52 S3 Sn X1 X2 x3 .... .... .... .... .... ié7 a] 02 03 C97 Chart 3.--Means and standard deviations of group X responses. Basic Method The instrument was developed with the 97 statements evaluated by the respondents of each group (Group I, Quebec, Group II, Canada; Group III, U.S.A.; Group IV, overseas). The statements of both phases ‘6 i.e., 5 = the of the Delphi were scaled in a Likert-type method; respondent strongly agrees (SA), 4 = the respondent agrees (A), 3 = the respondent is neutral, undecided (N), 2 = the respondent disagrees (D), and l = the respondent strongly disagrees (SD). First, Tables 3,5,7,9,ll were used as response matrices for statement means (stmt. X'= X] + X2...Xn) and statement standard deviations N7 151bid. 42 ( 2x2 - (2x22 ). N Then, the range of statement standard deviation N was marked Off the vertical axis on a bivariate grid. On the hori- zOntal axis, the five-point scale from strong agreement to strong disagreement was recorded. Thus, each statment was plotted on the grid at the intersection of the mean (7) on the horizontal axis and the standard deviation (0) on the vertical axis in order to display the degree Of consensus among respondents and the mean response strength. Finally, each axis was partitioned into three equal sectors, (a) on the horizontal axis for means illustrating the consensus among respondents (high, moderate, or low consensus), and (b) on the vertical axis for standard deviation, revealing the response strength (strong disagreement, moderate opinion, and strong agree- ment ratings; see Chart 4). Summary The questionnaires served as the information base for the study. Data gathered from ANOVA, and a Tukey post hoc analysis have been expressed in the following categories: adjusted frequency Of response (percent), mean responses (7), and distribution responses (O) for each rationale statement in the five elements of EPA/OE under investigation: definitions (33 statements), Objectives (17 statements), social and cultural environment (11 statements), learning processes (13 statements), and professional preparation (13 statements). Consensus Among Respondents (by group) Chart 4.--Consensus and response strength among respondents l 43 .66 3.22 Low Consensus moderate Opinion low consensus Moderate 0.132 strong negative opinion low consensus High Consensus strong positive opinion high consensus Strong Disagreement Rating Moderate Opinion 4 5 Strong Agreement Rating Response Strength and Valence within each group. The analysis compared four groups Of experts (1, Quebec; 0.062 > A weighted scale was applied to Phase I data as follows: ° The expert strongly agrees with the statement : The expert agrees with the statement : The expert is neutral or undecided ° The expert disagrees with the statement : The expert strongly disagrees with the statement Scale 44 Means, standard deviations, and modes were computed and indicated in Phase II questionnaires as dictated by each group's consensus. The analysis of data also combined both an ANOVA for each rationale statement and a Tukey post hoc for each group, to explore pairwise differences between groups of experts. CHAPTER IV ANALYSIS OF RESULTS Introduction The purpose of this study was to explore the Outdoor Educa- tion movement as perceived by selected Outdoor Education leaders and experts in Quebec, Canada, the United States, and overseas in order to draw inferences and recomendations for an Outdoor Education teacher training curriculum at Laval University, Quebec. The analysis of results is a display of information gathered from each step of the study. The data have both statistical and non-statistical elements. Statistical information was gathered from frequency counts and organized into ranges and medians. Non- statistical data consisted Of modifications and suggestions made by participants on each questionnaire. These comments have been grouped by rationale statement and organized to assist in their comprehension. Comments were further studied for patterns of opin- ion in support or opposition to the elements of the rationale. These modifications from participants appear in Appendix C. The review of literature provided information that led to the forming of 83 suggested rationale statements for EPA/OE. The initial stage of the research questionnaire was designed to sharpen and clarify the problem of which rationale statements should be explored within the study (Pre-Phase I). Suggested statements were 45 46 grouped (Delphi 1) in the categories Of "Definitions," "Objectives," "Social and Cultural Environments," "EPA/OE and Learning," and "Outdoor Education Teacher Curriculum." The statements developed appear in Appendix B (Delphi 1). The results (means [X] and standard deviations [O]) of the first round (Phase I) were recorded on the Delphi Questionnaire II along with a few modifications (Appendix B). The statements as developed and modified (Phase II) appear in Tables 3, 5, 7, 9, and 11, along with a summary of participants' response patterns expressed through the adjusted frequency (percent), the mean (I), and standard devia- tion (O). The complete listing Of participant modifications may be found in Appendix A2. Following the receipt of information from the initial con- tact with participants, there were several changes made in the original statements (6 deleted, 14 added, 26 slightly altered or reworded; see Appendix C for modifications). Note that all the 97 statements Of Phase II met with a high level of acceptance from participants. An ANOVA with a post hoc analysis showed statistically significant differences at a .05 level among groups within each of the five parts of the Delphi II questionnaire. Presentation of Results ANOVA The first part (if the analysis Of results (ANOVA) presents an overview of the responses of Delphi II, which are laid out in 47 the following categories: adjusted frequency of response (percent), mean responses (7), and standard deviation (o) for each rationale element (see Tables 3, 5, 7, 9, and 11). Tukey Post Hoc Analysis Next, a Tukey post hoc analysis was undertaken for the results of Delphi II, in order to show the major differences between groups. The analysis was done with .05 or less level Of signifi- cance. The results are expressed by part. The results of the analysis are expressed in two decimals. The third decimal was rounded up, except for the levels of signifi- cance. For the rationale search, results have been organized by group (I, II, III, IV) and by the five parts corresponding to the original fundamental questions: 1. How should EPA/OE be defined? 2. What Objectives should EPA/OE seek to attain? 3. What type Of social and cultural environments relate to EPA/OE? 4. What are some of the learning assumptions and implica- tions of EPA/OE? 5. What competencies should the leaders possess in order to achieve the Objectives Of EPA/OE? 48 Part I: Definition Of EPA/OE One of the most important aspects of this inquiry was the exploration of the nature of EPA/OE as expressed in the instrument as it relates to school curriculum and leadership training in EPA/OE. Commentary on the results which showed a statistically sig- nificant difference in group response patterns follows. The first part, concerning the definition of EPA/OE, revealed some major differences in experts' and leaders' reactions to the rationale statements of Delphi II. Also, statistically sig- nificant differences appeared in the Tukey post hoc analysis for 12 of the 32 statements included in the instrument (Statements 3, 8, 16, 17, 23, 24, 25, 26, 28, 29, 30, and 31). An ANOVA with a Tukey post hoc analysis (HSD) was under- taken for each of the 33 statements of Part I, regarding "Defini- tions of EPA/OE." The analysis demonstrated the following state- ments as having a significant difference of .05 or less: State- ments 3, 5, 8, 12, 23, 24, 25, 26, 27, 28, and 30 (see Table 4, p. 66). The results of these analyses follow. Statement 3: Learning through the Outdoors. L'appaentittage pam_ie Piein-Aia. There is a significant difference at the .03 level between the Quebec (IE4.53; o=.5i) and U.S.A. (IE3.75; o=.77) groups (cf. Table 4). Indeed, Quebec appeared to be significantly different from the U.S.A. as related to the definition of Outdoor Education, 49 Table 3.--Adjusted frequency (%), means (7), and standard deviations (o) of responses concerning definitions of EPA/OE (Statements 1-33) (Delphi II). Adjusted Std. Statement a Frequency (%) Mean Dev. Group SA A N 0 SD X O 1. Learning ip_the Outdoors. I 19 75 0 O 6 4.00 0.87 . II 27 46 9 l9 0 3.86 0.95 L'appaentxttage dant ie Piein-Ain. III 14 64 14 7 0 3.94 0.77 IV 50 50 0 0 0 4.25 0 50 2. Learning jgp_the Outdoors. I 13 4O 7 13 13 3.19 1.33 II 18 36 18 0 0 3.50 1.02 L'appaentittage pgua 2e Piein-Aia. III 14 64 21 0 0 3.88 0.62 IV 50 0 O 50 0 4.00 1.41 3. Learning through the Outdoors. I 50 50 0 0 0 4.53 0.51 II 27 56 9 9 0 4.07 0.83 L'appaentittage gum ie Piein-Aia. III 14 57 21 7 0 3.75 0.77 IV 50 0 0 50 0 3.75 1.26 4. Learning about the Outdoors. I O 47 20 20 13 3.06 1.12 ' d II 0 56 27 18 0 3.50 0.76 L appaentittage au tuiet u Piein-Ain. III 7 57 21 4 0 3.56 0.81 IV 50 0 0 50 0 4.00 1.41 5. Learning jp_and jg: the Outdoors. I 13 38 25 6 19 3.24 1.30 II 27 56 9 9 0 4.14 0.86 L'appaentittage dant et pgua ie Plein-Aid. III 43 29 21 7 0 4.00 0.97 IV 50 0 50 0 0 4.25 1.50 6. Learning 1p, :95, through and about I 19 44 19 12 0 3.68 0.99 the Outdoors. II 54 39 8 0 0 4.50 0.63 APMWMQP 42% M» PM a III 33 33 c7) c7) 3 1°63 3'3? au tufet du Piein-Aia. ' ' 7. Curriculum supplement that facilitates I 17 56 11 ll 6 3.68 0.99 and enhances learning/teaching. II 38 62 O O O 4.50 0.63 One méthode d'enteignement out II}, 33 53 12,3 3 g 223 82g flaciiite et entichit i'appaentittage. ' ' 8. Learning process that cuts across the school curriculum offerings, through physical education, natural sciences, social sciences and many other sub- I 6 67 6 22 0 3.58 0.90 ject matters- II 54 46 0 0 0 4.50 0.52 III 53 33 13 0 O 4.29 0.92 an paocettut d'appnentittage qui.6ait IV 100 0 0 0 0 4.60 0.55 appei aux matieaet du cuaaicuium teiiet que i'éducation phytique, tet tciencet natu/teaet, tet tciencet tociaiet ct piutieunt autaet matieaet. 9. Education in the outdoors as a means of sharpening and deepening most children's learning. I 22 72 0 6 0 4.11 0.66 II 33 50 8 8 0 4.07 0.79 One Education dant ie Plein-Aim . III 40 40 13 7 0 4.12 0.86 comme moyen d'aviven et d'appaofiondia IV 50 50 O O O 4.00 1.22 L'appaentittage de La piupait det enfiantt. t._._.a.--.—.. 5C) Table 3.--Continued. Statement Group Adjusted Frequency (2) SA A 0 SD 10. ll. 12. 13. 14. As those experiences that involve enjoying, interpreting, and wisely using the natural environment in achieving at least in part, the objectives of education- Comme det expétiencet qui impiiquent i'appatciation, i'intetpaétation et i'utiiitation inteiiigente de i'envinon- nement dant i'atteinte, du moint en pattie, det objectifit de i'éducation. Any physical or recreational activity that actively brings the learner and the natural environment in close con- tact providing a deeper understanding and appreciation of the natural envi- ronment. TOute activitéaphutique ou nécaéative- qui met celui’qai’appaenHTetTZIenviaon- nement natunei en aappOit etaoit en iui éouanittant une meiiieuae compaehention et appneciation de i'enviaonnement natuaei. Any activity of structured or non- structuredfileisure By which an indi- vidual gets in contact with elements of nature- Tbute activite de ioitin "ttauctutée" ou "non-ttauctuaée" pan iaqueiie an individu paend contact auec tet éiémentt de La natuae. Any activity with ecological concerns allowing the individual to discover, identify and analyze the natural environment, its constituent elements and interrelating elements with a conservation purpose- TOute.activité a canactete €20- iogiqae peamettant a i'individu dc dicouvaia, d'identigien’et d'anaiytea i'envinonnement, tet eiementt qui ie conttituent et Let eiementt d'intet- aeiation, et ce, avec an but de conteavation. Physical activities in which the indi- vidual, through sports,* gets in direct contact with’the natural environment. Activittt‘ phytiquet dant Letqueuet i'individu, pan tet tpoata,’ pnend contact diaeét’avec i'enviaonnement natuaei. II III IV II III IV II III II III IV II III IV 18 77 31 69 40 47 50 0 22 72 13 40 50 50 11 44 13 27 50 O 12 6 8 15 0 l3 0 50 ONOO! 22 31 22 15 4O 50 ONOO .... ONUTOO 23 50 22 15 20 47 27 50 00°C 00°C COO 0000 4.11 3.56 3.47 3.63 3.38 MNNN ONCD osafi 0.66 0.96 0.87 51 Table 3.--Continued. Adjusted Std. Statement Frequency (%) Mean Dev. Group SA A M SD X O 15. Curriculum implementation through direct experiences outside the classroom. I 6 47 24 4 0 3.39 0.92 II 33 50 17 0 0 4.07 0.88 Implantation du cunnicuium a tnaveAt III 40 4O 13 7 O 4.00 0.79 det expéaiencet dinectet en dehoat IV 50 50 0 0 0 3.60 1.14 de la ciatte Learning process offering opportuni- ties for direct experiences in the acquisition of: 16. a. Sound concepts and knowledge I 28 72 0 0 O 4.26 0.45 concerning human and natural II 31 62 8 0 0 4.19 0.54 resources. III 43 50 7 O 0 4.31 0.60 IV 50 50 O 0 0 3.50 1.73 17. b. Lifetime skills permitting a I 39 56 0 6 0 4.26 0.73 creative and refreshing way II 46 46 8 O O 4.38 0.62 of living. III 50 50 O 0 0 4.44 0.51 IV 100 0 0 0 0 3.51 1.73 18. c. Positive attitudes reflecting harmony of man with nature. I 61 33 0 6 O 4.48 0.77 . II 42 50 8 0 0 4.33 0.61 III 53 47 0 0 0 4.47 0.51 IV 100 0 0 0 0 4.25 1.50 On paocettut d' appnentittage odgnant det appoatwu'tet pawl. det expeniencet dinectet en vue de 2' acquitition de: a. Conceptt et connaittancet sanda- mentaiet concennant iet nettouncet humainet et natuneiiet. b. Habiiitet dunabiet penmettant une sacon de vivne cneatnice et entichittante. c. Attitudet poaitivet manifiettant une neiatxon hanmonieute de 2' homme avec ia natuae. 19. (As one part of outdoor education), outdoor experiences concerning the sciences of conservation and ecology. I ll 61 22 6 0 3.79 0.71 II 23 54 15 0 8 4.00 1.03 (Comme une pantie de i'éducation III 33 60 0 7 0 4.18 0.73 Piein-Ain), tet expétiencet de Piein- IV 100 0 0 O 0 3.75 1.89 Aia.tnaitant det tciencet de in canteavation et i'écoiogie. 52 Table 3.--Continued. Adjusted Std. Statement Frequency (%) Mean Dev. Group SA A N 0 SD O 20. Generic term for any educational program with focus upon natural environment and man's interaction with and in it. _ I 20 50 22 6 0 3.89 0.81 (In tame genwoue pou/L tout mag/tame II 8 46 31 15 0 3.44 0.81 educationnei mettant i'accent tun III 20 53 7 20 0 3.59 1.06 i'envinonnement natunei et i'intea- IV 50 O 50' 0 0 3.40 1.14 action de i'homme avec et dant ceiuirci, 21. Direct approach to exploration and learning which expedites maximum utilization of the natural physical environment as a learning laboratory which is living andfiunique. I 44 50 O 6 O 4.32 0.75 11 15 69 8 8 0 3.94 0.68 One appaoche diiecte poun i'expionation III 47 47 7 0 0 4.35 0.61 ct i'appientittage qui active i'utiii- IV 50 50 0 0 O 3.40 1.52 tation maximumcu:i'envinonnement phytique, natuiei comme an iaboaatoine d'appaentittage unique et uivant. 22. Physical activities held in the out- of-doors but with health* concerns I 6 6 6 50 33 2.11 1.15 ‘5 the PF'ma’Y.9°a'° II 0 15 31 23 31 2.19 1.05 . . . . . III 0 7 13 53 27 1.94 0.83 APE‘V‘fé‘ Phy“9“¢‘ d9"‘ 3‘ Piein’A‘f IV 0 0 so so 0 2.40 0.99 ouentéet vent det paeoccupationt de tante phytique, comme paemiea but. Outdoor Education is a subject matter oriented toward: (uni-disciplinary, approach with specific content other than history and principles Of Outdoor Education) 23. a. Elementary (grade 1 to 6). I; 2? g g 43 fig :23; 1:3; III 0 0 7 4O 53 1.53 0.62 IV 50 0 50 0 0 4.00 0.71 24. b. Secondary (grade 7 to 12) II 3 I: g I; :3 $233 1:32 111 0 0 7 40 53 1.53 0.62 IV 50 0 50 0 0 4.00 0.71 12 47 5 2.0 1.16 25. c. College level. 1% g 8 g 17 58 1.93 1.39 III 0 0 7 40 53 1.53 0.62 IV 50 50 0 0 0 4.20 0.43 26. d. Adult education. 11 3 lg 19 i; :3 1:33 1:}? III 10 0 7 40 53 1.53 0.62 IV 50 50 0 0 0 4.20 0.45 L'éducation Piein-Ain ett contidénée comme une matilie au niveau:.(appioche uni-ditcipiinaine avec contenu tpecifiique autae que hittoine, pain- cipet de i'education Piein-Ain) a. éiementaiae. b. tecondaine. c. C.E.G.E.P. d. education penmanente. E53 Table 3.--Continued. Adjusted Std. Statement Frequency (2) Mean Dev. Group SA A N 0 SD X 0 Outdoor Education is a multi- disci linar learning process oriented toward: I 61 39 O 0 0 4.48 0.51 27. a. Elementary (grade 1 to 6). II 85 15 o o o 4.87 0.34 III 53 47 0 0 0 4.47 0.51 IV 50 50 0 0 0 4.20 0.84 I 41 59 0 0 0 4.39 0.50 28. b. Secondary (grade 7 to 12). II 85 15 0 O O 4.87 0.34 III 53 47 0 0 O 4.47 0.51 IV 50 50 0 0 0 4.20 0.84 I 13 81 6 0 0 4.06 0.43 29‘ c' “”99" 19"“ 11 47 53 o o o 4.41 0.51 III 47 53 0 0 0 4.41 0.51 IV 50 50 0 0 0 4.20 0.84 . I 6 69 19 6 0 3.76 0.66 30. d. Adult education. II 61 3] 8 0 O 4.44 0.63 III 47 S3 0 0 0 4.41 0.51 IV 50 50 0 0 0 4.20 0.84 L'éducazian Plein-Aid eat an ptoceaaua d'appaentiaaage multi-diacépiinaiae, au neueau: . a. Elementaine. b. secondatee. e. C.E.G.E.P. d. education penmanente. 31. As a means of curriculum enrichment. in a setting that enhances learning and provides for direct experiences and the opportunity for solving real-life problems. It cuts across the subject matter areas and is best used by the teacher as a planned part of the learning process. I 44 50 6 0 0 4.42 0.61 II 92 8 0 0 0 4.81 0.40 Came an moyen d'enuchaamm du III 47 53 0 0 0 4.35 0.61 cunaiculum, dhna an milieu qui IV 50 50 0 0 0 4.20 0.84 appnogondit L'appnenziaaage et palvait deb expénieneea dinectea et auaai £'oppontun£té de néaoudae deb pnobllmea concneta de la vie. Elle entaecoupe touxea zea matieeea et eat mieux uzLLLaee pan Lea pnofleaaeuna comme une pantie plani- Me du. moceaaua d'appeenaluage. 54 Table 3.--Continued. Statement Group SA Adjusted Frequency (%) A N D SD Mean x Std. Dev. 0 32. 33. (Starting from the basis of “CURRICULUM.“ as that which happened to a child or learner as Opposed to subject matter or content taught),=as a means to implement the curriculum in a way determined by the appropriate content of the moment when and where it provides the best fit for the child's needs and interests. (Palliani aw: in. base du "cunmcuwu." lei que ce qui a'eat paaae chez ceiui qui appaend ou Lienflani pan opposition h in maiilne ou c0nienu.enaeigné),- an moyen de mettae en pmaiique Le cunnicuium, dEieamine d'une ceaiaine 6ae0n pee an conienu adéquai, du moment 00 et quand ceia convieni Le mieux pow; Lea 1.711,ku et beaoina de i'enfiani. . Educational process coming from a series of organized activities being held generally in a natural or semi- natural setting, based on the potential offered by the natural setting and con- tributing to the physical and psychic development of the individual. increas- ing his level of awareness of his inter- relations with nature, and also capable of modifying his attitudes and behavior toward the natural environment. Un peaceaaow éducwtié dé/Livawt d'un enacmbie d'aciiuiiéa onganiaeea 3e deiouiani dana la naiune‘ baaeea sun i'expioiiaiion du poteniiei assent pan ie miiieu naiuiei ei contiibuant au deveioppemeni de i'indiuidu Lani Aun.£e plan physique que paychique, tout en accaoiaaant ban degne de conscience de sea iniea-neiaiiona avec la naiuie, ei auaceptibiea de modigiei.aea exiti- tudea et companiemeniz via-h-via du miiieu natuneto II III IV II III IV 11 33 33 50 17 33 20 50 56 50 22 17 27 50 ONmOt COO-i 00°C 0000 4.31 .00 .80 00¢ 3.80 4.06 4.00 0.79 0.79 0.46 1.08 0.56 1.22 aGroup I = Quebec. Group II - Canada, Group III = U.S.A.. Group IV - overseas. 55 "learning through the outdoors" in Phase II. The consensus level for the Quebec group was .51. In the comparison of Delphi I and Delphi II, a significant difference appears between Canadians and Europeans at a level of .010. An American commented (Appendix A, question 3) in these terms to the concept of learning through the outdoors: "If we are talking methodology only, which I am not (0)."1 One of the Quebec experts mentioned his conditional approval in saying that the individual should be placed'hi"un miiieu autheniique- ment natunei ei non aeuiemeni en dehoea de la ciaaae" in order to be effective. Additional comments pertaining to Statement 3:2 QUEBEC 11:17 Défiiniiion pattieiie. U.S.A. 1:23 Partial. Statement 5: Learning jn_and f9§_the outdoors. L’appnentiaaage dana ei Eoun ie Piein-Ain. 0n Julian Smith's definition, the reaction (yf experts was as fOllows: The Quebec group's Opinions tended to be diverse, with a very heterogeneous consensus as expressed by a standard deviation of 1.30 1(D) = disagree. 2Comments made by experts have been assigned the following taxonomy: The first numeral (Roman numeral) indicates the phase of the Delphi in which it was made, Phase I or II; the second number refers to the expert who made the comment. 56 and a mean of 3.24; indeed, 38% of the Quebec respondents were unde- cided or neutral concerning such a definition of EPA/0E. The other groups agreed with an Y'of 4.00 or above, with a distribution of 31.00 or less, excepting the overseas group (o=l.50). Additional comments pertaining to Statement 5: algae; 11:17 Défiiniiion pantieiie. 11:12 Deux concepia? 11:10 Thadueiion de "Outdoou" paa ie "Piein-Aia"? CANADA 1:8 Children can learn in the outdoors but at the time they are there, their learning might be directed toward another objective. U.S.A. 1:23 Partia1. Statement 8: Learning process that cuts across the school curriculum offerings, through physical education, natural sciences, social science and many other subject matters. Un peaceaaua d'appneniiaaage qui flait appei aux matihaea du euaaicuium ieiiea que i'éducaiion physique, iea sciencea aociaiea ei piuaieuna auieea matieaea. The results evinced a significant difference at the .004 level among the four groups concerning statement 8. But, the Canadian and overseas groups had the tightest consensus o=.52 (7E4.5) and o=.55 (7E4.60). In Delphi 1 there was a significant difference between the Quebec group (753.60; o=l.29) and the U.S.A. group (7&4.50; o=.88). 57 There was a significant difference at a level of .001 between Delphi 1 and II in the Quebec group (7E.94; o=l.30) and the other three groups: Canada, 7%-.29, o=l.54; U.S.A., 7¥-.8l, o=.83,; and overseas, =-l.00, o=l.4l. A Quebec expert explained this in the following terms: Le Piein-Aia n'eat pat Aeuiement un initnument poua enaichea tea moeedea educati63 (pnocuaua i'appnentiaaage) maia egaee- ment "but" en ce Aena que i'édueation Piein—Aia.doit abaoubea ie devei0ppement d'attitudea, d'appaéeiationa, d'habiiitéa dant i'individu auaa beaoin pout taouvea batiafiaotion dant ie Piein- Aia (1:17; Appendix Al). Another expert mentioned that "ie Piein Aid a 3a pqune vaieua, tea autae matiéaea A'y aattaehent!"(1:16; Appendix Al). Additional comments pertaining to Statement 8: QUEBEC 1:27 1:18 1:17 1:9 1:6 1:18 1:7 1:5 11:17 L'enviionnement natuaei comme an "contenant" piua qu'un "contenu" paa iequei on peut aéaiiaea dififieaenta objectiéa. Spéeiaiement en contexte.acoiaiae,éiémentaiae. Le Piein-Aia n'eat paa aeuiement un initaument pout enaiehea £223 mocedea educatifia (peaceaaws d'app/Lentaaage) mats eat egaiement "but" en ce aena que i'édueation Piein~Aia doit abaoubea ie déveKOppement d'attitudea, d'appaéciation d'habit’itéa 61001 i'indiuidu act/La buoin powL t/Louum Latit- 6action dant ie Plein-Aid. Phocetdui d'appaentiaaage poua gait appei aux matieaea. Un MOW/54M d'aPP’lWMQQ auqud peuvent ae aattache/L toutea ieA matikueb du cunuieuium. N.B. Le Piein-Aia a 3a pAOpae vaieuu; tea autuea matienea a'y uattachent. Speciaiement en oontexte aeoiaiue éiémentaiue. Peat fltae une diviaion a pant. Je Auia gavoaabie a i'intégaation pan ie Piein-Aia. Uéfiimltinn mecca. 58 11:5 Poun.moi, c'eot piua que ceia, c'eat piua q'une matieae académique, c'eot un flacon de viuae. 11:3 Cunnicuium...a6in de mieux compaendae tea ioia de ta natune et dana ta but conaiate a appuendae a vivue en haemonie avec aon enuiuonnement. CANADA 1:17 Cut across the disciplines of the school curriculum reinforc- ing and integrating the various subject areas. 1:11 But not restricted to school curriculum. 1:4 I like this one. It is a process. Statement 12: Any activity of structured or non-structured leisure by which an individual’gets in contact with elements , of nature. Toute activité de ioiaia "atnuctuaée" on "non- otnuctuuée" pan iaqueiie un indiuidu paend contact ,avec tet éiementa de ia natune. The results made apparent significant differences between the U.S.A. group (7E2.24; o=.75) and the three other groups: overseas (YE3.40; o=.89), Canada (753.44; o=l.09), and Quebec (753.68; o=0.58) at a level of significance of .000. Of the Quebec respondents, 72% agreed, 22% remained undecided, and 6% disagreed with the expression of Statement 12. Additional comments pertaining_to Statement 12: QUEBEC 1:27 Pouaaait @tae ta défiinition de "Recaéation de Piein-Aia." 1:21 Le contact njimpiique pat i'utiiization aationeiie deb éiémenta de ia natuae. 1:18 L'acte PCein-Aia impiique une aeiation.du "A’éduquant" avec ie mii’ieu natunee dam iequei ii eat momentainément eme/Lge pan i'inteamediaae d'une activité phyaique queiconque. 59 1:11 D'accond, maia ii n'y pat que deb activitea de ioiaina. 11:12 Defiinition pantieiie. 11:3 T0ute activite atnuctunee ou non-atnuctunée: Acoiaine et pana-acoiai/Le. CANADA 1:7 But this must be in sympathy with the principle of wise use, without abuse or mis-use, not just contact. 1:4 Part only. Leisure oriented. 11:16 Captain/3 contacts aont education, d'aut/Lea ne ie aont pat. Ce/ctaina con/tam ont de/s 255w négatifi bun i'envi/Lonnement ex. ahi aipin, moto-neige, etc. U.S.A. 1:15 Many activities are destructive to environment and build bad attitudes. 1:11 Partially. 11:15 Some contacts may be mis-educative. 11:9 The term "leisure" should be changed to recreation. OVERSEAS 1:2 The benefit is not automatic for 100% of children (A). Statement 23: Outdoor Education is a subject matter oriented toward (uni-disciplinary approach with specific content other than history and principles of Outdoor Education) as opposed to multi-disciplinary3 L'éducation Piein-Ain eat conaidénée comme une matiEne au niueau: (appnoche uni-diocipiinaine avec contenu Apécifiique autae que hiitbine, paincipea de i’éducation Ptein-Aia1 3See Table 3, p. 48. 60 a. at the elementary level (Stmt. 23). eiementuine. This concept of subject matter is fundamental in the conception of Outdoor Education. A level of significance of .001 (.007 in Delphi 1) revealed, outwardly, a clear difference in the overseas group from the other three groups (U.S.A. 791.53, o=0.62; Quebec 791.84, o=l.07; and Canada 752.07, o=l.62). This result demonstrated evidence of the greatest disagreement and the tightest consensus in the American group concerning Outdoor Education as a subject matter, at least as far as the elementary grades are concerned. b. at the secondary level (Stmt. 24). aecondaine. The results presented here also show a significant difference at a level of .110 for the secondary grades between overseas (YE4.0, o=0.7l) and the U.S.A. (751.53, o=0.62), Canada (7¥1.80, o=1.26), and Quebec (752.00, o=l.03). The American perception of Statement 24 seemed to be com- pletely different from the others, with a fairly tight consensus (U.S.A. o=0.62; overseas o=0.7l). However, Delphi 11 minus Delphi 1 registered a pairwise difference of 0.33 as expressed in the follow- ing subsets: overseas-Quebec, U.S.A.-Quebec, and U.S.A.-Canada. 61 c. college level (Stmt. 25). C.E.G.E.P. There is also a difference at .00 level for Statement 25 concerning the college level, as follows: The overseas group (7E4.20, o=0.43) presented a significant difference from the American group (731.53, o=0.62), the Canadian group (751.93, o=1.39),and the Quebec group (722.06, O=1.16). Indeed, the overseas group tends to agree strongly (754.20) and firmly (o=0.43) on the consideration of Outdoor Education as a subject matter at the college level. In Phase 1, Quebec and overseas were different (f=.039) from Canada and the U.S.A. However, in the overall analysis of Phase I and Phase 11, there is a significant difference at the .049 level from overseas (Y¥1.250, o=.96), Quebec (Yél.26, o=l.63), and Canada (151.33, o=l.72). d. adult education (Stmt. 26), education penmanente. A difference at .00 is exhibited between overseas (754.20 o=0.45) and the U.S.A. (1&1.53, o=0.62), Canada (xe1.80, o=1.15), and Quebec (7E2.O6, o=l.16). The major differences appeared in Questions 23-26 because experts' opinions suggested an almost equal evaluation for all levels as expressed in the following comments: 62 Additional comments pertaining to Statements 23-26: QUEBEC 1:25 1:21 1:11 1:8 1:6 1:5 11:5 M 1:18 1:13 1:12 1:8 1:5 1:19 1:16 Pad une matiene panmi tant d'autned, maid bien ia méthode poun denvin a i'appnentiddage de touted ted autned matiened. Etant un moyen de gonmation flaciiitant "i'eduque et i'eduquant" a cheminea endembie dand i'atteinte ded butd genenaux de i'education. Actueiiement, cet enonce ne d'appiique pad au Quebec, ded poiitiqued du Minidteae de i'Education du Quebec (MEQ). Refiene a.ia quedtion 26 (DF) et 17 (DF) comme.digni6iant un etat paddibie de ta ditxation actuefie du Piein-Ai/L au Quebec. 1 disagree with the use of subject matter when applied to elementary or secondary. L'éducation Piein-Ain, non, maid ted activited dited "Piein- Aim," oui. Je cnoid que tout appnentiddage devnait gavoniden ie vecu can ta vie en piein natune devaait gauoniden. toud ied appnen- tiddaged. C'edt un miiieu paiuiiegie poun i'integnation ded matieaed. Change (a), (b), (c), (d) to all levels of learning. Not my way at all ($0). No, an approach, a service. Outdoor Education's justification lies in being a unifier of curriculum of providing unique approach in education not merely another subject in the curriculum. A methodology of getting subject matter across. It is not so much a subject matter as an enrichment technique. No, only the study of Outdoor Education" principles, history, etc. is content in my view. Outdoor Education should be a process. 63 1:15 It is ggt_a subject matter. 1:9 It depends entirely on the teacher. OVERSEAS 1:6 I don't agree it is a subject matter. Statement 27: Outdoor Education is a multi-disciplinary learning process oriented toward: L'education Piein-Aijt est un pnoceddud d 'appnentiddage muiti-didcipiinaine, au niveau: a. elementary (grade 1 to 6) eiementaine. The concept of multi-disciplinarity of EPA/0E as expressed in Statement 27 did not find Opposition from any of the four groups (see Table 4). Table 3 suggests a unanimous agreement among the four groups for the elementary level. The greatest agreement is among Canadians, with 85% strongly agreeing, and 15% agreeing (754.87; o=.51). The Quebec group came second with a mean of 4.48, and a standard deviation of .51. The difference expressed in Statement 27 is at a .037 level of significance. b. secondary level (grades 7 to 12)_(Stmt. 2§)_ decondaine. The analysis concerning the multi-disciplinarity concept as discussed in Statement 27 is much the same for Statement 28, i.e., for secondary level, with the difference that the Quebecois do not tend to agree as strongly for secondary as for elementary grades (see Table 3, p. 52). 64 Among the four groups, the general significant difference is at the .015 level (see Table 4). c. college level (Stmt. 29), C.E.G.E.P. Considering multi-disciplinarity at the college level as suggested in Statement 29, Table 4 expressed a difference significant at a .008 level between Quebec and Canada. Indeed, the Canadians recorded the highest agreement (754.69), and Quebec the lowest level of agreement (754.06). The overseas group rated second from last in agreement with 754.70 (0:.84). But they also agreed (724.20; o=.45 as per Table 4) to Statement 25, which considered EPA/0E as subject matter oriented. d. adult education (Stmt. 30). education peamanente. A significant difference at the .008 level is apparent between Quebec (xé4.06, o=0.43) and Canada (7é4.69, o=0.48) as far as the concept of multi-disciplinarity of adult education is con- cerned. Nineteen percent of the Quebec respondents remained undecided or neutral (N), 69% agreed (A), and only 6% strongly agreed (SA) with the statement. Additional comments pertaining to Statements 27-30: QUEBEC 1:23 ...which has an appeal to all ages regardless of academic level and can be adapted to many needs. 1:20 L'éducation Ptein-Ain.d'indcait dand un pnoceddud.... 1:5 11:17 11:5 CANADA 1:18 1:8 1:4 11:16 1:20 1:19 1:18 1:16 65 On pounnait pan une vie hanmonieude en Piein-Ain y integnen touted ted 6acetted de i'appnentiddage.tant a i'éiementaine qu'au decondaine. Defiinition pantieiie. Oui, pance que i'indiuidu edt piace dand une enuinonnement dynamique. Change (a), (b), (c), (c) to "all levels of learning." Outdoor Education must become multi-graded as well as multi- disciplinary. All levels of education. Education Piein-Ain edt douuent un pnoceddud muiti-didci- piinuine, "dand ceataind cad." All_levels, not any single level. Toward all ages, pre-school to geriatrics, 1 agree with all, but disagree with any one separately. "As part of outdoor education." Should be a process. OVERSEAS 1:2 Can be either subject or multi-disciplinary oriented, preferable to latter if program suitably modified. The results of Statements 1-33 regarding Definitions of EPA/0E are summarized in Table 4, through the mean (7) and standard deviation (0), the mean square between groups (MSb), the mean square error (MSe), the degrees of freedom (df), the F-ratio, the F- probability, and the group subtests (expressed by .05 level of sig- nificance or less) resulting from the Tukey post hoc analysis. 66 .00. w 0 00 500000 0000000 00000000 :0 000000 .000500000 00 0m>w0 0005 :0 000000 00: 00 000000 030 00:00: 0000505 000;: com mummnammm .mo. v 90 000. 000.0 00.0 000.0 300.0 00.0 00.0 05.0 00.3 00.0 00.3 00.0 00.0 00 050. 003.0 00.0 300.0 000.0 30.0 00.3 00.0 00.3 03.0 00.3 00.0 03.3 00 040.3 3.0 4000. 050.3 00.0 000.0 000.0 30.0 00.3 00.0 03.3 00.0 33.3 00.0 05.0 00 04043 0.3.0 «000. 500.3 00.0 000 0 030.0 30.0 00.3 00.0 03.3 03.0 00.3 03.0 00.3 00 040.0.3 «000. 000.0 0040 000 0 000.0 30.0 00.3 00.0 53.3 30.0 50.3 00.0 00.3 00 0.0.0.3 4500. 000.0 00.0 000 0 505.0 30.0 00.3 00.0 53.3 30.0 50.3 00.0 00.3 50 3 .0a0d0 3000. 000.00 00.0 030.0 300.0 03.0 00.3 00.0 00.0 00.0 00.0 00.0 00.0 00 3 0.040 3000. 030.0 00.0 000.0 500.0 00.0 00.3 00.0 00.0 00.0 00.0 00.0 00.0 00 3 04040 4000. 000.0 00.0 000.0 000.0 05.0 00.3 00.0 00.0 00.0 00.0 00.0 00.0 30 3 0M0.0 «000. 003.0 0010 000.0 000.0 05.0 00.3 00.0 00.0 00.0 50.0 50.0 30.0 00 500. 000.0 00.0 000.0 000.0 00.0 03.0 00.0 30.0 00.0 00.0 00.0 00.0 00 0 000. 000.0 0030 000.0 300.0 00.0 03.0 00.0 00.3 00.0 30.0 05.0 00.3 00 . 003. 050.0 00.0 030.0 005.0 30.0 03.0 00.0 00.0 00.0 33.0 00.0 00.0 00 i 300. 000.0 0000 000.0 003.0 00.0 05.0 05.0 00.3 00.0 00.3 05.0 05.0 00 000. 000.0 00.0 000.0 000.0 00.0 00.3 00.0 53.3 0040 00.3 55.0 03.3 00 M 000. 005 0 0000 000.0 000.0 05.0 00.0 00.0 33.3 00.0 00.3 05.0 00.3 50 . 000. 000.0 00.0 033.0 035.0 05.0 00.0 00.0 00.3 30.0 00.3 03.0 00.3 00 - 000. 000.0 00.0 005.0 000.0 30.0 00.0 05.0 00.3 00.0 50.3 00.0 00.0 00 050. 330.0 00.0 000.0 055.0 03.0 00.0 00.0 30.0 00.0 00.0 00.0 00.0 30 030. 005.0 0040 000.0 000.0 03.0 00.3 00.0 00.0 00.0 00.0 00.0 50.0 00 .04043 0 «000. 000.00 00.0 300.0 000.5 00.0 03.0 05.0 30.0 00.0 30.0 00.0 00.0 00 .. 000. 000.0 00.0 305.0 000.0 00.0 00.3 50.0 53.0 00.0 00.0 00.0 00.3 00 0.0.0.3 000. 050 0 00.0 003.0 000.0 30.0 03.0 00.0 00.3 03.0 00.3 53.0 00.3 00 000. 000.0 00.0 000.0 000.0 00.0 00.3 00.0 00.3 05.0 50.3 00.0 00.3 0 3404040 «300. 000 0 00.0 000.0 050.0 00.0 00.3 00.0 00.3 00.0 00.3 00.0 00.0 0 0.0.0wm 000. 000.0 00.0 035.0 003.0 00.0 03.0 00.0 00.3 00.0 00.3 00.0 00.0 5 3.0.040 «000. 353.0 0000 005.0 003.0 00.0 00.3 00.0 30.3 00.0 00.3 00.0 00.0 0 . - 500. 000.0 53.0 000.0 000.0 00.0 00.3 50.0 00.3 00.0 30.3 00.0 30.0 0 . 1 000. 550.0 03.0 000.0 000.0 03.0 00.3 00.0 00.0 05.0 00.0 00.0 00.0 3 040.3 0.340 3000. 500.0 53.0 050.0 000.0 00.0 05.0 55.0 05.0 00.0 50.3 00.0 00. 0 000. 350.0 0330 000 0 330.0 03.0 00.3 00.0 00.0 00.0 03.0 00.0 00.0 0 000. 330.0 53.0 005.0 050.0 00.0 00.3 55.0 30.0 00.0 00.0 50.0 00.3 0 0 ... .0 ..0 00 em: 00: .b 00 L x L 00. L. x .050 «0300303 moo—00.0. 000.000 «0.05.0005 .<.m.D £00ch a .00mmcm>0 000 ..<.m.= .000000 .umnmaourNO\<0m mo 00000000000 "0 0000 00 00000000; 00 000:0 mo 0000000--.3 00000 67 Part II: Objectives of EPA/0E An ANOVA with a post hoc analysis was undertaken for each of the 13 statements of Part II, regarding "Objectives of EPA/0E." The analysis demonstrated the following statements as having a significant difference of .05 or less: Statements 39, 40, 41, 42, 48, and 49. The results of the analysis follow. (See Table 5.) Statement 39: Help the individual to relate with his environment through different physical exercises. Aidan i'indiuidu a de mettae en nappont auec don envi/tonnement pan ie biaid ded diMé/tentd exe/tciced phydiqued. Amazingly enough, Quebec (752.32; =l.00) was second to the U.S.A. (752.06; o=0.66, as per Charts F1 and F2, Appendix F), in their intensity of disagreement with Statement 39 (see Table 5). The mean of the overseas group (753.00; see Chart F7) tended more toward agreement with the statement; however, a statistical analy- sis with a Tukey HSD test did not reveal any significant differences among the four groups (see Chart 6 ). There is a general differ- ence (see Table 6) in the groups but that difference was not revealed through the application of this rather conservative test. The American group disagreed with the statement (D=53%, SD=20%; Table 5). The standard deviation of the American responses was 0.66. The overseas group, on the other hand, illustrated (see Table 6) the highest mean (793.00) among the four groups. Fifty percent agreed and 50% were neutral or undecided about Statement 39. Table 5.--Adjusted frequency (%), means (7). and standard deviations (o) of responses 68 to objectives of EPA/0E (Statements 34-50). Adjusted Std. Statement a Frequency (1) Mean Dev. Group SA A N 0 50 X o 34. Provide unique opportunities for behavioral changes because of the particular setting offered by the I 28 61 6 6 O 4.11 0.74 out-of-doors. II 38 54 8 O 0 4.25 0.58 111 60 40 O O 0 4.43 0.51 Founnin ded occadiond uniqucd poun IV 50 0 50 0 0 4.00 0.71 ded changementd dc compontementd a caude de i'enuinonnement panticuiien qu'ofisne ie Piein-Ain. 35. Help to use wisely and protect the natural environment. 11 g? g; I; g 3 2’;g 3'23 . . . . . . III 40 33 7 0 0 4.29 0.59 “‘9’." “time.” (wwmw “ 1v so 50 0 0 0 4.20 1.30 pnotegen i enVinonnement natunei. 36. Provide outdoor settings that will make teaching more creative. I 28 61 ll 0 O 4.16 0.60 11 25 58 17 0 0 4.07 0.70 Founnin ded dituationd de Piein-Ain III 20 80 0 0 0 4.12 0.49 qui nendnont i'endeignement piud IV 50 50 0 0 0 3.60 1.14 cnéateun. 37. Utilize surroundings and community resources for education, to the best advantage of the curriculum. I 33 67 O O 0 4.37 0.49 . . . II 54 46 0 O O 4.56 0.51 W“ “é.““w‘w ”NW” 111 47 53 0 0 0 4.41 0.51 nanted de i ecoie et de la conmunaute IV 100 0 0 O O 4 40 O 55 poun flint educatiued, au meiiieun ' ° avantage du cunnicuium. 38. (All_objectives of Outdoor Education are) I 0 6 6 22 67 1.63 1.01 the same as for Physical Education. 11 8 0 31 8 54 1.81 1.22 (Toad ted objectt5d du Plein-Ain dant) 115 8 3 58 33 63 2.3; 3.82 ted memed que ceux de i'education phydique. ’ ' 39. Help theindividual to relate with his environment through different physical I 0 22 6 56 17 2.23 1.00 exercises.‘ 11 8 15 46 23 8 2.88 1.09 0.1020003021000011 ennappont '1", 3 53 g; 53 23 15333 $333 avec don envinonnement pan ie biaid ded dififienentd exenciced phydigued.‘ 69 Table 5.--Continued. Adjusted Std. Statement Frequency (1) Mean Dev. Group SA A N D X o 40. Organic and muscular develOpment of the individual through Physical Educa- tion activities and sports in natural settings as primaryggoal. I 0 O O 17 83 1.21 0.42 domammmbmag $000.00 I}; g '3 3; g; 1;; g-gg gag onganique et mudcuiaine e i'individu ' - ' ' a tnauend ted dpontd ct ied activited IV 0 0 O ‘00 O 2'00 0'00 de i'education phydique eséectuéed dund ted dited natuncid. 41. Help students to discover the impor- tant relationship that can and should exist between classroom instruction and outdoor learning. 1 6 44 33 17 O 3.42 0.84 11 15 62 25 O 0 3.94 0.57 Aiden ted étudiantd a decouunin La III 33 53 13 0 0 4.00 0.83 neiation impontunte qui peut et qui IV 50 50 0 0 0 4.40 0.55 doit exidten entne i'appnentiddage en ciadde et i'appnentiddage en miiieu natunct. 42. Provide an opportunity for direct learning experiences which foster implementation of the school cur- riculum in many areas. I 22 61 6 11 0 3.95 0.85 11 31 69 0 0 0 4.31 0.48 Founnin une occadion poun ded III 73 20 7 O O 4.59 0.62 expénienced dinected d'appnentiddage IV 50 O 0 50 0 3.40 1.82 agin de gavoniden i'appnogondiddement de piudieund dujetd du. cwuicuiwn dcoioine. 43. Enable students to develop new (outdoor) skills and interests, and provide a basis for a lifetime of meaningful living. I 28 67 6 O 0 4.26 0.56 11 54 38 8 0 0 4.31 0.70 Rendne ted étudiantd capabied de 111 53 47 0 0 0 4.47 0.51 déueioppen de nouueiied habiieted et IV 50 50 0 0 0 4.40 0.56 nouveaux intenetd et jounnin une bade poun une jacon de uiune piud ennichiddante. 44. Contribute to the establishment of better relations between teachers and students through direct outdoor experiences. I 17 72 ll 0 0 4.05 0.52 - 1» - II 46 38 8 8 0 4.31 0.87 fiwb“,“!imymg"‘m§§w III 33 67 0 0 0 4.29 0.47 IV 50 0 0 5O 0 3.81 1.38 deund ct éieved a tnavend ded expénienced dinected en Ptein-Ain. 7() Table 5.--Continued. Adjusted Std. Statement Frequency (%) Megn Dev. Group SA A N 0 SD X o 45. Provide a context for the child's socialization to occur by giving him additional Opportunities for social group life- 1 56 4214 0 0 0 4.53 0.51 - . - - II 61 3 8 8 0 4.38 0.88 ”W’.‘ “n ”mug.“ “WM" 111 27 67 7 0 0 4.12 0.60 pod/12050002006500.1110 IV 100 0 0 0 o 440 089 chanced additioneiied de vie dociaie ' ' intende au dein d'un gnoupe. 46. To develop awareness, appreciation and understanding of the natural environment and man's relation to it. I 72 28 O 0 O 4.74 0.45 Oévctoppextc condcience, i'appnecia- 111 g; 33 ‘7’ g 3 22? 3-2; tion et ta compnehendion de i'envinon- IV 100 O O O 0 4.80 0‘45 nement natunee et in netation de ' ' i'homme avec ceCui-ci- . 47. To help realize, through Outdoor Edu- cation, the full potential of the individual toward optimum development of the mind, body and spirit. I 67 33 0 0 0 4.69 0.48 . - 1 ‘ . II 69 15 0 15 0 4.38 1.02 vidu vend un deveioppement compiet de Iv 50 0 50 0 0 4'00 1'00 i'edpnit, du conpd et de i'ame- 48. Provide a meaningful setting for the develOpment of the affective domain. I 78 22 0 0 0 4.78 0.43 11 33 58 8 O 0 4.27 0.59 Founnin un miiieu tned javonubie III 53 40 7 0 0 4.35 0.70 an déveioppement a66ecti6 de IV 50 50 0 0 0 3.80 1.30 i'individu. 49. Provide the individual with unique opportunities to develop his creativity and his initiative. 1 89 ll 0 0 0 4.89 0.32 11 25 67 0 8 0 4.20 0.77 Founnin a i'individu ded occadiond III 40 47 13 0 0 4.24 0.66 uniqued de déveioppen don edpnit de IV 50 0 50 0 0 4.00 1.00 c/Léativité et d'imltiative dand an contexte dignifiicatig. 50. Provide an opportunity for "relief“ from the boredom, drudgery and routine of many learning and teaching situations. I 17 39 22 6 17 3.33 1.33 11 0 58 33 8 0 3.47 0.74 Founnin une Oppontunite de "doupape" III 7 50 36 7 O 3.56 0.73 a i'ennui, ta iadditude et ta noutine IV 50 O 50 O 0 4.00 1.41 de piudieund dituationd d'appnen- tiddage et d'endeignement. aGroup I = Quebec, Group II = Canada, Group 111 = U.S.A., Group IV = overseas. 71 The following are some comments given by respondents in Phases 1 and/or 11 of the study which relate to Statement 39: QUEBEC 1:28 Suntout poun ied niveaux decondained et coiiégiai. 1:23 Outdoor education can... 1:15 Fonmuiation angiaide? 1:5 Laiddond cet object/(.6 aux fiedénationd. 11:13 Je ne compnendd pad. 11:5 0n gait encone ici etat de moyend qui ne doivent en aucun cad detenminen ta 6in. 11:3 Aiden i'individu a communiquen avec don envinonnement pan ie biax'd de dime/Lena exencided educatéfid. CANADA 1:16 Pan ie biaid d'une panticipation motnice. 1:7 Physical exercise? 1:5 Only a part of the whole. U.S.A. 1:20 What physical exercise? 1:16 3? In part--needs to be amplified. OVERSEAS 1:2 Outdoor Education probably, but not necessarily, involves physical activity. Statement 40: Organic and muscular development of the individual through Physical Education activities and sports in natural settings as primary goal. Comme EEemien obiectifi, ie deveioppement onganiQue et mudc e e in vidu a tnavend ted dpontd et ted" . activited de i'education phydique efifiectueed dand ted dited natuneid. 72 This particular objective as it appears in Statement 40, expressed difference at a .05 level, between the following subsets: (I, 111, IV) and (111, IV, 11)4 (see Table 6). Quebec may thus be interpreted as being significantly different from Canada. The adjusted frequency of the responses for each group was as follows: Quebec SA=O%, A=0%, N=0%, D=l7%, SD=83% Canada SA=O%, A=15%, N=3l%, D=15%, SD=35%. On one hand, Quebec had the strongest disagreement (SD=83%) and the lowest standard deviation (o=0.42) concerning the concepts contained in Statement 40 (YEl.21); on the other hand, Canada had the lowest level of disagreement with the statement. Fifteen percent of the Canadian respondents agreed (A) and 31% remained undecided or neutral (N) to the EPA/OE objective which emphasized organic and muscular development through physical education activities and sports in natural settings. Additional comments pertaining to Statement 40: QUEBEC 1:28 Suntout poun decondaine 4 et 5 et ie coiiegiai. 1:12 Spontd? 1:8 Pad pnemien objectigd! 1:5 Queiie edt done in dififienence entne Piein-Ain et activited tnaditionneiied? 11:17 Objectifi de deveioppement de i'individu. 4Group I = Quebec, Group 11 = Canada, Group 111 = U.S.A., Group IV = overseas. 73 11:10 Comme objectifi. 11:5 Objectifi ou condéquence? CANADA 1:13 I see Outdoor Education as a common method to all disciplines, ~ not only physical education. 1:5 Primary goal: N0! Statement 41: Help students to discover the important relationship that can and should exist between classroom instruc- tion and outdoor learning. Aiden ted étudiantd a découvnin ia neiation impontante qui.peut et qui doit exidten entne i'appnentiddage en ciudde et i'appnentiddage en miiieu natunei. The data on Statement 41 revealed a difference in the means and standard deviations between groups I and IV. The overseas experts expressed the highest mean (7E4.40) and standard deviation (O=.55) while the Quebecois showed the lowest level of agreement on this objec- tive (Yi3.42 and 0=0.84). Only 6% strongly agreed, 44% agreed, 35% were neutral, and 17% disagreed. Quebec was the only group to offer disagreement with this particular objective. The difference noted in the Tukey HSD test at a .022 level of significance did not specify the differences which occurred among the fOur groups of experts. The following are some comments given by respondents in Phase 1 and/or 11 of the study which relate to Statement 41: QUEBEC 1:28 Suntout poun ie niveau éiémentaine. Ajouten: "comme une ded inten—neiationd paddibied au niveau du cunnicuium." 1:5 En tenme d'intégnation ded matiéned, ii ne devnait pad y avoin de dififiénence. 74 CANADA 1:17 All learning and real-life situations. 1:8 Not sure about this. Any relationship which is development should be a natural outgrowth of what is done but should not be an objective of Outdoor Education. 1:20 Outdoor learning should be integral to instruction. The two terms are not parallel. 1:16 This seems appropriate for teacher education programs, perhaps. 1:12 Help students to learn in another environment beyond the school. Statement 42: Provide an opportunity for direct learning experiences which foster implementation of the school curriculum in many areas. Founnin une occadion poun ded expenienced dinected d'appnentiddage afiin de 6avoniden i'appnofiondiddement de piudieund dujetd du cunnicuium dcoiaine. The analysis showed a difference significant at the .02 level between the two following subsets (IV, 1, II) and (I, II, 111), which may be interpreted as the overseas group being significantly different from the U.S.A. group concerning the objective cited in Statement 42. The mean the American group presented (754.59) was the highest (A), and overseas the lowest (YE3.4O). The Quebecois responded with 11% in disagreement with this particular objective. The following are some comments given by respondents in Phase 1 and/or 11 which relate to Statement 42: QUEBEC 1:15 ...h i'eiementaine duntout. 1:12 Appnofiondiddement, auddi.decouvente et dendibiiidation. 75 CANADA 1:7 Implementation? Statement 48: Provideameaningfulsetting for the development of the affective domain. Founnin un miiieu tned 6avonabie au déveioppement afifiectifi de i'individu. The consideration of the affective domain as expressed in Statement 48 registered a significant difference at the level of .02 between group subsets (IV, 11, III) and (II, III, 1), which can be spelled out as a significant difference between Quebec and overseas. This important difference is also expressed in the means and stan- dard deviations (Quebec: Y=4.78, o=0.43; overseas: Y=3.00, o=l.30). Indeed, 78% of the Quebecois strongly agreed (SA), and 28% agreed (A) on the objective concerning the affective domain. The American group came second in agreement with a mean of 4.35 and a standard deviation of 0.70. There appears to be a major difference among groups. The following are comments made by experts during Phase 1 and/or 11 which pertain to Statement 48: QUEBEC 1:23 ...psychological? 11:5 De ta "décoaiant ted changementd de compontement. CANADA 1:17 Both can be done in a natural environment also. U.S.A. 1:15 1 wish you had given more emphasis to affective domain. 76 Statement 49: Provide the individUal with unique opportunities to develop his creativity and his initiative. Founnin a i'individu ded occadiond uniqued de dévei- oppe/L don 225th de cnéativité et d'im’téatéve dand un contexte dignifiicatié. The results concerning the objective of creativity and ini- tiative development are expressed in a significant difference at a .004 level between Quebec (1) and Europe (IV), Canada (11) and the U.S.A. (111). The Quebec group rated very high in mean and standard devia- tion (754.89, o=0.32) in comparison with any other group, overseas (Y=4.00, o=l.00), Canada (304.20, o=0.77) or the U.S.A. (1134.24, o=0.66). The objective in Statement 49 received the highest rating of all objectives identified in Part 11. This is clearly signified in Quebec's response frequency, SA=89% and A=ll%. The following are comments made by experts during either Phase 1 or 11 of the study which pertain to Statement 49: QUEBEC 11:17 Objectifi de deveioppement de i'individu. U.S.A. 1:19 Possibly others relating to (1) development of self-reliance, (2) improving group dynamics skills, (3) developing a personal environmental ethic. 11:24 Not sure that we can improve his creativity. OVERSEAS 1:2 Will depend on the individual's attitude to the outdoor situation, to his companions, and to his teacher. 77 The results of Statements 34-50 regarding "Objectives of EPA/OE" are summarized in Table 6, through the mean, standard devia- tion, the mean square between groups (MSb), the mean square error (MSe), the degrees of freedom (df), the F-ratio, the F-probability, and the group subsets (expressed by .05 level of significance or less) resulting from the Tukey post hoc analysis. Part 111: Social and Cultural Environment and EPA/0E An ANOVA with a Tukey post hoc analysis (HSD) was under- taken for each of the 11 statements of Part 111, regarding the "Social and Cultural Environments of EPA/OE." The analysis demonstrated the following statements to have a significant differ- ence of .05 or less: Statements 51.and 57 (see Table 7). Statement 51: Urbanization has deprived children of close contact with the land. L'unbanidation a depounvu ied enfiantd d'un contact etnoit avec ta tenne. The concept of urbanization depriving children of close contact with the land exhibited a difference at a level of .003, but the Tukey HSD test was too conservative to express any signifi- cance between any of the four groups on a pairwise basis. The means and standard deviations showed the highest agreement by the Quebec group (754.89, o=0.32), the second highest agreement was in the U.S.A. (754.53, o=0.51), Europe was third (724.60, o=0.55), and the lowest level of agreement was from Canadians (YE4.44, =0.81). Only 8% of the Canadians expressed some disagreement with this particular statement of Part III. 78 . .00. w 0 00 000000 0000000 00000000 :0 000000 000500000 00 00>00 0002 :0 000000 00: 00 000000 000 00:00: 0000502 000;: 000 00000000« .00. w 0.. 0 04043 «300. 000.3 0040 003. 030.0 00.0 00.3 00.0 30.3 55.0 00.3 00.0 00.3 03 04040 0.043 0000. 003.0 0040 033. 000.0 00.0 00.0 05.0 00.3 00.0 50.3 03.0 05.3 03 000. 000.0 00.0 000. 000.0 00.0 00.3 00.0 00.3 00.0 00.3 03.0 00.3 53 - 030. 303.0 00.0 350. 000 0 03.0 00.3 00.0 03.3 00.0 00.3 03.0 35.3 03 050. 000.0 00.0 003. 000.0 00.0 03.3 00.0 00.3 00.0 00.3 00.0 00.3 03 300. 000.0 00.0 303. 000.3 00.0 00.0 53.0 00.3 50.0 00.3 00.0 00.3 33 005. 000.3 00.0 000. 003.0 00.0 03.3 00.0 53.3 05.0 00.3 00.0 00.3 03 0.040 0.043 0000. 000.0 00.0 050. 000.0 00.0 03.0 00.0 00.3 03.0 00.3 00.0 00.0 03 3.0.0.0 3000. 003.0 00.0 000. 003.0 00.0 03.3 00.0 00.3 50.0 30.0 30.0 03.0 03 0.3.0 3.0.0 3000. 030.0 00.0 000. 000.0 00.0 00.0 05.0 00.0 00.0 00.0 03.0 00.0 03 340.0.0 0000. 055.0 00.0 000. 033.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00 000. 050.0 00.0 500. 530.0 30.0 00.0 03.0 00.0 00.0 00.0 00.0 00.0 00 11. 005. 303.0 00.0 000. 000.0 00.0 03.3 00.0 03.3 00.0 00.3 03.0 50.0 50 003. .500.0 00.0 003. 003.0 30.0 00.0 03.0 00.3 05.0 50.3 00.0 00.3 00 005. 030.0 00.0 003. 030.0 00.0 00.3 00.0 00.3 00.0 00.3 00.0 00.3 00 550. 050.0 0040 500. 050.0 05.0 00.3 00.0 03.3 00.0 00.3 35.0 00.3 30 .11. 000. 303.0 00.0 000. 000.0 00.0 00.3 00.0 00.3 00.0 00.0 03.0 00.3 00 0 3 300.0 .0 00 40: 002 L. 10.0. L. r ..v M H k .050 000000.000 04033.0. 000w00>o .<.m.D 00000000 omnmdm . .000000>o 0:0 .<.m.= .000c0u .0000aounmo-<0m 00 00>0000nno "00 0000 00 000000000 00 00050 00 000000011.0 00000 79 Table 7.--AdJusted frequency (%), means (7), and standard deviations (a) of responses to social and cultural environments of EPA/0E (Statements Sl-6l). Adjusted Std. Statement a Frequency (z) Mean Dev. Group SA A N 0 SD X o 51. Urbanization has deprived children of close contact with the land. I 94 6 O 0 0 4.89 0.32 II 46 46 O 8 O 4.44 0.8l L'unbantbatton a dépouavu Lea enfianta III 60 40 0 0 0 4.53 0.51 d'un contact étnott avec La tennc. IV 50 50 0 0 0 4.60 0.55 52. Automation and mechanization have dulled creative energy of many young people. I 39 44 l7 0 O 4.ll 0.88 II l5 54 15 8 8 3.8l l.ll L'automatton at La mécantbatton ant III 40 40 13 7 0 4.12 0.86 contntbué a dtminucn £’éneagte IV 50 50 0 0 0 4.40 0.89 cnéatntce dc beaucoup de nos jeunea gena. 53. There has been an increase in interest and use of the outdoors for relaxation and stabilization of body and mind. I 22 78 0 0 0 4.2l 0.42 II 23 69 8 0 0 4.31 0.60 It y a eu une augmentatton dana III 67 33 0 0 0 4.47 0.80 t'tntéaét ct t'utitttation du IV 50 50 0 0 0 4.07 0.7l Pictn-Ata poun ta netaxatton at La Atabilttation du cOApa at de £'eApmtt. 54. There is a widespread lack of knowledge and appreciation and skill for partici- pation in meaningful outdoor experiences. I 28 56 ll 6 0 4.05 0.78 II 3l 54 15 0 0 4.3l 0.70 It y a an vaatc manque dc connattaancea III 27 67 7 0 0 4.l8 0.53 ct d'habtzeté poun ta pacttctpatton IV 50 50 0 0 0 4.20 0.84 2: du expé/ulcncu emtchtaaantu en Plein-ALA 55. Modern society has increased the need I} g; g; 1; 8 3 2:3? 8:23 for mental and phy51cal fitness, III 36 43 14 7 0 4.07 0.88 IV 50 0 50 0 0 3.75 0.96 I 24 35 24 l8 0 3.61 l.04 --for regaining contact with basic II 30 60 l0 0 0 4.25 0.62 realities found in nature, III 50 36 7 7 0 4.27 0.88 IV 50 0 50 0 0 3.80 0.84 I l7 l7 39 28 0 3.2l 1.03 --for more creative living, and for 11 l7 58 25 0 0 3.93 0.70 spiritual satisfactions. III 47 40 7 7 0 4.24 0.83 IV 50 O 50 0 0 3.60 0.89 La aoctété modenne a augmenté Le beaoin poun ta bonne gonmc phyaique ct mentale, --poun nepaendne contact avec Let néatttéa sandamentatet taouuéca dant ta natuae, -—poun une vie plua cnntchtaaantc at poun dea Aattbgacttona Apiattuetzca. Table 7.--Continued. 80 Adjusted Std. Statement Frequency (%) Mean Dev. Group SA A N D so X o 58. In any social setting. man has the need to live peaceably with others and with nature, and to develop tolerance. self- I 56 39 6 0 0 4.53 0.6l reliance, and understanding. II 3l 6l 0 8 0 4.13 0.72 III 67 33 0 O 0 4.59 0.51 Dana an contexte social, t’homme a beaotn IV 50 50 0 0 O 4.60 0.55 de utuae en patx avec tea autaea et avec la natuae; ti a auaat beaotn de develop- pea de La tnténance, de la confitance en bot et de ta compnéhenaton. 59. A free public education for all chil- dren is important in society, and the school should act as an agent for fostering the develOpment of the indi- vidual to his fullest potential as well as for fostering democratic values and passing on the cultural heritage. I 29 35 35 O 0 3.94 0.80 II 46 46 8 0 0 4.31 0.6l Une Education pubttque gaatutte eat III 67 27 7 0 0 4.59 0.62 impoatante danA notne aoctété et IV 100 0 0 0 0 4.60 0.55 t'écote devluu't agm come an agent poun gauoataen te deuetoppement deA potenttatttéb d'un tndtutdu auaat poun t' epanoutaaement dea vateuaa démocaattquea et ta taanamtaaton de t’héattage cuttunet. 60. The natural environment setting con- stitutes a "relief" for the individual who often cannot, in his everyday life. find relaxation and peace. I 24 4l 35 0 O 3.88 0.78 II 0 67 25 8 0 3.73 0.70 Le contexte de t'enutnonnement natuaet III 20 66 l3 0 0 3.05 0.56 bent de "aoupape" poun t' tndLULdu out IV 50 0 50 O 0 3.80 1.30 aouuent ne peut, a tnaueaa aon quottdten, ' ULOWUL mat/the a détente et pacx. 61. Experiences of outdoor living can develOp an appreciation for the life style of native inhabitants. colonists and explorers of the land. I l2 77 6 6 0 3.94 0.66 II 42 42 l7 0 0 4.36 0.74 Let expeaiencea de vie au gaand atn. III 27 47 27 0 0 3.94 0.75 peuuent deuetoppen une appaectatton IV 50 50 0 0 0 4.50 0.70 poun te Atyte de ute dea gnoupea ethnéqueo, dea primate/0 cotona et dea exptoaateuaa du page. aGroup I = Quebec, Group II = Canada, Group III = U.S.A., Group IV = overseas. 81 Additional comments pertaining to Statement 51: QQEBEC 1:22 C'eat Aouvent ceia que 4e paaae. 1:5 Et auaai ia natuae. Ex., on detauit poun iea oiympiquea a Montaéai, ie aeui eApace vent de i'iie (de Montaéai). CANADA I:l7 Not necessarily 50. 11:16 Pauli. £225 eta/mes Aocéaiea infie’JLLeuJLeA...cependant iezs cicwws a i'aiae peuvent be payea i'oppoatunité d'envoyea i'enfiant au camp d’été ou d'avoin an chaiet ou camped en 6amiiie. 1:20 If you mean "working the land," okay, but if you mean "relating to environment," not necessarily so. Statement 57: Modern society has increased the need for mental and physical fitness,--for regaining contact with basic realities found in nature,--for more creative living, and for spiritual satisfactions. La Aociété modeane a augmenté ie beaoin poun ia bonne 60ame phyaique et mentaie,--poua aepaendae con- tact avec iea aéaiitéa 60ndamentaie4 taouveea dant ia natuae,--poua une vie piua enaichiaaante et poun dea aatiafiactiona Apihitueiiei. , The analysis (ANOVA with Tukey post hoc procedures) revealed a significant difference at a level of .008 between the Quebec respondents and the American sample concerning the assumption that society has increased the need for mental and physical fitness for more creative living and for spiritual satisfaction. Indeed, the majority of the American sample agreed (30%=SA, 60%=A) to the premise. However, among the Quebec respondents, 18% expressed disagreement and 24% remained undecided on Statement 57. 82 Additional comments which pertain to Statement 57: QUEBEC 1:15 1:8 1:5 11:13 CANADA 1:16 11:16 11:24 Too much! Dana ie contexte Quebecoia, ia bonne fionme phyaique et mentai ett paéchée en fionction d'objectifia piutfit matéiieia. Pat avec ie contact deb aeaiitéa 6undamentaiea maia bien i'activité phyaique poun i'activité afiin de "aobotiteafl i'individu. vent une flame de matéxuhiiame Viaduct/£6. Pan voie de conaéquence. Je ne Aaia pat que ie contact avec ia natuae.aoit bon et enaichiaaant poun chaque etae. Dana ia aociete toutefioia ii eat bon que tout aient une neiation poaitive avec ia natuae. What aspects of modern society? Modern society has moved away from a need for physical fitness. There are things that do the work for us. Statement 59: A free public education for all children is important in society, and the school should act as an agent for fostering the development of the individual to his fullest potential as well as for fostering demo- cratic values and passing on the cultural heritage. Une Education pubiique gnatuite eat impoatante dant notae aociete et.i'ecoie devnait agia comme an agent poun 6avoaiaea ie deveioppement deb potentiaiitéb d'un individu auaai poun i'epanouiaaement dea vaieuaa democaatiquea et ia thantmiaaion de i'henitage cuitunei. The analysis (ANOVA with HSD procedures) unveiled a differ- ence at .03 among the groups, but did not submit any particular pairwise differences within the group subset (I, II, III, IV). 83 Nevertheless, the means and standard deviations recorded a stronger agreement in the overseas group (i=4.60, o=.55), the U.S.A. (74.59, o=0.62) and Canada (7:11.31, o=.6l) than in Quebec ($3.94, o=0.80). Additional comments pertaining to Statement 59: QUEBEC 1:23 1:18 1:12 1:4 11:17 1:28 The classroom too often cramps and limits the individual. Stronger emphasis on the value of Outdoor Education could do much to foster.... C'eat vaai comme concept on comme objectifi, maia ce n'eat pat ia aéaix'té. L'écoie eat ie aefiiet de ia aocieté; die contnbie.... La compiexité de ia aociete 4e cent impoaée a i'écoie. L'enfiant.aiaque de pendae.aon authenticité natuaeiie. ”Agit": on devicait Line, "devaait agi/L". . . . Ajoutea: "i'ecoie d'aujoundhui v4. i'éducation iibae qui i'on vice." Education pubiique gaatuite, acceaaibie a toua. Lea onganiAme extaa-acoiainea ont auaai une note tact impontante a jouea en vue de i'épanouiaaement dea vaieuaa cuitu/Leiiea. Exem ie: tea dime/Lento paognammea du Miniathae dea aiaea Cuituaeiiea. Idem poun ie Miniateae dea Afifiainea Indiennea et du Gnand Nond, ainai que dififiér nenta gaoupea pubiicc et paivéa. The results of Statements 50-61 regarding "Social and Cul- tural Environments of EPA/0E" are summarized in Table 8, through the mean, standard deviation, the mean square between groups (MSb), the mean square error (MSe), the degrees of freedom (df), the F-ratio, the F-probability, and the group subsets (expressed by .05 level of significance or less) resulting from the Tukey post hoc analysis. 84 .000500000 00 00>00 0005 00 000000 000 00 000000 .00. w 0 00 000000 0000000 00000000 00 000000 000 000003 0000505 00003 000 0000000t0 .mo. w 0* .1 000.0 300.0 03.0 000.0 300.0 05.0 00.3 05.0 30.0 35.0 00.3 00.0 30.0 00 000.0 300.0 0040 000.0 000.0 00.0 00.0 00.0 00.0 05.0 05.0 05.0 00.0 00 3.0.0.0 000.0 000.0 00.0 003.0 050.0 00.0 00.3 00.0 00.3 00.0 00.3 00.0 30.0 00 0000.0 000.0 00.0 050.0 035.0 00.0 00.3 00.0 00.3 05.0 00.3 00.0 00.3 00 0.0.3 11003.010000.0 000.3 0040 055.0 000.0 00.0 00.0 00.0 30.3 05.0 00.0 00.0 00.0 50 . 000.0 000.0 03.0 005.0 050.0 30.0 00.0 00.0 50.3 00.0 00.3 30.0 00.0 00 003.0 500.0 03.0 050.0 000.0 00.0 05.0 00.0 50.3 00.0 00.3 00.0 00.3 00 035.0 003.0 00.0 303.0 000.0 30.0 00.3 00.0 00.3 05.0 00.3 05.0 00.3 30 41 003.0 000.0 0040 000.0 000.0 05.0 50.3 00.0 53.3 00.0 00.3 03.0 00.3 00 500.0 000.0 00.0 000.0 000.0 00.0 03.3 00.0 00.3 00.0 00.0 00.0 00.3 00 0.3.0.0 0000.0 000.0 00.0 000.0 005.0 00.0 00.3 00.0 00.3 00.0 33.3 00.0 00.3 00 005.0 030.0 53.0 300.0 030.0 03.0 00.3 05.0 00.0 35.0 53.0 00.0 00.0 00 0 0 .0501 ..0 00 szl .0000 L .m L. M L 0.01 L. M .0500 «0.. 0000050 000003. 00.00.0005 .<.m.: 0000500 0000000 .000000>0 000 ..<.m.= .000000 .00000c --mO\<0m 00 000050000>00 00000000 000 000000 "000 0000 00 000000000 00 00000 00 00000001-.0 00005 85 Part IV: Learninggand EPA/0E An ANOVA with a post hoc analysis was undertaken for each of the 13 statements of Part IV, regarding "Learning and EPA/0E." The analysis demonstrated the following statements to have a significant difference of .05 or less: Statements 63, 64, 66, 67, and 70 (see Table 9). Statement 63: Most children and youth can be described as tending to be adventurous, exploratory minded, active, energetic and curious. La pZupmmt dad enfianta at ado£eacenza peuuent @tne décnitd comme étant aotifia, énengiqued, cunieux, jouiaaant d’un edpait d'expflonation at d’auentune. Statement 63 showed a difference at a .013 level among the four groups; however, the Tukey HSD test again did not express any specific difference between paired groups. The means and standard deviations of the U.S.A. (ie4.13, o=0.73) offered the highest agreement of the four groups. Quebec (753.89, o=0.88) was second in agreement. Additional comments pertaininggto Statement 63: QUEBEC 1:18 11 y a expfioaaxion ctnétéque (voutant financhin.£ea montagneal at explanation.immobL£e (dimonten une monzée poun tented dc Za.neconatnuinel. 1:5 L'écoze tue cet énengie at cet edpnit d'auentune. 11:5 Le vafieua et que K'écoie actue££e tue.£e dynamiame at £a cnéazxyité dad jauned pan dea situation d'appnentiaaage {nap aténéotypéd. EUROPE 1:2 Emphasizing "normal." Table 9.--Adjusted frequency (%), means (7), and standard deviations (o) of responses 86 to learning and EPA/0E (Statements 62-74). Adjusted Std. Statement Frequency (Z) Mean Dev. Group SA A N D X o 62. The nature of man is such that he has a need for non-artificial environment and cannot be separated from it; to separate him causes continuous pressures. I 22 44 28 6 0 3.89 0.88 , II 0 6l 39 O 0 3.69 0.48 “.W’Ee.d”’?°"""e “8‘94"" III 40 4o 20 o o 4.13 0.73 quflgmmedabw‘fldw‘ IV 5050 o 0 0340152 ethaonnement non-aattfitetet dant ' ‘ tt ne peut pas atae aépané; L'en p’ULUQ/L caute dea muatona eonttnuettet. 63. Most children and youth can be described as tending to be adventurous, exploratory minded, active, energetic and curious. I 67 33 0 0 0 4.68 0.48 Wmmwmmmm In a; $3 3 3 3:32 3:22 peuv e ecAtta comme étant aettfia, énengtquea, eutteux, IV 100 0 0 0 0 4.00 l.lO joutdaant d'un etpatt d'exptonatton et d'aventuae. 64. Most children possess a natural yearn- ing for the active outdoor life and respond readily and happily to it. I 56 44 0 0 0 4.58 0.51 mewwm 0000 1;; 3:, 9; 3 3 2232, 3-39 pwcmfiwdpmmv‘emve IV 50 o o o o 3.60 1'14 en Pietn-Ata et néagtdaent ' ' d'embtée et agaéabtement a eette-et 65. Most methods (methodology) used in Outdoor Education provide motivation for learning. I 17 72 6 6 0 4.00 0.67 II 0 69 23 8 0 3.69 0.60 La ptupatt ded méthodea‘ uttttaéet dant III 13 80 0 7 0 4.00 0.6] t'enaetgnement en Ptetn-Ata 6auontaent IV 0 0 100 0 0 3.20 0.45 te dévetoppement d'une motivation. 66. The outdoors can be approached through discovery, exploration, adventure, and research in which there is intense interest in activities that are natural to children and problem solving is used in the context of natural settings. I 73 27 6 6 0 4.68 0.48 ‘ II 38 62 0 0 0 4.44 0.51 Le PCetn-Ata peat Etae appaoehé a III 40 60 0 0 0 4.41 0.5l taauent ta déeouvemte, L'exptoaatton IV 50 50 0 O 0 3.80 0.84 at L'auentuae, et ta neehetehe dant laquette.t£ y a an tntéaet tntenae dant tea aettuttét out dant natuneltet poun lea enfianta; autat, ta méthode de nétotutton de pacbtémet eat empioyée dant £e eontexte de attea natuneta. 87 Table 9.--Continued. Adjusted Statement Frequency (%) Mean Group SA A N 0 SD X 57, DevelOp the "self-concept” of the indi- vidual through all kinds of outdoor settings demanding continuous adaptations. I 72 23 o o 0 4,53 I 46 54 4.5 Developpen ie "moi" de L'indiuidu pan III 27 50 1g 3 8 4.02 toutea aonteA de aituationa de Plein- IV 0 50 50 o o 3.50 Ain exigeant den adaptationa eontinueiiea. 68. There is an "open/free" atmosphere in outdoor experiences in which teacher/pupil rapport develops and allows students to become actively involved in planning with the teacher for learning experiences. I 67 33 0 0 0 4.63 0. II 46 46 0 8 0 4.38 0. L'atMOAphene panticuiiene dant Lea III 27 60 7 7 0 4.06 0. expénieneea de Pietn-Ain peut IV 50 50 O 0 0 4.40 0. améiionen ie nappont pnoéeaaeun-eLEue et penmet aux étudianta de deuenin dineetement impiiquéd avec tea pnogetaeund dams ia pianifiieation dea expaieneea d'appnentuaage. 69. Man is part of nature and continuous with nature. His flexibility and I 60 33 7 0 0 4.50 0. adaptability permit him to survive in II 33 67 0 0 0 4.36 0. widely differing environments, both III 43 50 7 0 0 4.3l 0. physical and cultural. In many cases, IV loo 0 0 0 0 4.60 O. 70.--humans have to re-learn how to live in 1} $2 9; g 8 3 2'?3 3' a natural versus artifiCial environment, III 43 43 14 0 0 4.25 0. IV lOO 0 0 O 0 4.60 0. I 38 56 6 O O 4.31 0. 7l.--live better in urban environments. II 15 77 8 0 O 4.13 0. III 33 53 13 0 0 4.l8 0. IV 50 0 0 50 0 4.00 l. L'homme eat pantie intégnante et continue de ia natune. Sa fliexi- biiité et non adaptabiiité iui pen- mettent de dunviune dant dea envinon- nemente tnu dififiénentb, a (a 60414 physiques et wan/tees. 000 pmiw can, ie humaina out a néappnendne --eomment vivne dant an envinonnement natunei venAuA an envinonnement anti- siciei, --a mieux uiune dant ieA enuinonnementa unbaina. 88 Table 9.--Continued. Adjusted Std. Statement Frequency (1) Mean Dev. Group SA A N D 50 7' o 72. Outdoor Education provides for the integration of learning in a setting that allows creative teaching with opportunities of acquiring specific skills and knowledge. I 50 44 0 6 D 4.37 0.76 II 39 46 15 D D 4.31 0.70 L'édueation Piein-Ain gauoniae L'inté- III 53 47 0 0 D 4.47 0.51 gnation de i'appnentiaaage dant une IV 50 50 D O 0 4.40 0.55 aituation qai penmet an enaeignement cnéateun, avec dea oppontunitéa poun i’aequiaition d’habiietéa et at de eonnaitaaneea Apéeifiiquet. 73. Students can become actively involved in planning for outdoor learning experiences; this may increase student-teacher rapport. I 72 28 0 0 D 4.59 0.62 II 58 25 17 D D 4.27 0.72 Let etudiantd peuvent devenin active- III 53 47 0 0 0 4.43 0.51 ment impiiquea dant ia ptaniéication IV 50 D 50 D D 4.09 0.94 deb expénieneea d'appnentidaage de Piein-Ain, eeei peat améiionen Le nappont éieve/p406eaaeun. 74. The multisensory approach of tasting, looking, smelling, hearing, and touching provides direct learning experience that Should be used in the out-of-doors. I 72 28 D D D 4.56 0.56 II 67 33 D D D 4.6l 0.61 La méthode muiti-denaonieiie de III 87 13 0 D D 4.80 0.41 i'odonat, de La uue, de i'ouie et du IV 50 SD 0 0 D 4.27 0.65 touehen pnoeune une expénience dineete d'appnentiaaage qui devnant etne utniité en P£ein-Aia. aGroup I = Quebec, Group II - Canada, Group III - U.S.A., Group IV = overseas. 89 Statement 64: Most children possess a natural yearning for the active outdoor life and respond readily and happily to it. La pflupant dea enganta poaaedent an penchant natunez poun une vie active en PZeLn-ALM etiaeagiaaent d'embzee et agneabfiement a cezfle-ei. The ANOVA and Tukey HSD procedures presented a significant difference at the .023 level, between the following group subsets: (IV, III, II) and(II, III, I), which depicts Quebec as different from overseas. Indeed, differences are borne out in the following means and standard deviations: Quebec, 754.58, o=0.51; overseas, 753.00, 0=l.l4). Canada (753.51, o=0.60) ranked after the U.S.A. (754.00, o=0.87), even with 7% of the American group strongly disagreeing (SD) with this statement regarding the natural yearning of children for active outdoor lives. Additional comments pertaining to Statement 64: QUEBEC 1:23 Many children.... I:l0 ...devnait natuneizement poaaéden.... 1:5 La.aoeiézé pan.£ea biaia de K'écoze tue Ze dynamiame deb individua. 11:13 Dependamment de Lean mizieux de pnovenanee, Lia doivent exhe piua ou moina dinigea. CANADA 1:12 Many do not care for the outdoors ("too cold, wet feet"). 11:16 50%+. 90 Statement 66: The outdoors can be approached through discovery, exploration, adventure, and research in which there is intense interest in activities that are natural to children and problem solving is used in the context of natural settings. Le Ptetn-Ata peut etne appnoche a tnavena ta découueate, t’exptonatton et Z’auentune, et ta necheache dana Kaquette it y a un intenet intenae dana tea activitéa gut aont natu/Leftea poun. tea enfianta; auaat, ta methode de neaotutton de pnobtemea eat emptoyée dens te contexte de attea natuneta. The ANOVA and Tukey HSD test exhibited a difference signifi- cant at .016 between group subsets (IV, III, II) and (III, II, I), which can be explained as an important difference between the over- seas group respondents and the Quebec respondents. Means and standard deviations of responses to Statement 66 exposed the highest agreement in the Quebec group (YE4.68, o=0.48), while the overseas group presented the lowest level of agreement (753.80, o=0.84). Regarding the methodology as expressed in Statement 66, Quebec is closer to the U.S.A. than is overseas, even though Quebec had 6% neutral and 6% in disagreement. Additional comments pertaining to Statement 66: QUEBEC 1:26 Devaatt etne appnoché.... 1:23 The outdoors should be...research which involves activities ...and through problem solving used. 1:15 Stress on problem solving. I:l3 Devnatt ethe.... I:lZ Une méthadotogte Want ta ILéAOWVl de pfwbtemeé dam an context (cycte comptet) d'tndtutduattaatton de Z'enaetgne- ment. 91 I:ll Le contact avec tea mttteux natuneta be neattae pan... neche/Lche. Lea enfiant/s y t/Louvent dea activate/s, tout natuaettement. Dana te context dea eApaceA natuaeta, neaotutton de paobtemea eat tangement uttttaée. U.S.A. 1:18 Not clear. I:l7 Learning in the outdoors is best applied through.... 1:16 So much depends on other variables, teacher timing and so forth. 11:15 This is the "wholistic approach" which I heartily approve!! OVERSEAS I:l Should be so at least. Statement 67: DevelOp the "self-concept" of the individual through all kinds of outdoor settings demanding continuous adaptations. DeuetOppen te "mot" de t'tndtutdu pan toutea aoatea de attuattont de Ptetn-Ata extgeant dea adaptationa continuettea. An ANOVA with the Tukey HSD procedures made apparent a significant difference at a .000 level among the group subsets (IV, III), (III, II), and (II, I). The three differences illustrated by these results are as follows: first, between Quebec and Canada; second, between Canada and the U.S.A.; and finally, Canada and the overseas group. On the overall means, Quebec rated first in agreement (72% SA, 28% A) with Statement 67, and an 754.68 and o=0.48. The overseas group ranked last (753.60, o=0.55). 92 Additional commentsepertaining to Statement 67: QUEBEC 1:23 Outdoor education should.... U.S.A. 1:20 The adaptation doesn't necessarily develop self-concept-- it is the nature of activity and impact of perceptions on self. I:lS But so does all of education. Statement 70: Man is part of nature and continuous with nature. His flexibility and adaptability permit him to survive in widely differing environments, both physical and cultural. In many cases, humans have to re-learn how to live in a natural versus artificial environment, live better in urban environments. L'homme eat pantte tntégnante et continue de ta natune. Sa (textbtttte et.aon adaptabtttté tut pet- mettent de aunutvae dant deb enutaonnementa taea dtfifieaenta, a ta 50tx phyatquea et cuttuaeta. Dana ptwsteu/w cat, tet hwnaiws ont a neappaend/Le comment vtvae dant un enutaonnement natunet.veAAuA un enutton- nement anttfitctet, a mteux vtvae dant tea envtnon- nementa unbatna. The ratings of Statement 70, subjected to an ANOVA with a Tukey HSD, illustrated a difference significant at 0.044 between group subsets (II, III, IV) and (III, IV); i.e., a difference occurred between the Quebec group and the Canadian group concerning the concepts of natural versus artificial environments as quoted in Statement 70. This difference is well laid out in the means and standard deviations of the responses. Indeed, the Quebec group ranked first (65% SA, 35% A) in agreement to the statement (7E4.65, o=.49), 93 and the Canadian group of respondents was classified last in terms of agreement with Y¥4.13 and o=.50. Additional comments pertaining to Statement 70: QUEBEC I:ll Sa aoupteaae et...ta mobtttté deb poputatton expttquent beaucoup de dnamea écotogtquea. L'envtaonnement n'anntve pat toujouna a a'adapten a cet vantattona de paputattona. Eadie/s Eu/Lopeenzs en Ame/pique du Sud, tet Mane/s dant te Non , etc. 1:5 Cect eat bten matneuaeux mats c'eat un fiatt. C'eat pounquot t'educatton Ptetn-Ata dant te contexte Québecota unge. M 1:12 Many don't survive in any environment. 11:16 EAt-ce vaatment ce qu'tt (ant? It flaut Auntout appnendne a vtvae en uttte. The results of Statements 62-74 regarding "Learning and EPA/0E" are summarized in Table 10 through the mean, standard devia- tion, the mean square between groups (MSb), the mean square error (MSe), the degrees of freedom (df), the F-ratio, the F-probability, and the group subsets (expressed by .05 level of significance or less) resulting from the Tukey post hoc analysis. Part V: Outdoor Education Teacher Curriculum An ANOVA with a post hoc analysis was undertaken for each of the 23 statements of Part V, regarding "Teacher Education, Curriculum and EPA/0E." The analysis demonstrated the following statements to have a significant difference of .05 or less: Statements 90 and 91 (see Table ll). 94 .020500000 00 0m>m_ c005 :0 .00. w 0 00 000000 0000000 00000000 :0 000000 000000 00: 00 000000 050 000003 0000505 000;; 000 000000000 . 00. w 04 11;.nui 004. 000.0 00.0 000. 000.0 00.0 04.4 4.0 00.4 04.0 00.4 04.0 00.4 40 000. 000.0 0040 000. 000.0 40.0 00.4 0.0 04.4 40.0 04.4 04.0 00.4 00 000. 000.0 00.0 004. 000.0 00.0 04.4 0.0 04.4 00.0 00.4 00.0 00.4 00 000. 000.0 00.0 004. 000.0 00.0 00.4 0.0 00.4 00.0 00.4 00.0 00.4 00 0.4.0 4.0.0 440.4 000.0 0000 000. 000 0 00.0 00.4 0.0 00.4 00.0 00.4 04.0 00.4 00 000. 004.0 04.0 000. 000.0 00.0 00.4 0.0 00.4 00.0 00.4 00.0 00.4 00 000. 40.0 00.0 004. 000.0 00.0 04.4 0.0 00.4 00.0 00.4 00.0 00.4 00 0.0 0.0 0.4 000.4 000.0 00.0 000. 040.0 00.0 00.0 0 00.4 00.0 00.4 04.0 00.4 00 04040 0.0.4 000.4 000.0 00.0 000. 000.0 40.0 00.0 0 04.4 00.0 44.4 04.0 00.4 00 0.0.0.4 040.4 000.0 00.0 000. 000 0 04.0 00.0 0 00.4 00.0 00.0 00.0 00.4 00 0.0.0 0.0.4 000.4 004.0 00.0 400. 400.0 40.0 00.0 0 00.4 00.0 00.0 00.0 00.4 40 0.0.0.4 000.0 000.0 00.0 040. 040.0 00.0 00.4 44.0 00.4 00.0 00.4 04.0 00.4 00 000. 040.0 00.0 000. 000 0 00.0 04.0 00.0 00.4 04.0 00.0 00.0 00.0 00 o 0 < 00.0.0 ..0 00 0T0: 00: LV w) 0.0 L, w L. m .050 430006000000 06005.0. mammumio <.m.: mwmcmo omnwmmi .0000Lm>o 0:0 ..<.m.: .mnmcmu .omnmaouumo\0 0000 00 000000000 00 «00:0 mo 000=0mmnu.o0 manh 95 Table 11.--Adjusted frequency (1), means (7), and standard deviations (a) of responses to teacher education and curriculum and EPA/0E (Statements 75-97). Adjusted Statement a Frequency (%) Megn Dev. Group SA A N 0 SD X o 75. Based on the premise that Outdoor Education is a multi-disciplinary learning process, Outdoor Education should be included in teacher educa- tion curricula. I 72 28 0 0 0 4.68 0.48 sunomwwmmem 1;: a: 1: 3 3 3:3: 3:: L'educatton Ptetn-Atn eat an pnoceaaua IV 100 0 0 0 0 4.80 0'45 d'appaenttaaage muttt-dtactpttnatne, ° ' t'éducatton Ptetn-Ata devnatt etae tnctuae dana tea paognammea de (cama- txon dea mattaea. In an Outdoor Education curriculum, primary emphasis should be placed upon; also rank from 1 to 5 or more, 1 beinggthe most important: 76. a. Knowledge (know). 81. Rank: SA A N 0 so 1? a 7 ° I 36 56 9 0 0 4.33 0.65 I mode = 3 3.28 1.07 II 22 56 22 0 0 4.17 0.72 II mode = 2 3.13 1.25 III 50 50 0 0 0 4.46 0.52 III mode = 3 2.75 0.86 IV 100 0 0 D 0 4.75 0.50 IV mode = 1 2.00 0.42 77. b. Outdoor skills (know how). 82. Rank: I 46 46 9 0 0 4.33 0.65 I mode = 2 3.17 1.25 II 44 44 11 0 0 4.42 0.67 II mode = 2 2.64 1.00 III 50 50 0 0 0 4.46 0.52 III mode a l 3.06 1.34 IV 100 0 0 0 0 4.75 0.50 IV mode = 2 1.20 0.45 78. c. Attitude (know how to be). 83. Rank: I 100 0 0 0 0 5.00 0.00 I mode = 1 1.17 0.38 II 78 22 0 0 0 4.83 0.39 II mode = 1 1.67 1.29 III 83 17 0 0 0 4.79 0.43 III mode = 2 2.06 1.44 IV 100 0 0 0 0 5.00 0.00 IV mode = 1 2.80 0.84 79. d. Affective domain. 84. Rank: I 36 36 27 0 0 4.08 0.79 I mode - 3 3.28 1.23 II 22 67 0 11 0 4.08 0.79 II mode = 4 3.50 1.31 III 54 46 0 0 0 4.46 0.52 III mode - 1 2.93 1.58 IV 100 0 0 0 0 5.00 0.00 IV mode - 5 1.50 0.71 Table ll.--Continued. 96 80. e. Methodology of instruction I II III IV SA A N D SD X o 27 46 27 0 0 4.08 0.79 11 78 0 ll 0 4.00 0.74 36 64 0 0 0 4.33 0.49 50 50 0 0 0 4.50 0.71 Dana un cunnicutum en Education Plein- Aim, t'emphaae paincipate devaait atae ptacée Aun tea pointa auivanta; auaai tea ctaaaen pan ondae de paioniteL l Etant te ptua Zmpoatanti' a. connaiaaancea (aavoiAI. . b. habttetéa de man-$315000 60412). e). c. attitudea (aauoin d. domaine aééectis. e. méthodotogie d'inatnuction. The role of the teacher in Outdoor 5859’ Education in public schools should be: also rank each of the following from 1 to 5 or more, l’beinggthe most’important: 86. a. Teaching I II III IV 87. b. Leadership I II III IV 88. c. Administration I II III IV l7 83 0 0 64 27 0 0 92 8 0 0 50 50 0 0 67 25 0 0 70 30 0 0 77 23 0 0 100 0 O 0 8 50 25 17 20 50 33 0 23 46 8 23 50 50 0 0 00000 85. Rank: 92. Rank: 93. Rank: 94. Rank: II III IV II III IV II III IV II III IV XI 0 mode 8 5 4.11 1.08 mode . 4 3.23 1.74 mode = 3 3.40 1.50 mode = 3 3.50 0.71 mode = 3 2.58 0.84 mode = 2 2.25 0.68 mode = 1 1.69 1.35 mode = 2 2.75 1.55 mode = 1 1.53 1.12 mode = 1 1.44 1.09 mode = 2 2.44 0.81 mode = l 1.75 1.50 mode = 5 4.79 0.98 mode = 5 4.47 1.19 mode = 5 4.94 1.00 mode = l 3.50 2.38 97 Table 11.--Continued. 89. d. Evaluation. 95. Rank: SA A N 0 SD Y' o I 17 67 8 8 0 4.00 0.82 I mode I 5 II 9 64 18 9 0 3.71 0 91 II mode I 4 III 54 38 8 0 0 4.40 0.63 III mode I 4 IV 50 50 0 0 0 4.00 0.82 IV mode I 3 90. e. Public relations agent. 96. Rank: I 8 33 33 17 8 3.17 1.00 I mode I 5 II 0 54 27 0 18 3.14 1.21 II mode I 5 III 23 62 15 0 0 4.07 0.59 III mode I 5 IV 50 50 0 0 0 4.00 0.82 IV mode I 2 91. f. "Catalysing" agent. 97 Rank: I 30 60 10 0 0 4.18 0.60 I mode I 2 II 18 64 18 0 0 3.93 0.62 II mode I 3 III 58 33 8 0 0 4.50 0.65 III mode I 2 IV 50 50 0 0 0 4.50 0.71 IV mode I 4 Lea tachea de t'educateaa de Plein-Aid dana noa Ecotea devaaient Qtae tea Auiuantea; auaai ctaaaea pan ondae de_paiou'te, 1 'etant ta pliaihpontantefl enaeignement. animation. admintatnation. éuatuation. . agent de aetationa pubtiquea. . agent "catatyaeua". 000009 aGroup I = Quebec, Group II = Canada, Group III = U.S.A., Group IV = overseas. 98 Statement 82: In an Outdoor Education curriculum, primary emphasis should be placed upon; also rank from 1 to 5 or more, 1 being the most important: Rank: Knowledge (know). Outdoor skills (know how). . Attitude (know how to be). . Affective domain. . Methodology of instruction. (DQOU'QO Dana un cunaicutum en Education Ptein- Ate, t'emphaae paincipate deuaait etae ptacee aua tea pointa auivanta; auaai tea ctaaaea pan ondae de pniontte, 1 Etant te ptua impontant: Rang: connaiaaancea (aauoia). habitetea de Ptein—Ain (aavoia 6aiae). attitudea (aauoia etae). domaine afifiectifi. méthodotogie d'inatauction. (P9000? The emphasis on outdoor skills in an Outdoor Education cur- riculum has been evaluated fairly strongly by the overseas and Canadian samples; however, outdoor skills were ranked second to attitudes by Quebec and the U.S.A. groups. Additional comments pertaining to Statement 82: QUEBEC 1:18 (e) adaptability. 1:13 Others: Behavior. I:l Behavior. II:17 Méthodotogie d'animation. am 1:16 Poua ta fioAmation dea maitaea du paemiea cycte univeaaitaiae. 1:13 What is difference between (c) and (d)? I:l7 Should not be ranked. 99 1:4 To know is basic for skills and attitudes, but when all is said and done, to know is really least important. I:ll Ways of teaching the environmental curriculum. 1:19 I do not believe they should be ranked since the relative importance varies with the individual learner and the situa- tion. 1:12 To teach!!! To be trained, skilled in teaching others. I:l7 Processes (experiences). 11:20 Attitude is a result of others. OVERSEAS 1:2 Others: Safety. I:l No individual aspect should be stressed more than the others. Statement 90: The role of the teacher in Outdoor Education in public schools should be; also rank each of the following_from l to 5 or more, 1 being the most important: Rank: a. Teaching. b. Leadership. c. Administration. d. Evaluation. e. Public relations agent. f. "Catalysing" agent. Lea tachea de t'éducateu/L de Ptein-Ain dana noa ecotea devaaient etae tea auivantea; auaai ctaaaeg_pan oadae de paionite, 1 étant ta ptua impoatante: enaeignement. animation. adminiatnation. euatuation. agent de aetationa pubtiquea. agent "catatyaeua." are??? 100 An ANOVA analysis illustrated a difference among the four groups at a .041 level of significance, but there was no pairwise difference output through the Tukey HSD procedure. The American group ranked the strongest agreement in terms of means and standard deviations (YE4.O7, o=0.59); on the other hand, the tightest consensus came from overseas (o=.59). The Canadian respondents showed an heterogeneous Opinion (o=l.21) with 33% undecided or neutral. Statement 91: (b) catalysing agent. agent catatgaeua. A difference significant at the .031 level was found between the subsets (II, I, IV) and (I, IV, III), which can be interpreted as a difference between the American and the Canadian respondents. The Canadians reported the weakest agreement (7I3.93), while the U.S.A. group rated the strongest agreement (YI4.50). Additional comments pertaining to Statements 90 and 91: QUEBEC 1:27 Ceta dépend beaucoup du contexte du mitieu de taavait. 1:25 (5) Catatyaeu/L. 1:15 Administration and public relation agent should be the concern of other school services or departments. I:l3 Le meitteua agent, c'eat t'éteve! I:ll (6) Facititateua. 1:5 It doit Qtne avant tout un animateua. Je changeaaia te.teame enaeignement pan "pédagogue." L’adminiataation ne te conceane paa. 11:5 1:1 11:26 CANADA 1:16 1:8 1:7 1:6 1:5 1:4 1:21 1:20 1:17 101 Poua moi, te domaine a66ecti6 compnend te "aavoin.Etae," appaeciation, attitudea, et intéaeta. Self-renewal, capacity, creativity, imagination. Conacience dea dangena inheaenta aux activitEa en mitieux natuaeta. Enaeignement: de ta fiacon d'utitiae/L te cad/Le Ptein-Ai/L poun diveaaea activitéa phyaiquea ou cuttuaettea. Ici on auppoae qu'it y a un beaoin de "apéciatiate" dana chaque’egote qui enaeigne te Ptein-Aia. J'ai de ta dig- 6icutte a auppoatea cette hypotheae. (f) "Catalysing agent" is part of a "teaching" role. Should not be ranked! (f) personal commitment. It depends on age level. K-3 pupils: no emphasis on identi- fication type of knowledge but know how to feel about green magic. By leadership, I would include example. This would be most important. (a) teaching (facilitating learning). These are all essential roles if the job is to get done. We feel that most of the important roles for the teacher are not included in the above. We present below a list we feel more meaningful. a. organizer (planning, logistics) b. facilitator c. participant--observer d. reviewer (extender). I don't like the title "the Outdoor Education teacher." Rather use teacher-leader of Outdoor Education experiences. The results of Statements 75-97 regarding "Teacher Educa- tion, Curriculum, and EPA/OE" are summarized in Table 12, through .00. w 0 00 000000 0000000 00000000 :0 00:00o .0c0s000m0 00 00>00 0005 :0 000000 0o: 00 000030 000 000003 0000505 000;; 0cm 000000m44 .00. 0 04 102 044. 000.0 04.0 000.0 400.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00 004. 000.0 04.0 000.0 004.0 04.0 00.4 00.0 00.4 00.0 00.0 04.0 40.4 00 000. 000.0 04.0 000.0 000.0 00.0 00.0 00.0 00.0 40.0 00.4 00.0 00.4 00 000. 000.0 00.0 000.0 004.0 00.0 00.0 00.0 40.4 00.0 04.4 00.0 00.4 40 0.4.0 440.0 4000. 000.0 00.0 040.0 040.0 00.0 00.0 00.0 44.0 00.0 44.0 00.0 00.0 00 000. 000.0 0040 000.0 000.0 00.0 00.0 00.0 00.0 00.0 00.0 40.0 00.0 00 11, 000. 000.0 0040 000.0 000.0 00.0 00.4 00.0 00.4 00.0 00.0 00.0 00.4 00 0.4.040 4040. 000.0 04.0 000.0 000.0 00.0 00.4 00.0 00.4 00.0 40.0 00.0 00.0 00 000. 000.0 04.0 000.0 000.0 00.0 00.4 00.0 04.4 00.0 00.0 00.0 00.4 00 1 040. 000.0 0440 000.0 000.0 00.0 00.4 00.0 00.0 00.0 00.0 00.0 40.0 00 000. 000.0 04.0 000.0 000.0 00.0 00.4 04.0 00.4 44.0 00.4 00.0 04.4 00 400. 400.0 04.0 000.0 000.0 00.0 00.4 00.0 00.4 00.0 04.4 44.0 00.4 00 000. 000.0 4440 400.0 400.0 00.0 00.0 00.0 04.0 40.0 00.0 00.0 00.4 00 000. 004.0 04.0 000.0 000.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 40 i 000. 000.0 00.0 000.0 040.0 40.0 00.0 44.0 00.0 00.0 00.0 00.0 00.0 00 0.0.0 0.4 4000. 000.4 44.0 000.0 000.0 04.0 00.0 40.0 00.0 00.0 40.0 00.0 00.0 00 1. 000. 400.0 00.0 000.0 000.0 04.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00 000. 000.0 40.0 004.0 000.0 00.0 00.4 04.0 00.4 40.0 00.4 00.0 00.4 00 i 000. 000.0 00.0 004.0 000.0 00.0 00.0 00.0 04.4 00.0 00.4 00.0 00.4 00 000. 000.0 0040 000.0 000.0 00.0 00.0 04.0 00.4 00.0 00.4 00.0 00.0 00 4. 000. 004.0 00.0 000.0 000.0 00.0 00.4 00.0 04.4 00.0 04.4 00.0 00.4 00 11 000. 000.0 0040 000.0 000.0 00.0 00.4 00.0 04.4 00.0 00.4 00.0 00.4 00 000. 040.0 00.0 000.0 000.0 04.0 00.4 04.0 00.4 00.0 00.4 04.0 00.4 00 0 4. .0000 .0 00 410100 .00: 0 x 0 x .0500 0000000100000 00000010 .4.0.: 000000 000030 .000000>o 0:0 ..<.m.= .0umc0o .000030 --mo\<0m 0:0 5003000030 .000000000 0000000 "> 0000 00 000000000 000000000.000:000--.~0 00000 103 the mean, standard deviation, the mean square between groups (MSb), the mean square error (MSe), the degrees of freedom (df), the F- ratio, the F-probability, and the group subsets (expressed by .05 level of significance or less) resulting from the Tukey post hoc analysis. Summary The information gathered through questionnaires served as a base for the study. The results were organized according to the basic elements identified in five parts: Part I: Definitions of EPA/OE Part II: Objectives of EPA/0E Part 111: Social and Cultural Environments of EPA/OE Part IV: Learning and EPA/0E Part V: 0E Teacher Curriculum. In step one, the adjusted frequencies, means, and standard deviations of responses were computed for each rationale statement by group (see Tables 3, 5, 7, 9, and ll) and part. The means (7) and standard deviations (0) were plotted on a bar graph in order to lay out similarities, differences and patterns within and between groups (see Charts in Appendix F). Also, the results of means and standard deviations of the Quebec responses were recorded in order to exhibit major differences with each of the other groups: Canada, the U.S.A., and overseas (see Tables 4, 6, 8, l0, and l2). The same analysis of results was done for Phase I of the study. This has been recorded in Appendix G. 104 The second step undertaken was an analysis of variance with a Tukey post hoc analysis, a procedure for honestly significant dif- ferences (HSD), in order to explore pairwise differences between groups of experts and how each group consensus related to Quebec (see Tables 4, 6, 8, 10, and 12). In the third step, consensus of experts was illustrated by group (Chapter III, p. 43), for each part: definitions of EPA/0E, objectives, social and cultural environments, learning, and 0E teacher curriculum. } A summary of consensus for the total population and by group is given (Charts 5-9) to illustrate clearly major similarities and differences concerning each rationale statement evaluated by the experts (Group I=Quebec, Group II=Canada, Group III=U.S.A., Group IV= overseas). Additional information is provided in Appendix G, where means and standard deviations are plotted in order to demonstrate the items with strong positive ratings (SAR) and high consensus (HC), the most desirable items, and on the other hand, the items with strong nega- tive ratings (SNR) and high consensus (HC) as well, which point out the less desirable items in an 0E curriculum. Bar graphs (Appendix F) illustrate the means and standard deviations of each statement for each group. The researcher has also contrasted Quebec's deviation from each of the other three groups. It would thus be possible for the Quebec respondents to realize that their independent judgments were not that far from the others (see Charts 5-9 and F3-F8). 105 .uo\<0m 00 00000000000 "0 0000 .000000000 00 000550muu.m 00000 .00 x00c000o n >0 ..<.m.= u 000 .000000 u 00 .000000 u "000 I a m a u 1. a 3 14 I. u m D. a 1 U a 9 _ uu .\— a... ..\.~ 0.0. N0. ....H wQIfiu‘S- 6,. ANN 0.. v; .aw «0‘ 5 VT. 9. N «._,;.\.T...,1\\,~, ¢\ .2, \.. \‘z a. Llfll -i‘ 106 .m0\wpumhno "mm ”7000— .mzmcmmcou ....o NLGEDmII.m HLQfiU men 3 U 0.1 ‘2’ Tuna}; auamaazfi U £13 an}; 3 03313130“ 107 .mo\<0m 000 000E0o00>00 00000030 000 00000m "000 0000 .000000000 00 x00esam--.~ 00000 HH HH H >H HH H >H 393 3 HH H >H H 00 v H 00 a a mm m n 00 2.3. H 0:“: >0 mm .3 HH H >H U m 108 .mO\<0m 000 00000000 ">0 0000 .030000000 00 x00essmuu.w 00000 .x um x xfldx x um IQ Jen nuamaa c: 2! 383 :uamaa; v iii U n: 383 anvzapqu 109 .50.:000000 0000000 000000300 0000030 "> 0000 .000000000 mo >00Ee=mun.m 00000 >H HHH HH H >H HH H >H HH H >H HH H >H HH H >H HH H >H HH H >H HH H >H HH H 0A 0 v-1 0 I: U a: IQ 393 zuamaa V ... a m a u 3 .8 B 3 u. to m D. a 1 D0 .4 9 110 Even though it is not the intent of the writer to extend the results of Delphi I in the study, it might be of some interest to the reader to see how the panel of experts scored in Phase I in comparison with Phase 11. Tables l3 to l7 lay out the results of Delphi I and Delphi II as expressed by means and standard devia- tions. The difference between Delphi II and Delphi I (II-I) is given in order to show any movement toward agreement or disagree- ment. 111 00.0 00.0 00.0 0o.0 00.0 0o.0 00.0 >H10 00.0 00.0: 0o.0 00.0 00.0 00.0 00.0 00.0 00.0: 00.0 00.0 00.0 00.0 00.0 000_ 00.0 00.0: 00.0 00.0 00.0 00.0 00.0 000 00.0 00.0: 00.0 o0.0 00.0 00.0 00.0 00 _ 00.0 00.0: 00.0 00.0 00.0 00wm100.0 .wmw0 00.0: o0.0 00.0 o0.0 00.0 00.0 0 o0_ 00.0 00.0: 00.0 00.0 00.0 00.0 oo.0 00 00.0 00.0 00.0 00.0 oo.0 00.0 00.0 >0 . 00.0 00.0: 00.0 oo.0 00.0 00.0 00.0 00.0 oo.0 00.0 00.0 00.0 00.0 o0.0 000 00.0 00.0: 00.0 00.0 00.0 00.0 00.0 000 00.0 00.0 00.0 00.0 00.0 0o.0 00.0 00 00.0 00.0: 00.0 00.0 00.0 00.0 00.0 0.0 00.0 00.0 00.0 00.0 00.0 00.0 0 0AA 00.0 00.0 00.0 o0.0 oo.0 00.0 00.0 00 00.0 00.0 00.0 00.0 00 0 00.0 00.0 00.0 >0 I o0.0 00.0: oo.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 no.0 000 o0.0 00.0: 00.0 00.0 00.0 o0.0 00.0 000 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00 00.0 00.0: 00.0 00. 0o.0 00.0 00.0 000 00.0 o0.0 00.0 o0.0 00.0 00.0 00.0 0 000 00.0 00.0: 00.0 00.0 00.0 00.0 o0.0 ow 00.0 oo.0 o0.0 00.0 00.0 00.0 o0.0 00.0 >0 o0.0 00w0 00.0 00.0 00.0 >0m~ 00.0 00.0 00.0 00.0 o0.0 00.0 00.0 00.0 000 00.0 00.0 00.0 00.0 0o.0 000_ 00.0 00.0 00.0 o0.0 00.0 0o.0 00.0 00.0 00 00.0 00.0- o0.0 00.0 oo.0 00 _ 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 0 000 00.0 00.0 00.0 00.0 00.0 0 mng 00.0 00.0 00.0 00.0 00.0 00.0 00.0 no.0 >0 00.0 no.0: 00.0 00.0 00.0 o0.0 00.0 >01— o.0 00.0 00.0 0o.0 00.0 00.0 00.0 00.0 000 o0.0 00.0: 00.0 00.0 00.0 00.0 00.0 000— 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00 00.0 00.0: 00.0 00.0 o0.0 00.0 0.0 00 _ 00.0 00.0: 00.0 oo.0 00.0 0o.0 00.0 00.0 0 ,0Hu‘ 00.0 00.0 00.0 00.0 00.0 100 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 >w10 4. 00.0 0o.0 oo.0 0o.0 o0.0 00.0 00.0 >01— 0.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 000_ 00.0 o0.0u 00.0 00.0 00.0 00.0 00.0 0000 0.0 00.0 00.0 00.0 oo.0 om.0 00.0 00.0 00 _ 00.0 00.0: o0.0 00.0 00.0 00.0 no.0 001H .0 00.0 00.0 00.0 oo.0 00.0 00.0 00.0 0 000 o0.0 00.0 00.0 00.0 00.0 00 0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 >0 oo.0 00.0 oo.0 00.0 00.0 00.0 00.0 00.0 00.0: 00.0 00.0 o0.0 00.0 oo.0 00.0 000 00.0 00.0 o0.0 00.0 0o.0 00.0 00.0 000 o0.0 00.0 0o.0 00.0 00.0 00.0 00.0 00.0 00 0o.0 oo.0 00.0 00.0 00.0 00.0 00.0 00.0 0o.0n o0.c 00.0 00.0 00.0 00.0 00.0 0 00_ 00.0 00.0 00.0 00.0 00.0 0 0.0 00.0 o0.0 0o.0 00.0 00.0 00.0 00.0 >0 00.0 00.0: 00.0 00.0 00.0 00.0 00.0 oo.0 00.0: 00.0 00.0 o0.0 00.0 o0.0 00.0 000 00.0 00.0- 00.0 00.0 hm.0 00.0 0o.0 000 .0 00.0: 00.0 00.0 00.0 00.01 00.0 .0 00 00.0 00.0- 00.0 00.0 00.0 00.0 M0.0 _ 0o.0 00.0: 00.0 00.0 oo.0 00.0 00.0 00.0 0 0 0. 00.0 00.0 00.0 00.0 0.0 mru .0 M .b M b M .0 M. b M ..v M L. .v N . 0.000 0: 0 0 +0 0:00 0.00 . .0 0000 “00-00 000 00+0v 00 000000 000 0 000000 0003000 00000000000 000 0000000 000EE:muu.00 00000 112 .000000000 00 00000000000 000 0005000000 00000000 0000 .000000>o u >0 ..<.0.= u 000 .000000 u 00 .000000 u 0 ”000 00.0 00.0- 00.0 00.0 00.0 00.0 0000 00.0 1>0 oo.0 oo.0 00.0 00.0 00.0 00.0 00.0 00.0 00 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 0 100 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 >0 00.0 00.0. 00.0 00.0 00.0 00.0 00.0 00.0 >0 00.0 00.0 00.0 00.0 00.0 oo.0 00.0 00.0 000 00.0 oo.0 00.0 00.0 00.0 00.0 0000 00.0 00 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00 00.0 00.0 00.0 00.0 00.0 0000 00.0 00.0 00 I 00.0 00.0 00.0 00.0 00.0 00.0 0 1000 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 0 00 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 >0 00.0 00.0: 00.0 00.0 00.0 oo.0 00.0 0 . >0 00.0 00.0 00.0 00.0 00.0 oo.0 00.0 00.0 000 00.0 00.0 00.0 00.0 00.0 00.0 0000 00.0 00 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00.0 00 - 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It contains a summary of basic elements (definitions, objectives, social and cultural environments, learning processes, and teacher education), and a set of recommenda- tions for the Outdoor Education program at Laval University. Sug- gestions for future research are also included. The summary focuses on major differences among groups con- cerning the basic elements of GE as related to Quebec. The discus- sion focuses on participants' support or Opposition to the suggested rationale elements, and the implications of the study for Outdoor Education curriculum at Laval University. Elements of the ratidnale are summarized according to the degree of response strength and consensus among experts found on Charts GlA to 64E, Appendix 6. There is a brief summary statement fOr each of the areas covered (definitions, objectives, social and cultural environments, learning processes, and teacher education). It is not the writer's intent to treat each of the statements in depth, but rather to analyze major differences which appear to be significant for the purpose of this study. 119 120 Summary of Basic Elements of EPA/OE by Part As suggested in Chapter III, the results of the consensus have been expressed as follows: (a) according to the level of con- sensus--high consensus (between o=0 and o=.66, HC), moderate con- sensus (MC, with 0 between 0.67 and l.32), and low consensus (LC) with o of 1.33 or greater; (b) according to the response strength 1 strong disagreement ratings (SDR),7%0 to 1.66, and valence: moderate opinion (MD) from l.67 to 3.32, and strong agreement ratings (SAR), 753.33 to 5.00. In this instance, the summary will be conducted from strong agreement ratings (SAR) to strong disagreement ratings (SDR) and from high consensus (HC) to low consensus (LC) (see Design, p. 43). Part I: Definitions of EPA/0E A quick look at the charts of Chapter IV representing the group consensus among the four groups on the definitions of EPA/0E revealed the following patterns. Only one group showed a strong disagreement rating (SDR) for definitions presented. Statements 23, 24, and 25 reference to EPA/0E as a subject matter provoked a SDR with high consensus among American respondents. 0n the other hand, the overseas group expressed a strong agreement rating (SAR) with a moderate consensus 1A weighting factor has been given to level of agreement of the means as follows: SD=l, D=2, N=3, A=4, SA=5. 121 (MC) for the same three statements. Canada rated MO-LC and Quebec MO-Mc.2 This would suggest that the Quebecois have a conception of EPA/OE which is half-way between overseas and the U.S.A. concerning the concepts stated in Statements 23, 24, and 25. This indication of significant difference, placing Quebec in a middle-range position between the overseas group and the American group, is reinforced by the results of Statements 27 to 30, concern- ing EPA/OE as a multi-disciplinary learning process. Indeed, as indicated in Table 3 and also in Table 4, by the following subsets (III, I, 11), (IV), overseas affirms a clear difference from the three other groups of experts (at a .000 level of significance). One of the expert opinions coming from England mentioned that in Europe the term Outdoor Education was largely redundant with Environmental Education, and there is, and should be, a move toward meaning education according to its specific t0pic and content: I would say that Outdoor Education, as a generic term, would be understood to refer to activities such as undertaken by Boy Scouts, canoeing clubs, Outward Bound schools (survival in the outdoors) [sic] and other physical pursuits in the country-side [Appendix A2]. The same respondent mentioned, "Outdoor Education does not in itself postulate any philosophy or knowledge base" (Appendix A2). On the other hand, an expert from Quebec defined EPA/OE as: Education through the outdoors, which is instrumental in the 2From Phase I to Phase II, the Quebec Opinion moved from a moderate position (M0), low consensus (LC) to a MO, moderate consensus (see Table l3,;Llll). The same significant difference (at .007) was found in Phase I of the study. 122 learning process, and also education fgr_and about_the outdoors, relating to attitude and also a certain body of knowledge particu- lar to Outdoor Education (translated from Appendix A2: Personal Definitions of EPA/OE as Given by Experts During Phase I [Quebecois, Canadian, American, and overseas experts]). Another important difference between Quebec and the overseas group of respondents is stated in Table 4, p. 66. .Ln investigation of the concept of a subject matter orientation at different school curriculum levels, the results of the means of Quebec for Statements 23, 24, and 25 show a decreasing emphasis on EPA/OE as a multi-disciplinary learning process as the child goes from elementary level to college level.3 The same phenomenon is observed in the degree of disagreement ratings of Table 3, p. 49. In comparison with the Americans (MO with all statements, 23—25) and Canadians(25% strongly agreed to EPA/OE being a subject matter at the elementary level).Quebec indicated an "in between" rating concerning EPA/0E as a subject matter versus a multi- disciplinary learning process. However, the overall majority (Table 3) in all groups declared a clear option for EPA/OE as a process. Part II: Objectives A major aspect evinced by Part II in the study is the strong disagreement, even on the part of the Quebec group, concerning _§Elementary grades (1 to g) 7:4.48, at secondary (grades 7 to l2) X=4.39, and college level X=4.06, as per Table 3. 123 the objectives of EPA/OE as related to physical education in Statements 38-40. > The Canadian group suggests an emphasis on physical activities in the outdoors. On the other hand, Quebec response to Statement 48 suggests, with a mean of 4.78, objectives dealing with the affective domain. The following objective, "provide an Opportunity for 'relief' from the boredom, drudgery and routine of'many learning and teaching situations," received the highest rating (754.89) among all the objectives suggested and with the highest consensus as well (o=.32). Part III: Social and Cultural Environments Most Of the ratings expressed in Part III concerning the social and cultural values as related to EPA/OE received a strong agreement rating (SAR) with moderate consensus. The exceptions are noted below. Quebec reached a high consensus on the social values as communicated through the statement, "urbanization has deprived children of close contact with the land." This result suggests that Quebec's EPA/OE should provide EPA/OE Opportunities in £19§g_ contact with nature in order to compensate for the artificiality of the urban environment. The Quebec respondents agreed more strongly than any other group on the premise that automation and mechanization have dulled creative energy of many young people. This suggests that 124 modern society has increased the need for mental and physical fit- ness and for regaining contact with the basic realities found in nature. However, the Quebec group (like the U.S.A. and overseas) showed only moderate Opinion on the assumption that a free public education for all children is important in society, and the fact that the school shoulg_act as an agent for fostering the develop- ment of the individual to his fullest potential as well as for fostering democratic values and passing on cultural heritage. The results of the investigation suggest that EPA/OE may be based on the following social and cultural assumptions.4 Modern society has increased the need for mental and physical health. Also, urbanization has deprived children of close contact with the land. The natural environmental setting constitutes a "relief" for the individual who often cannot, in his everyday life, find relaxation and peace (see Table 7). Part IV: Learning and EPA/OE The results of Part IV of this study (Chart 8 ) indi- cated some common beliefs regarding the learning processes, the nature of the child, and EPA/OE as suggested in Statements 62-74. An overall consensus favored the multi-sensory approach to EPA/OE. 4A priority among statements was made according to the following in order to determine an average score for each response: X1 n1+x2 n2+x3 n3+x4 n4 N . 125 Part V: EPA/OE and Teacher Curriculum In comparison of modes, attitudes ranked first by all groups except the U.S.A., skills ranked first in emphasis by the U.S.A., and second by the other three groups. Knowledge ranked first with the overseas group, second with the Canadians, and third by the U.S.A. and Quebec. Affective domain was a primary emphasis among the American sample. The Quebec sample felt that the affec- tive domain should be third in emphasis at the same level as knowl- edge, both following attitudes and skills. The least emphasis,according to the overall score of modes, was upon the methodology of instruction. The overseas sample ranked it third, after attitude, knowledge, and skills (see Table ll). The Quebec group coincided with the overall results. Concerning the role of the future OE leaders, the desirability of leadership was pointed out by all groups (mode = 1) except the American sample, which had teaching as the primary role. Teaching took the second place in ranking by two of the groups; the U.S.A. and Quebec ranked it third after leadership and catalysing agent. This role of catalysing agent was third in the total sample, but the overseas group felt it should be ranked last, after leader- ship, teaching, public relations, and evaluation. Amazingly enough, the overseas sample ranked leadership and administration first. l26 Evolution of the Concept: EPA/OE in Quebec--Discus$ion The conception of EPA/OE in Quebec proved to have been influenced by two major movements, the EurOpean movement (mostly French) and the American movement. The European Movement Because of its French cultural heritage, Quebec has been significantly affected by the overseas influences in the field Of education as well as in EPA/OE. A survey of OE programs in Quebec schools by Cousineau in l97l mentioned that in all the outdoor experiences reported in the survey, none was of Quebec origin.5 It seems that Quebec postulates an "imported" EPA philos- ophy. Indeed, the Rappont Patent in 1964 recommended that the French EPA.MirTemp0 Pédagogique at MI-Tempé Spontié, and in 1970, Le Tie/vs Tampa Pédagogique, as experienced in France (56101.2 do Vanue/s) by Dr. Max Fourastier, Academic do Médeoéne, be implemented in Quebec.6 Academic subject matter areas were compressed into the morning hours (8:30-l2:30) in order to keep the afternoon for une 6£ebte, for sport and one hour of directed study. Children studied Obtained superior academic results to the control group, and also, their 5]. c. CouAineau, Pnofid du pew: MIL Pédagogxlgue day»: 20: Eco£eb du Québee, L'Unéuenaité‘d'ozxawa 1972, p. 11. GGouvonnement de Québec,'Rappont do 2a Commibaion @oyaie d'Enqu’e‘xe, Wu do. £'En6eignemzn.t dam £05 'Ecozezs du'Quebec, Québcc, 1964, p. 168. 127 anthropometric report recorded a remarkable physical develOpment within a year or two.7 The recommendations related to physical education were as follows: "Ii nouA iambic qu'on doit acconden an minimum de deux (121121.26 pafL Aemaine d'éducai’ion phyiique 21? an icmpb au moiws égai a in. plum. de um mammn.” The Rapponi Paneni continued, "auAAi £2 p106e66eun d'édu- caiion' physiquea poun i’eniembie de i’éiémentaine at du.6eeon- daine deuna companion dea aotiuitéi appanienant‘h chacune deb Aix gnandei gamiiiei Auiuanieb: l. gymnaaiiquc, 2. jcux at Apoaii, 3. aotiuitéa dc Piein Ai/L: excwwiona, 612i, paiinage, qui déVOZOppe i’endunance, i'amoun do i'aia, du aoicii, du finoid, at de ia naiune en génfinai, 4. activitéb aquatiqucé, 5. aciiviiéb de combat, 6. aciiuiiéi nythmiquex, Does Education Plein-Air = Outdoor Education?--As one might realize, originally the EPA/OE in Quebec was closely.related to physical education. EPA was viewed as being within physical education. In some instances, it was called Education Physique "Pain-AOL," or £26 aotiuitéa physiquei de Piein-Ai/L, or 20.6 activitéb do LoiAinA de.Picin-Ain, Loiiini de Piein-Aia, 3Palzeni, Raggomt, Tome II, p. 169. 4Rapp0ni do [a CommiAAion Royaie d'Enunte, p. 168. 128 Réonéoiogie, or Piein-Ain Fédéné.5 These focused heavily on sport and recreational activities.6 In 1972, Quebec had outdoor sports included in their school programs in 20% of the elementary schools, 40% of the secon- dary level schools, and 65% at the college level, in which the PE teacher was reSponsible for at least 60% of the "jouflnéei de Pew-m. "7 From the results of this study, Quebec experts still demonstrated this emphasis on outdoor activities and sports. How- ever, an important move in the evolution of the concepts of EPA/OE has been recognized through the results as well. To the definition of EPA/OE as physical activities in which the individual gets in direct contact with the natural environment, the majority (78%) of the Quebec respondents disagreed (47%) or strongly disagreed (29%). Six percent were undecided, and only 18% felt they could agree (6%) or strongly agree (12%). The American Influence On the other hand, the results of the study demonstrated clearly that the conception of EPA/OE in Quebec is shifting toward the curriculum approach. Indeed, the definition of EPA/OE which 5As perceived by the Quebec Sport Federations, which refer more to outdoor sports and activities (Piein-Aia Pana- Scoiaine) than EPA (Piein-Ain Pedagogique). 6Cou6ineau, Pnofiii, p. 54. 7Gouve/memeni du Québec (MEQ), Sejwice de La Jeane/sac du Loiiin et du Piein-Ain du HCJLS, Déveioppemeni de'LoiAih de Piein- 5425, no. 3, Annexe 1:19. 129 ranked first in the Quebec sample was "Education through the Out- doors," with a mean of 4.53 and a standard deviation of .51. This implies that the Quebec concept may have moved toward a broader concept, Cutting across subject matters other than physi- cal education. This is expressed very clearly through the Quebec sample's very strong approval on the statement defining EPA/OE as a multi-disciplinary,learning process (Statements 27-30), at the elementary level (754.48, o=0.51), the secondary level (724.39, o=0.50), the college level (734.06, o=0.43), and at the adult edu- cation level (7E3.76, o=O.66). This conclusion is reinforced by the high degree of disagreement regarding EPA/OE as a subject matter (statements 23- 26). A mean response of 1.84 expressed this Opinion, although the responses were still fairly diverse, o=l.07-l.l6; Table 5). Even in Phase I of the study, the degree of disagreement was at an'Y of 2.07 and a o of 1.48 for the subject matter definition. This may imply that a definite American influence came into Quebec to "scholarize" the traditional Pioin-Ain Québecoii. Many such affinities were demonstrated throughout the study between the Quebec trend and EPA/OE as known in the U.S.A. The American influence in the domain of EPA/OE has not gone unnoticed in Quebec. This effect indeed has been observed a great deal, especially within the last few years (Appendix A, Quebec 1:28). As a result of this study, the researcher has interpreted the overall picture of the Quebec EPA/OE to be a blending Of the two 130 following concepts: education fgr_and about the outdoors, includ- ing attitude develOpment and outdoor skills and knowledge; and also learning through the outdoors as a process for curriculum enrichment in which the outdoors are seen as a unique setting for achieving educational Objectives outside the classroom. Thus, the answer to the original question, does Education Plein-Air equal Outdoor Education, appears to be yes, but_with a special body of knowledge and emphasis on outdoor skills. This, of course, would imply a drastic change in the Laval teacher train- ing curriculum in order to integrate an inter-disciplinary approach to all subject matters, particularly at the elementary level. Recommendations for the Outdoor Education Curriculum at Laval University From the amount Of data collected from the panel of experts selected around the world, many common inferences can be drawn concerning a curriculum in Outdoor Education. The patterns of findings8 (see Appendix G) among experts' consensus suggest the following recommendations. Outdoor Education in Quebec Outdoor Education in Quebec should be considered, on one hand, as l. A multi-disciplinary learning process at the elementary, secondary and college levels; a means of curriculum enrichment in a 81h spite of some differences among groups of experts concerning some of the issues in OE, some common clusters or patterns in responses invite common and universal bases for learning in the outdoors. 131 setting that enhances learning and provides for direct experiences and the Opportunity for solving real-life problems; and a direct approach to exploration and learnipg_which expedites maximum utilization of the natural physical environment as a learning laboratory which is living and unique. And on the other hand as as learning process that offers Opportunities for direct experi- ences in the acquisition of lifetime skills promoting a creative and refreshing way of life. 2. OE should also be regarded as learning through the outdoors in a process which cuts across the school curriculum Offerings, through physical education, natural sciences, social sciences, and many other subject matters and as those experiences which involve enjoying, interpreting, and wisely using the natural environment in achieving, at least in part, the Objectives of education (this subject is explored further later in this chapter). However, Outdoor Education should not be considered as l. a subject matter for any level Of school curriculum, or as 2. relating only to physical education. Outdoor Educa- tion should be seen as a learning process that cuts across all school curriculum offerings. Objectives of the OE Curriculum at Laval University As ranked by experts through the results of a "mean rank" of the overall population, the Objectives of the OE prpgram at Laval should be the following: 132 l. to provide the individual with unique opportunities to develop his creativity and his initiative, 2. to provide a meaningful setting for the develOpment of the affective domain, 3. to develOp awareness, appreciation and understanding of the natural environment and man's relation to it, 4. to help realize the full potential of the individual toward Optimum development of the mind, body and spirit, 5. to provide a context for the child's socialization to occur by giving him additional Opportunities for social group life, 6. to enable students to develOp new (outdoor) skills and interests, and provide a basis for a lifetime of meaningful living, 7. to help to use wisely and protect and natural envi- ronment, 8. to provide outdoor settings that will make teaching more creative, 9. to provide unique Opportunities for behavioral changes because of the particular setting offered by the outsof-doors, 10. to contribute to establish better relations between teachers and students through direct outdoor experiences, 11. to provide an Opportunity for direct learning experi- ences which foster implementation of the school curriculum in many areas, and finally, 133 12. to utilize surroundings and community resources for education to the best advantage of the curriculum. Social and Cultural Values Regarding social and cultural values, the OE curriculum should be based on the following premises: 1. A free public education for all children is important in society, and the school should act as an agent for fostering democratic values and passing on the cultural heritage. 2. In any social setting, man has the need to live peaceably with others and with nature, and to develop tolerance, self-reliance, and understanding. 3. Urbanization has deprived children of close contact with the land. 4. Automation and mechanization have dulled creative energy in many young people. 5. Modern society has increased the need for mental and physical fitness. 6. There is a widespread lack of knowledge and appre- ciation and skill for participation in meaningful outdoor experi- ences. 7. Experiences of outdoor living can develop an appre- ciation for the life style of native inhabitants, colonists, and explorers of the land. 8. The natural environment setting constitutes a "relief" for the individual who Often cannot, in his every day life, find relaxation and peace. 134 9. There has been an increase in interest and use of the outdoors for relaxation and stabilization of body and mind. Learningpand EPA/OE Apropos to the learning process and EPA/OE, the following should be taken into account: 1. The outdoors can be approached through discovery, exploration, adventure, and research in which there is intense interest in activities that are natural to children and problem solving is used in the context of natural settings. 2. Develop the self-concept of the individual through all kinds of outdoor settings demanding continuous adaptations. 3. Most children and youth can be described as tending to be adventurous, exploratory minded, active, energetic, and curious. 4. The multi-sensory approach of tasting, looking, smelling, hearing, and touching provides direct learning experience that can be used in the out-of-doors. 5. There is an "Open/free“ atmosphere in outdoor experi- ences in which teacher-pupil rapport develops and allows students to become actively involved in planning with the teacher for learn- ing experiences. 6. Man is a part of nature and continuous with nature. His flexibility and adaptability permit him to survive in widely differing environments, both physical and cultural. In many cases, humans have to re-learn how to live in a natural versus artificial environment. 135 7. Students can become actively involved in planning for Outdoor learning experiences; this may increase student-teacher rapport. 8. Most children possess a natural yearning for the active outdoor life and respond readily and happily to it. Teacher Education and EPA/OE The emphases in the Outdoor Education program as related to teacher training should be placed upon (in order): 1. Attitudes. 2. Skills. 3. Knowledge. 4. Affective domain. Methodology of instruction. The results of the Quebec sample regarding the emphases of the Outdoor Education program coincided with the mean rank of the overall sample. The competencies of the OE teacher in the Quebec public schools should be (in order): d I Leadership. Teaching. Catalysing agent. 2 3 4. Evaluation. 5 Administration. 6 Public relations agent. 136 The definition of EPA/OE as "Learning through the Out- doors" was deemed more desirable by the Quebec group (7¥4.53, o=.51) than by the Americans (YE3.75, o=O.77). The majority agreement was found in Quebec respondents (SA=50%, A=50%). Learning processes Offering Opportunities for direct experiences in the acquisition of positive attitudes reflecting harmony of man and nature brought majority agreement as well. The major portion of the Quebec sample felt that sound concepts and knowledge concerning human and natural resources, and lifetime skills permitting a creative and refreshing way of living, should be at almost the same level of emphasis; slightly more was given to the knowledge aspect. Suggestions for Further Research The research reveals several areas that could benefit from further study. These are listed below as a series Of ques- tions. 1. What would be the Opinion of a larger sample of teachers and administrators dealing directly with EPA/OE programs in Quebec schools concerning the basic rationale elements as com- pared to the results of this study's experts? 2. Would a similar survey of universities, other than Laval, in Quebec record the same results concerning the type of professional preparation needed in EPA/OE? 3. What are the governmental policies and funding levels for EPA/OE in Quebec? 137 4. Would the educational environment be equally con- ducive to EPA/OE at all grade levels? 5. What is the availability of human resources related to professional preparation for EPA/OE through established insti- tutions? 6. What types of backgrounds do the peOple involved in EPA/OE have? Are they new to the field? Where do their qualificaé tions come from? Are they self-taught? What percentage have been trained through European institutions? Canadian institutions? American institutions? 7.. Would cross-validation or a longitudinal study verify the results obtained in this study as related to the rationale elements researched? 8. Do Quebec schools show a desire for EPA/OE teachers? Would a sample within the Quebec school system (teachers) bring results similar to those found in this study among experts and leaders in OE? 9. Would the competencies suggested here answer the need of school systems related to EPA/OE? 10. What leadership would be provided by teachers, administrators, and professional associations to issues of profes- sional preparation in OE? . 11. DO the Opinions of the participating sample in this study accurately reflect the real trends in OE in their countries? 12. What are the Opinions of non-educators, school board members, and students on the role of the EPA/OE leader? 138 13. What are the Opinions of teacher education personnel on the role of OE leaders in Quebec and teacher training? How do thOse Opinions compare with the opinions expressed in the present study? 14. What inter-relatedness do participants in the current study see between the basic rationale elements suggested in the study? APPENDICES 139 APPENDIX A A1--PERSONAL COMMENTS AND MODIFICATIONS AS GIVEN BY EXPERTS DURING PHASE I A2--PERSONAL DEFINITIONS AS GIVEN BY EXPERTS DURING PHASE I 140 APPENDIX A1 PERSONAL COMMENTS AND MODIFICATIONS AS GIVEN BY EXPERTS DURING PHASE I PART I: DEFINITION OF OUTDOOR EDUCATION PARTIE 1: DEFINITION DE L'EDUCATION PLEIN-AIR Stmt. 1. Learning jn_the Outdoors.‘ L'appeeniiiaage dana Le PLein-Aii:‘ QUEBEC l:23* Outdoor Education is incomplete unless it provides multiple Opportunities for learning in, for, through and about the out-Of-doors. Outdoor education is a curriculum supplement that facilitates and enhances the learning process and sharpens perception. Through it may be demonstrated the fundamental inter-relationship Of many curriculum Offerings (art, science, language, sports, social studies, etc.) which are too Often taught in complete isolation from one another. I:l9 Appneniiiaege is not learning/education. 11:26 ...i'apmenLéaaage (21 queflque ehoae) dams ie Piein-Ain. Cement évaiue/L Ai je ne 6611.6 pai ie gen/Le d'uppneniaaage poufliuiui. II:17 défiinition pantieflie. II:5 Je ne Ouii pub d' aeeoed avec in défiiniiion de Piein- Aid defiinie ici comme un miiieu phyzique en dehona de id ciaiae. Si Piein-Ain emit équivaieni ale/dune natwte, je 00m fioniemeni d'aeeond avec i'enonee. *Comments made by experts have been assigned the following taxonomy: The first numeral (Roman numeral) indicates the phase of the Delphi in which it was made, Phase I or II; the second number refers to the expert who made the comment. 141 142 EMMA I:l6 Comme eonéequenee d'etee dana ie miiieu Piein-Ain. 1:23 partial. 1:21 learning in the natural environment. 1:20 Such is only a settin , not substantive as program medium or as a technique (D).* Stmt. 2' Learning fpg_the Outdoors. L'appnentiaaage poun Le Plein-Aid. QUEBEC 11:17 défiiniiion pantieflfle. II:5 J'aunaiA peue que 2e tout Aoii eeniné.6un £26 moyena de dépiacemeni; en education.ie moyen ne doiiijamaii cine 2a 6in. U.S.A. 1:23 Partial. 11:20 This is semantics--could be in behalf of quality environment, but it is not really for the outdoors (A).** Stmt. 3. Learning through the Outdoors L'app/Lentéaaage fl ie Piein-Ai/L QUEBEC II 17 Defiiniiion paitteeee. *Disagree **Agree 143 11:5 A ia condition que i'on piace i'individu dana an miiieu authentiqucment naiunei oi non Acuiemeni en dehona de ia oiaaae A . CANADA 1:8 I will see this as the same as #l. U.S.A. 1:23 Partial. 11:20 If we are talking methodology only, which I»am not (D). Stmt. 4. Learning about the Outdoors. L'appneniiaaage au buiei du Piein-Ain 9mg 11:17 Défiinition pattieiie. 11:13 Au Aujet=d'aphéé...? 11:5 L'aciiuité deviant at £2 moyen at ia flin. 1:16 ...deb miiieux Piein-Ain. 1:8 ...Not necessarily part of Outdoor Education, e.g., conserva- tion education can be learned in the classroom. 1:23 Partial. 144 Stmt. 5. Learning in_and f9§_the Outdoors. L'appicntiaaagc dana ct gout ic Plein-Aid. II:l7 Déginition panticiic. 11:12 Dcux concepts? II:lO Thaduction dc "Outdoon" pan ic "Picin-Ain?" CANADA 1:8 Children can learn in the outdoors but at the time they are there, their learning might be directed toward another objective. 1:23 Partial. Stmt. 6. Learning in, for, through and about the Outdoors. Apphcntiiaagc dana, poun, pan ct au Aujct du Plein-Aid. 1:20 Appncntiaaagc‘EEQLZc Picin-Ain. I:l7 Education 291: gout, at cm safe/t du. Piein MA. 1:8 "Au Aujct dc”: cxpnciaion thap vague; a i'éiémcntainc it no gaudaait paa tnop d'cmphaac Auk "about.thc outdoona" can ccci an acid conaéqucncc. 1:5 Pancc que un unai Picin-Ain équivaut & unc éacon dc viunc. Cc n'cat pas cxtéiicun pan appoaition a intciicun. 11:20 Appncntiaaagc dana ctrggg to Picin-Aia. 11:17 Me iambic couunin i'ancmbic dc i'éducation Picin-Ain; "du Aujct" n'était pat out ic qucationndinc I. 11:13 mp tome 145 CANADA 1:8 May be mutually exclusive. 1:18 The objectives of education? 1:4 Good one. Stmt. 6. Any physical or recreational activity that actively brings the learner and the natural environment in close con- tact providing a deeper understanding and appreciation of the natural envi- ronment. Toute activite_phyaique ou nécnéative qui met ceZui'quZTappnendfiet i'envinon- nement natunei en.nappoat étnoit en iui éounniaaant une meiiieune compnéhenoion et appneciation de i'enuinonnement natuaei. 1:23 ...may provide.... 1:19 ...qui met i'appaenant en nappont étnoit en iui.... 1:18 Cet énoncé A'inacnimdit piuo comme une défiinition de i'acte Piein-Ain qu'un concept éducatifi en aoi. I:ll Any activity that..."phySicalcn~recreati0naT'eat tnop iimitatifi. 1:6 If added to the statement: "of the natural environment and of himself." 1:5 Pout moi, ii n'eAt pea ici queotion de i'éducdtion Plein-Aid, maid bien d’une dééinition de i’actiuité Plein-Aid. 11:20 Tbute activité phyaique et/ou educative et/ou.nécnéatiue.... II :l7 Désbzition pa/ztieae. Ilzll Thop neatnictifi. Acceptabie en pantie.aeuiement. 11:6 "And of himself." 11:3 Tout activité phyaique, nécnéatiue, ou educative qui pan ie ptincipe de immenaion totaie en miiieu natuneiie, AuAcite une 146 11:12 Compiexe! II:l0 Le mot "outdoou" en angiaii n'a nien a vain avec ie mot "Piein Aid" en financaib. CANADA 1:8 Individually considered, yes, but not necessarily at the same time. U.S.A. I:ll Outdoor Education is primarily a means rather than an egg, 1:9 Learning 'hi and for are interpreted as including through and about. Stmt. 7. Curriculum supplement that facilitates and enhances learning/teaching. Une.méthode d'enaeignement qui flaciiite et ennichit.t'appnentiiaage. 1:27 La natune deuient un miiieu atimuiant a i'appnentiaaage. 1:24 Un compiément... 1:18 On moyen... I:ll Un éiément inhénent au cunnicuium. I:lO Une.pantie de... 1:9 Un éiément inhénent du cummicuium qui.pan.ieb connaiaaanceb et £24 expeiiencea uécuea en Riein-Aia, 6aciiite et enmichit i'appnentiaaage. 1:6 Un uécu duquei on néfi‘ene dams i'app/Lemlbaage. 1:7 Pan/tie inpontante du cwuricwaun saws (cit/Le) Anucthation, euaiudtion... 1:5 Ptua qu'un Auppiement, ce doit etne intégne au paoceaaua d’appnentiaaage. 147 1:3 ...dait 6dine pectie du cunnicuium piutOt qu'un suppiément. II:l7 Défiinition pamtieiie. 11:13 Man expéiience me i'a piouue a maintes nepnises. II:lZ Au ACOWQ, oui! Appuis dens ie Piein—Ain. II:ll Seton L. B. Shanp, "ce que doit ethe enseigne en dehous de id cidsse...." 11:6 Mauvais tnaduction: Le Piein-Ain n'est pas une methode d'enseignement mais an suppiernent au pnogliamme qui fiauflte et ennichit i'appnentissage. CANADA 1:16 Méthode qui flacieite et en/zichit i'apmentissage des matiE/Les du cunnicuium scoiaine. I:l2 It is really a service to curriculum. Outdoor Education should not stand by itself. 1:8 Provides a non-threatening atmosphere. II:ll Not a supplement but an integral part. U.S.A. 1:16 Utilizing the outdoors to facilitate and enhance learning and teaching. OVERSEAS 1:2 If used skillfully by the teacher. 148 Stmt. 8. Learning process that cuts across the school curriculum offerings, through physical education, natural sciences, social sciences and many other sub- ject matters- Un paocessus d'appaentissage qui.6ait appei aux matieaes du cuaaicuium teiies que.i'éducation physique, Les sciences natunebees, ies sciences saeéaies et piusieuas autaes matieaes. 1:27 L'enviaonnement natuaei comme un contenant pius qu’un contenu pan ieqaei on peat aéaiisea dififiéaents objectifis. 1:18 Speciaiement en contexteiscoiaiae eiementaiae. I:l7 Le PKein-Aia n'est pas seuiement an instaument poun eniichia ies paocédés educatifis (paocessus d'appaentissage) mais est égaiement "but" en ce sens que.i'éducation Piein-Aia doit absoabea ie déveiopement d'attitudes, d'appaéciation d'habiiités dant i'individu auaa besoin pout taouvea satis- fiaction dans ie Piein-Aia. 1:9 Paocessus d’appaentissage poun gait appei aux matieaes. 1:6 Un paocess d'appaentissage auqaei peuvent se aattachea toutes ies matihaes du cuaaicuium. N.B. Le Piein-Aia a sa paOpae vaieua; ies autaes matihaes s'y aattachent. 1:18 Speciaiement en contexte scoiaiae éiémentaiae. 1:7 Peat etae une division a paat. 1:5 Je suis 6avoaabie a i'intégaation pan ie Piein-Aia. II:l7 Défiinition pattieflee. 11:5; Poua moi, c'est pius que ceia, c'est pius q'une matieae academique, c'est an 6acon de viuae. 11:3 Cuaaicuium...a6in de mieux compaendae ies iois de ia natuae et dans ia.but consiste a appaendae a vivae en haamonie avec son envinonnement. 149 CANADA I:l7 Cut across the disciplines of the school curriculum reinforcing and integrating the various subject areas. I:ll But not restricted to school curriculum. 1:4 I like this one. It is a process. Stmt. 9. Education in the outdoors as a means of sharpening and deepening most children's learning. Une education dans ie Piein—Ain ' comme moyen d'avivea et d'appaofiondin i'appaentissage de ta piupant des enfiants. QUEBEC 1:26 L'éducation Piein-Aia est an moyen peamettant d'appaofiondia i'appaentissage de tous ies enfiants--ii gaudaait défiinia quei appaentissage. 1:18 Dans une démaache d'éveii et de découveate (eiémentaiae). 1:6 Education in the outdoors as a means of initiating, sharpen- ing and deepening all children's learning. 1:4 Enievea "tous ies enfiants" poun iiae "des papuiation sco- £atnes...." 1:5 Mais ce n'est pas une défiinition du Piein-Aia, mais bien an moyen d'appaentissage. II:l7 Défiinition pattieiie. 11:5 La 5acon d'appaendae, si on se 6ie au aecheache aécente, aéside dans ta mise en situation d'enéant dans un enviaonne- ment academique. La natuae n'est-eiie pas i'enviaonnement pius dynamique paa nappoat a des situations toujouas change- antes? CANADA I:l7 Education in the real world...learning and understanding. I:ll Not necessarily children only. 150 1:7 Learning about what? OVERSEAS I:l ...and attitudes toward life and society. 1:2 Can do if teacher continuously wills it, but otherwise it may be largely wasted effort, though some children will benefit from any favourable experience. Stmt. 10. As those experiences that involve enjoying, interpreting, and wisely using the natural environment in achieving at least in part, the objectives of education- Comme des expé/ziences qui impuquent i'appaéciation, i'inteapaetation et i'utiiisation.inteitigente de i'enviaon- nement dans t'atteinte, du mains en pantie, des objectifis de i'education. 1:27 Cette défiinition n'est qu'une pantie de i'éducation Piein-Aia. 1:23 It includes...to achieve.... 1:19 ...impiiquant i'appaéciation, i'inteapaétation et i'utiiiza- tion inteiiigente de i'enviaonnement.... I:l8 dans une peaspective aécaEative mais non scoiaiae. I:ll ...qui 6avoaisent.... 1:9 ...qui peamettent.... 1:8 "Adequat" au iieu de "paudent." 1:6 If "at least in part" is deleted and "objectives of education being the self-realization of the child" is added." 1:5 Enievea "du mains en pantie." 11:20 Comme un ou des appaentissages qui impiiquent.... II:l7 Defiinition pantieiie. was 1:8 1:18 1:4 151 May be mutually exclusive. The objectives of education? Good one. Stmt. ll. Any physical or recreational activity that 11:20 11:17 11:11 11:6 11:3 actively brings the learner and’the natural environment in close contact providing a deeper understanding and appreciation of the natural environment. Toute activité physique ou nécneative qui met ceiui qui appaend etvi'enviaonnement natuaei en nappoat etaoit en tui.6ounnis- sant une meiiieuae compnehension et appneciation de i'envinonnement natuaet. ..may provide.... ...qui met i'appnenant en nappoat etaoit en iui.... Cet enonce s'inscninait pius comme une defiinition de i'acte Piein—Aia qu'un concept educatifi en soi. Any activity that ..."physical or recreational" est tnop E' 'E 5' . If added to the statement: "of the natural environment and of himself." Poua moi, ii n'est pas ici question de i'education Plein- Aia, mais bien d'une defiinition de i'activite Piein-Aia. Toute activité physique et/ou educative et/ouinecneative.... Defiinition pantieiie. TnOp nestaictifi. Acceptabie en pantie seuiement. "And of himself." Tout activité physique, aécaéative, ou educative qui pan te paincipe de immension totaie en miiieu natuneiie, suscite une elm—DA 1:17 1:4 11:16 II:ll 11:20 152 meiiieuae tnansmission des connaissances, une meiiieune compaehension des phénoménes natuaeiies, et une meiiieune appaéciation de i'envinonnement natuaet. What about the man-made environment? Part only: activity oriented. Dififiéaence entne "physique" et "aécaéative?" Partially. But more too. Stmt. 12. Any activitypof structured or non- 1:11 11:12 11:3 structured’leisure by which an indi- vidual gets in contact with’élements of nature. Toute activité de toisin "stauctuaée" ou "non-stnuctuneeV—pan iaquette un individu paend contact avec ies eiéments de ta natune. Pouaaait Etne ta défiinition de "Recaéation de Piein-Aia." Le, contact n'impiique pas i'quation nationeeie des eiements de ta natune. L'acte Piein-Aia impiique une neiation du "s'éduquant" avec te mitieu natunet dans iequei ii est momentan’ément emugé pan i'inteamédiaiae d'une activité physique queiconque. D'accoad, mais ii n'y pas que des activités de toisias. Défiinition pant/(1W8. Tbute activité stnuctuaée ou non—stnuctuaée: scoiaine et pana-s come. 153 CANADA 1:7 But this must be in sympathy with the principle of wise use, without abuse or mis-use, not just contact. 1:4 Part only. Leisure oriented. 11:16 Centainscontactssont education, d’ autaes ne Le sont pas. Contains contacts ant des efifiets negatifis sun L' envinonnement ex. shi aLpin, moto- ~neige, etc. U.S.A. I:l5 Many activities are destructive to environment and build bad attitudes. I:ll Partially. 11:15 Some contacts may be mis-educative. 11:9 The term "leisure" should be changed to recreation. OVERSEAS 1:2 The benefit is not automatic for l00% of children (A). Stmt. l3. Any activity with ecological concerns allowing the individual to discover, identify and analyze the natural environment, its constituent elements and interrelating elements with a conservation purpose- Tout2,activitéia canacteae éc0-' Logique penmettant a L' individu de dicouuaia, d'identiéiea et d'anaLysea L'envinonnement, Les chements qui Le constituent et Les eLements d' inten- naLation, et ce, avec un but de consenvation QUEBEC 1:22 C'est un autae aspect de PLein-Aia. 1:19 Activité oaientée veas des paéoccupations...et Leuns inten- neLations. 11:17 11:13 11:11 11:10 11:8 11:5 CANADA 1:17 1:7 1:4 U.S.A. I:ll II:7 l54 Tbute activite qui penmet de vivne une expenience de vie en natune; en non d'anaLysen scientifiiquement. ...avec un but de consenvation.... This is only part and result of.... Explore instead of analyze. "Situation"cuLLieu de "activite." Defiinition pantieiLe. La consenvation doit devenin une consequence de L'enonce. Tnop nestnictifi; en pantie seuLement...as one part of O.E. Canactene tnop nestnictié. La consenvation n'est pas un but unique; it 6aut umpLiquen Le point de vue de L'homme aide dans son epanouisement pan L'equiLibne natuneL. 1L gaudnait deginin "L'ecoLogie." How about the interrelations of man and the environment and his effect upon the environment? Conservation is not a good term for some. To "conserve" means to "keep from use" for some. Part only. Ecologically oriented. Partially. Most "typical outdoor education" activities observed have not met these goals. OVERSEAS 1:2 With the aid of a specialist in ecology. 155 Stmt. l4. Physical activities in which the indi- vidual, through sports,* gets in direct contact with the natural environment. Activites physiques dans LesqueLLes L'individu, pan.Les sponts,‘ pnend contact dinect avec L' envinonnement natuneL. I:26 Comment défiinin sponts? 1:23 It may include.... 1:21 Le contact n'impLique pas L'utCLization nationneLLe des eLements de La natune. 1:18 Le peintne qui peint en natune pnend contact avec L'envinon- nement! I :12 Sponts ? I:ll ExcLune "pan Les sponts." 1:10 EnLeve/L "physiques pan Les sponts ." 1:8 Pan Les sponts: expnession qui nend L'assention tnop Limi- tative. 1:6 This is part of, and a means to. 1:7 Physical activities yes, sports, not necessarily. 1:5 Je ne sais pas ce que "activités physiques et sponts” viennent gaine dans une teLLe defiinition de L'Education PLein-Ains 11:26 Depend de ce que L'on entend pan "sponts au sens Lange." II:l3 Meme au sens Lange, je tends vens OF. II:lO ...pan des activites nee/Leatives. 11:8 PensonneLLement et actueLLement, je me situe Comme éducateun physique me senvant et utiLisant Le miLieu natuneL comme miLieu pLus pousse en vue de L' epanouissement de L’ individu. 156 11:5 Si L'on pnend sponts dans son expnession etymoLogique je ne voit Le Lien entne vivne hanmonieusement avec La natune et Le spont. 2A~_Aru 1:16 ...pan L'activite motnice. 1:8 Can be, yes! 11:16 "Spont" souvent mesune contne un autne ou unes. Education au PLein-Ain est L'anti-these de La competion. Un cunnicume scoLaine doit incLune spont et PLein-Ain. ' I:l5 If not destructive, e.g. snowmobiling off-trail. I:ll Partially. Stmt, 18. Curriculum implementation through direct experiences outside the classroom. ImpLantation du cunnicuLum a tnavens des expmences dinectes en dehons de La cLasse. QUEBEC 11:26 CunnicuLum compnend Les couns nonmaux de L’enfiant! 11:17 Defiinition pantieLLe. 11:5 Je n'accepte pas La defiinition de PLein-Ain comme etant une activite en dehons de La cLasse. CANADA I:l8 Replace "implementations" with "enrichment and enhancement." I:l2 It can go either way. Use the outdoors to illustrate a class- room principle; or as a starting point of inquiry. 1:4 Very good. 157 1:22 The implementation of learning by means of direct experiences outside the classroom. Learning process offering Opportuni- ties for direct experiences in the acquisition of: Stmt. 16. a. Sound concepts and knowledge concerning human and natural resources. Stmt. l7. _b. Lifetime skills permitting a creative and refreshing way of living. Stmt. 18. c. Positive attitudes reflecting harmony of man with nature. Un pnocessus d'appnentissage ofisnant des oppontunites poun des expeniences dinectes en vue de L'acquisition de: a. Concepts et connaissances sanda-. mentaLes concennant.Les nessounces humaines et natuneLLes. b. HabiLites dunabLes penmettant _ une flacon de vivne cneatnice et ennichissante. c. Attitudes positives manifiestant une.neLation hanmonieuse de L'homme avec La natune. 1:27 Une pnocessus d'appnentissage ofifinant des oppontunites poun La neaLisation (l) d'objectifis d'éducation genénaL; (2) d'objec~ tcfis d ' education specifiique. 1:26 What is a refreshing way of living? 1:22 C'est an aspect du PLein-Ain. 1:18 (B) viendnait avant (a), de (b) nesuLtenait (a). 1:6 1:5 1:3 II:l7 11:5 cusps 1:18 I:l7 I:lO U.S.A. 1:21 1:15 1:12 158 (B) add in all circumstances of life, it should have a carry over in city life, home life, school life, etc. Peut Etne un peu tnop centne sun L'activite stnuctunee. Matiene qui gait appeL a pLusiens sciences (bioLogie, zooLogie...). Deéinition pantieLLe. C'est La defiinition qui me pLait Le pLus. How about "media" instead of "process?" Can you be sure that a program will encourage these attitudes? (c) Positive attitude and understanding...man with nature and man with man. (a) Delete "human." If science (ecology) is stressed, why not other curriculum areas, especially social science? Learning environment instead of process. OVERSEAS 1:2 1:5 (a) With assistance; (b) and (c) Assuming his attitude to life in general is positive and favorable. Continuous process. 159 Stmt. l9. (As one part of outdoor education), outdoor experiences concerning the sciences of conservation and ecology. (Comme.une pantie de L'education PLein-Ain), Les expeniences de PLein- Ain.tnaitant des sciences de.La consenvation et L'ecoLogie. QUEBEC I:26 Je ne compnends pas. 1:23 Should be part of any program in Outdoor Education. 1:22 Nous considenons Les aotévités physiques de PLein- Mn _e__n PLein-Ain. 1:18 L'education au PLein-Ain n'est pas en fionction ou n'a pas comme ginaLite.La connaissance specifiique de L' envinonnement, mais eLLe a poun objectifi pnincipaL d'ofifinin Le deveLoppement Le pLus quaLitati6 possibLe chez L'enfiant. C' est- a- dine qu 'eLLe.s'.inscnit dans des demanches d' eveiL et de decouventes. L'éducation au PLein-Ain.6avonise une hanmonie avec sci-meme et consequemment avec Le miLieu ambiant. 1:8 Centaine ambiguite. 1:5 PLein-Ain ne peut eLu pnis dans Le sens de "outdoon" qui se nefiene a L’extenieune pan apposition a "indoon," intenieune. 11:17 Defiinttion pattieflLe. 11:5 1L flaudnait defiinin Les tenmes: ecoLogie, consenvation. U.S.A 1:l6 1f science, then why not other subjects as well? II:7 Most typical Outdoor Education activities fall outside my interpretation of these. 160 Stmt. 20. Generic term for any educational program with focus upon natural environment and man's interaction with and in it. On tenme genenique poun.tout pnognamme educationneL mettant L'accent sun L'envinonnement natuneL et L'inten- action de L'homme avec et dans ceLui-ci. QUEBEC 1:23 Outdoor education is sometimes used as a.... 11:17 Defiinition pantieLLe. CANADA 1:16 ...Pnognams..."activite educative." I:l2 Should we not include man-made areas too: plazas, used car lots,cemeteries,etc. 1:8 The natural environment is only one part of it. Outdoor Education should continue to expand its horizons to include the man-made world also. I:ll Partially 11:20 Too often considered only a methodology Stmt. 2l. Direct approach to exploration and learning which expedites maximum utilization of the natural physical environment as a learning_laboratony which is living and unique. Une appnoche dinecte poun L'expLonation et L'appnentissage qui active L'utiLi- sation maximumck:Lienvinonnement physique, natuneL comme un Labonatoine d'appnentissage unique et vivant. 161 QUEBEC 1:26 Optimum au Lieu de maximum. 1:23 Outdoor Education should include...direct approach through exploration which expedites.... 1:18 ...une appnoche onganique.... 1:5 On se.ne6ene ici a L’integnation des matienes et j'y cnois. II:l7 Defiinition pantieLLe. CANADA I:ll Does not imply care for the environment. 1:8 Term "natural" restrictive. It should include "man-made environment“ also. II:ll Maximum, no. I:l6 Utilization of the "outdoor environment as a learning laboratory." 1:15 Wholistic. Stmt. 22. Physical activities held in the out- of-doors but with health* concerns as the primary goal. Activites physiques dans Le PLein-Ain onientees vens des pneoccupations de santé physique, comme pnemien but. 1:28 Poun Les niveaux secondaines et coLLegiaL seuLement (AF), poun Le niveau.eLementaine (A). 1:23 Outdoor Education may include.... 1:2l Peut etne un des objectifis de L'education au PLein-Ain, pas comme pnemien but. Le pnemien but est L'education que L'on peut deéinin comme etant un pnocessus continue qui vise a donnen Le "savoin," Le "savoin gaine" et Le "savoine etne." 162 1:11 Ce but senait specifiique a contains miLieux tnés detenminés. 1:6 Unless included in the term health, physical and mental. 11:5 C'est un consequence dinectede La vie en pLein natune (D) . saws I:ll Incomplete and restrictive. 1:8 Physical fitness is a mggps, not an end. 1:7 Is this health of the user as well as of the environment? 1:4 Certainly not primary. OVERSEAS I:l Depends how "health" is defined. Outdoor Education is a subject matter oriented toward: (uni-disciplinary, approach with specific content other than history and principles of Outdoor Education) Stmt. 23. a. Elementary (grade 1 to 6). Stmt. 24. b. Secondary (grade 7 to l2). Stmt. 25. c. College level. Stmt. 26. d. Adult education. L'education PLein-Ain est considenee comme une maziene au niveau: (appnoche uni-discipLinaine avec contenu specilique autne que histoine, pnin— cipes de L'education PLein-Ain) a. eLementaine. b. secondaine. c. C.E.G.E.P. d. education penmanente.i QUEBEC 1:25 Pas une matiene panmi tant d'autnes, mais bien La methode poun senvin a L'appnentissage de toutes Les autnes matienes. 163 1:21 Etant un moyen de fionmation 6aciLitant "L'eduque et L'eduquant" a cheminen ensembLe dans L'atteinte des buts genenaux de L'education. I:ll ActueLLement, cet enonce ne s'appLique pas au Quebec, ses poLitiques de Ministene de L'Education du Quebec (MEQ). 1:8 Refiene a La question 16 (0F) et l7 (OF) comme signifiicant un etat possibLe de La situation actueLLe du PLein-Ain au Quebec. 1:6 I disagree with the use of subject matter when applied to elementary or secondary. 1:5 L'education PLein-Ain, non, mais Les activities dites "PLein- Ain," oui. 11:5 Je cnois que tout appnentissage devnait gavonisen Le vecu can La vie en pLein natune devnait flavonisen tous Les appnen- tissages. C'est un miLieu pniviLegie poun L'integnation des matienes. CANADA I:l8 Change (a),(b),(c),(d) to all levels of learning. 1:13 Not my way at all (SD). 1:12 No, an approach, a service. 1:8 Outdoor education's justification lies in being a unifier of curriculum of providing unique approach in education, not merely another subject in the curriculum. 1:5 A methodology of getting subject matter across. U.S.A 1:19 It is not so much a subject matter as an enrichment technique. I:l6 No, only the study of "Outdoor Education" principles, history, etc. is content in my view. Outdoor Education should be a process. I:l5 It is ppt_a subject matter. 1:9 It depends entirely on the teacher. OVERSEAS 1:6 I don't agree it is a subject matter. 164 Outdoor Education is a multi- disciplinapy_learning process oriented toward: Stmt. 27. a. Elementary (grade l to 6). Stmt. 28. b. Secondary (grade 7 to l2). Stmt. 29. c. College level. Stmt. 30. d. Adult education. L'education PLein-Ain est un pnocessus d'appnentissage muLti- -discipLinaine, au niveau: a. eLementaine. b. secondaine. c. C.E.G.E.P. d. education penmanente. QUEBEC 1:23 ..which has an appeal to all ages regardless of academic level and can be adapted to many needs. 1:20 L'education PLein-Ain s'inscnit dans un pnocessus.... 1:5 0n pounnait pan une vie hanmonieuse en PLein-Ain y integnen toutes Les 6acettes de L'appnentissage tant a L'eLementaine qu'au secondaine. II:l7 Defiinition pantieLLe. 11:5 Oui, pance- que L' individu est pLace dans une envinonnement dynamique. CANADA I:l8 Change (a),(b),(c),(d) to "all levels of learning." 1:8 Outdoor education must become multi-graded as well as multi- disciplinary. I:4 All levels of education. 11:16 Education PLein- Ain est s_______ouvent un pnocessus muLti- disupiinaine, "dans centains cas. " _ U.S.A 1:20 All_levels, not any single level. l65 I:l9 Toward all ages, pre-school to geriatrics, I agree with all, but disagree with any one separately. I:l8 "As part of Outdoor Education." I:l6 Should be a process. OVERSEAS 1:2 Can be either subject or multi-disciplinary oriented, preferable to latter if program suitably modified. Stmt. 3l. As a means of curriculum enrichment, in a setting that enhances learning and provides for direct experiences and the opportunity for solving real-life problems. It cuts across the subject matter areas and is best used by the teacher as a planned part of the learning process. Comme un moyen d'ennichissement du cunnicuLum, dans un miLieu qui appnofiondit.L'appnentissage et pnevoit des expeniences dinectes et aussi L'Oppontunite de nesoudne des pnobLEmes concnets de La vie. ELLe entnecoupe toutes Les matienes et est mieux utiLisee pan Les pnoéesseuns comme une pantie pLani- 5iee du pnocessus d'appnentissage. QUEBEC 1:27 ELLe entne-coupe centaines matienes...non toutes. 1:23 Outdoor Education can be used as.... 11:17 Deéinition pantieLLe. CANADA I:l3 Leave out "enrichment," it is curriculum! 1:5 Not always necessarily planned--may be incidental. 166 1:21 As...integral part. I:l6 Enrichment in...outdoor settings that enhance learning and provide for direct experience. I:l5 A planned part of learning process? I:lO 1 don't see it as problem solving from the standpoint of environmental problems. To me, that is more appropriate to environmental education. 11:16 "Ideally." OVERSEAS 1:2 Much can be learned about the "self" when alone. Academic learning needs guidance. Stmt. 32. (Starting from the basis of "CURRICULUM," as that which happened to a child or learner as Opposed to subject matter or content taught),=as a means to implement the curriculum in a way determined by the appropriate content of the moment when and where it provides the best fit for the child's needs and interests. (Pantant sun.La base du "CURRICULUM," teL que ce qui.s'est passe chez ceLui qui appnend ou L'enfiant pan apposition a La matiene ou contenu enseigne),= un moyen de mettne en pnatique Le cunnicuLum, detenmine d’une centaine flacon pan un contenu adequat, du moment ou et quand ceLa.convient Le mieux poun Les intenets et besoins de L'enfiant. - 1:24 Question non signifiicative. I:ll IdeaLement. Exigence panticuLiene de pnognammation i.es. La pnognammation doit etne tnes nane. 1:5 C'est ce qui se passe actueLLement au secondaine; j'y cnois poun La technique d'activites dite "PLein-Ain," mais pas poun 167 une education PLein-Ain qui doit necessainement engLoben Le deveLOpment integnaL de L'individu dans un contexte ennichis- sant qui.est La natune. II: 17 Defiinition pantieLLe. 11:5 Un moyen de mettne en pnatique Le cunnicuLum, pout autant que i on dispose d'un contenu adequat, et que L'on nespect Les intenets et Les besoins de L'enfiant. CANADA I:l7 Add "skills and subject development." 1:8 Can become a lfinitunless the teacher not only plans to use the outdoors but becomes skilled enough in its use to take advan- tage of teachable moments (l8 &19). I:l6 Not unique to Outdoor Education. 11:16 Yes, but this should be true for all_curriculum, not just Outdoor Education. Stmt. 33, Educational process coming from a series of organized activities being held generally in a natural or semi- natural setting, based on the potential offered by the natural setting and con- tributing to the physical and psychic development of the individual, increas- ing his level of awareness of his inter- relations with nature, and also capable of modifying his attitudes and behavior toward the natural environment. Un pnocessus educatifi denivant d'un ensembLe d'activites onganisees se denouLant dans La natune‘ basees sun L'expLoitation du potentieL ofifient pan Le miLieu natuneL et contnibuant au deveLoppement de L'individu tant sun Le pLan physique que psychique, tout en accnoissant son degne de conscience de ses inten-neiations avec La.natune, et susceptibLes de modifiien ses attti- tudes et compontements vis-a-vis du miLieu natuneL. QUEBEC 1:23 11:17 11:13 11:6 CANADA 1:18 1:17 1:20 1:7 11:4 11:8 11:16 U.S.A. I:l9 11:16 168 This statement is true enough but it is too much like a dictionary. Defiinition pantieLLe. Au mot "onganisees" je tiens compte du but vise pan cette etude (education en miLieu scoLaine). Nature.."and other children." Environment..."and others." Too many different entities in the above statement to evaluate collectively. ? How about man-made environment? As well as learning about one's fellow man through unique encounters in the out-of-doors. 1 am not sure what you mean by psychic. My concern is that we recognize the physical (mentioned), spiritual, mental, and emotional dimensions of an individual personality. Don't agree with restriction of natural environment. Du potentieL "pedagogique." "Organize" is somewhat too limiting and the activities can be quite informal. Educational processes, OVERSEAS 1:2 But it depends on many factors. Personality and physique and the pupil's relationship with the teacher, previous and cur- rent experience, e.g., whether he likes or dislikes getting wet and so forth. Suggestions for Other Statements: 1:6 Furnishes Opportunities for the appreciation of the bio- physical relations of man, his environmental component, and the earth that supports them all. 169 PART II: OBJECTIVES OF OUTDOOR EDUCATION PARTIE II: OBJECTIFS DE L'EDUCATION PLEIN-AIR Stmt. 34. Provide unique Opportunities for behavioral changes because of the particular setting Offered by the out- Of- doors. Founnin des occasions uniques poun des changements de compontements a cause de L'envinonnement panticuLien qu'ofifine Le PLein-AUL. 1:23 ...tO provide unique opportunity for individual behavioural changes within.... I:l7 S'agit-iLd'objectifis educatifis ou pedagogiques? I:ll En desaccond avec L' appnoche behavioniste (si e 'est L' idee ici), mais non pas avec Le debut de L'enonce. 1:6 Changement d'attitudes qui se tnaduisent pan des changement dans La vie de L'enfiant. 1:4 Ajouten: "une fiois que L'envinonnement est connu et nespecte." 1:5 Je senais d'accond poun une appnoche onganique "flaine en sonte que"...au Lieu de "aides" can.iL est difiéiciLe d'aiden queLqu'un qui ne veut pas etne aide. II:l3 Supenvise. 11:5 Education: changement du compontement (ce qui se voit). SeuL L'individu peut changen son pnOpne compontement. Le miLieu natuneL etant en constant changement, fiavonise donc des adaptations diVWAéwMQ/S consequences dinectes des change- ment du compontement. 1:11 TOO limiting. ‘170 Stmt. 35. Help to use wisely and protect the anus 1:27 1:23 1:21 1:17 11:21 11:17 CANADA 1:16 U.S.A. 1:16 11:15 natural environment. Aiden a utiLisen judicieusement et pnotegen L'envinonnement natuneL. Objectifi tnop simpLe et incompLet. Delete: "and improve." L ' enengie cneatnice existe toujouns . . .moins de chances de L'utiiisen. Contnibution a une utiLisation juducieuse du miLieu natuneL. Jugement de vaLeun (?) Objectifi de deveLopement. And care for the natural environment. This may better describe Objectives Of conservation. 1 would have to add "improve." Stmt. 36. Provide outdoor settings that will 992% 1:26 1:16 1:12 make teaching more creative. Founnin des situations de PLein-Ain qui nendnont L'enseignement pLus cneateun. Toutes donmes d'ens eignement. . . . D'accond dans Le sens de pLus e66icace. Dependant du niveau d'enseignement. 171 1:6 Le mot enseignement me nepugne. 1:5 Ca devnait etne une pneoccupation actueLLe au Quebec de flavonisen Le PLein-Ain poun sontin.L'etudiant de L'engnenage de ”nobotisme"cusis'etabLit de pLus en pLus dans nos maisons d'enseignement. 11:13 A cause de La necessite de toutes Les connaissances et capacites. 11:5 L'individu ne doit pas "etne adpate," mais une constant adaptation. CANADA 1:18 "Teaching"--- ”Learning" U.S.A. 1:16 Apy_outdoor setting. II:l5 Settings above don't make more creative teaching: the teaching process in a goal setting does it. Stmt. 37. Utilize surroundings and community resources for education, to the best advantage Of the curriculum. utiLisen Les nessounces envinon- nantes de L'ecoLe et de La communaute poun gins educatives, au meiLLeun avantage du cunnicuLum. 1:23 ...surroundings as prime resource....delete "best." 1:4 Ajouten "et ce, a tnavens un cunnicuLum en Le medium PLein- Ain; n'est pas un secteun mais une demanche gLobaLe." II : l 7 Ressounces "natuneLLes . " II:l3 Tnop peu empLoyees. CANADA I:ll With due care for the environment. 172 U.S.A I:l9 Not limited to the "school curriculum"; also includes e.g. boy and girl scout programs. I:l6 Of the "curriculum" of any outdoor education agency. 1:5 And to those desirable learnings not now considered a part of curriculum. Stmt. 38. (All objectives of Outdoor Education are) the same as for Physical Education. (T_o___us Les objectigs du PLein-Ain sant) Les memes que ceux de.L'education physique. QUEBEC 1:22 L'autonomie de L'individu dans sa neaLisation physique dans un contexte de PLein Natune. I:lO Les objectifis du PLein-Ain tnanscendent ceux de L'education physique. 1:6 Outdoor Education is included in the generic term physical education in the sense that it is the education of the body as a means of communication with himself and with the world. 11:13 Et j'appuis! CANADA I:l7 Statement not relevant for today. 1:16 Pounquoi L'education physique? U.S.A 1:15 Only a very few. Some. 173 Stmt. 39. Help theindividual to relate with his environment through differentpphysical exercises.’ Aiden L'individu a.se mettne en nappont avec son envinonnement pan Le biais des dififienents exencices physiques.‘ 1:28 Suntout poun Les niveaux secondaines et coLLegiaL. 1:23 Outdoor education can.... 1:15 FonmuLation angLaise? 1:5 Laissons cet objectifi aux 6edenations. II:l3 Je ne compnends pas. 11:5 0n gait encone ici etat de moyens qui ne doivent en aucun cas detenminen La 6in. 11:3 Aiden L'individu a communiquen avec son envinonnement pan Le biais de dififienents exencises educatifis. CANADA 1:16 Pan Le biais d'une panticipation motnice. 1:7 Physical exercise? 1:5 Only a part of the whole. U.S.A. 1:20 What physical exercise? I:l6 ?? 1n part-—needs to be amplified. OVERSEAS 1:2 Outdoor Education probably, but not necessarily, involves physical activity. 174 Stmt. 40. Organic and muscular development of the individual through Physical Educa- tion activities and sports in natural settings as primarypgoal. Comme pnemien objectifi, Le deveLoppement onganique et muscuLaine de L'individu ~ 2: tnavens Les sponts et Les activites de L'education physique eéfiectuees dans Les sites natuneLs. 1:28 Suntout poun secondaine 4 et 5 et Le coLLegiaL. 1:12 Sponts? I :8 Pas pnemien ob fee/tip! 1:5 QueLLe est done La dififienence entne PLein-Ain et activites tnaditionneLLes? II:l7 Objectifi de deveLOpement de L'individu. II:lO Comme objectifi. 11:5 Objectifi ou consequence? CANADA I:l3 I see Outdoor Education as a common method to all disciplines, not only physical education. 1:5 Primary goal: NO! Stmt. 4l. Help students to discover the impor- tant relationship that can and should exist between classroom instruction and outdoor learning. Aiden Les etudiants a decouvnin.La neLation impontante qui peut et qui doit existen entne L'appnentissage en cLasse etiL’ appnentissage en miLieu natuneL. 175 QUEBEC 1:28 Suntout poun Le niveau eLementaine. Ajouten: "comme une des inten-neiations possibLes au niveau du cunnicuLum.” 1:5 En tenme d'integnation des matienes, iL ne devnait pas y avoin de dififienence. CANADA 1:17 All learning and real life situations. 1:8 Not sure about this. Any relationship which is development should be a natural outgrowth of what is done but should not be an Objective Of Outdoor Education. 1:20 Outdoor learning should be integral to instruction. The two terms are not parallel. I:l6 This seems apprOpriate for teacher education programs, perhaps. I:l2 Help students to learn in another environment beyond the school. Stmt. 42. Provide an opportunity for direct learning experiences which foster implementation of the school cur- riculum in many areas. Founnin une occasion poun des expeniences dinectes d 'appnentissage agin de gavonisen L'appnofiondissement de.pLusieuns sujets du.cunnicuLum scoLaine. QUEBEC 1:15 ...a L'eLementaine suntout. 1:12 Appnofiondissement, aussi decouvente et sensibiLisation. CANADA 1:7 ImpLementation? 176 Stmt. 43. Enable students to develop new (outdoor) skills and interests, and provide a basis for a lifetime of meaningful living. Rendne Les etudiants capabLes de deveLOppen de nouveLLes habiLetes et nouveaux intenets et sounnin une base poun une 6acon de vivne pLus ennichissante. 1:23 Outdoor Education should.... 1:19 ...poun une base de vie.... 1:4 Ajouten: "a condition d'etne centain de L'utiLisation nationeLLe du miLieu PLein-Ain." II:l7 Objectifi de deveLOpment de L'individu. 1:15 Some of these may be in the physical domain. Stmt. 44. Contribute to the establishment of better relations between teachers and students through direct outdoor experiences. Contnibuen a L'etabLissement de meiLLeunes neLations entne pnofies- seuns et eLeves a tnavens des expeniences dinectes en PLein-Ain. 1:27 Ceci devnait etne un objectifi panmi d'autnes. 1:22 Ce senait une consequence, un objectifi indinect. 1:5 Oui, can.L'impontance du pnofiesseun est neLative a L'impon- tance de L'eLeve. CANADA I:l6 Entne autnes.... 1:15 11:15 11:16 177 This is a desirable possible outcome, but not an objective. Any good education has this Objective. This may be a majpg_contribution. This is truly a major goal. Primarily through extended experiences such as camping. Stmt. 45. Provide a context for the child's 11:18 CANADA socialization to occur by giving him additional opportunities for social group life. Founnin un contexte de sociaLisation poun.L'en6ant en Lui ofifinant des chances additioneiies de vie sociaLe intense au sein d'un gnoupe. Ce senait bon poun Le deveLoppement specifiique de La sociaLi- sation seion an Age pnecis de soaiaiisation. C'est un objectifi qui n'est pas L'apanache excLusifi de L'education PLein-Ain au Quebec. FavonabLe si on avonise aussi des contextes ou L'on peut se penetnen pnofion ement de La natune. Penmettne a L'eLeve de vivne son appnentissage dans un eLement senein et natuneL. Favonisen La pnise en main de son "moi" dans des situations toujouns changeabLes, ce qui 6avonise une constante adapta- tion a dififienentes situations au Lieu de "L'adapten"‘a des situation stenotypes. Contexte hanmonieux. N.B. defiinin soeiaiisation. How is this different from school on a daily base? Change "for social group life" to "for interaction with teachers and peers." 178' 1:16 Vague. 11:15 This also is a major goal. Stmt. 46. - TO develOp awareness, appreciation and understanding of the natural environment and man's relation to it. DeveLOppen.La conscience, L'appnecia- tion et La compnehension de L'envinon- nement natuneL et La neLation de L'homme avec ceLui-ci. . QUEBEC II:l7 Objectifi de deveLOppement de L'individu. gulps I:l8 Desirable but difficult to evaluate. I:l6 Entne autne... 1:12 Why not some man-made areas too? 1:8 Natural is only part of the total environment. 1:16 In part. 1:15 And responsibility for it. 1:28 Commentaines sun L'histoine humainecuLQuebec. Founnin a L’individu un contexte cuLtuneL de PLein-Ain.qui Lui fiend pnendne conscience des Liens qui L'unissent avec ses ancetnes et L'histoine: queLs etaient Leuns moyens de depLacement? (naquette, canot) queLs etaient Leuns moyens de tnansponten Leun mateniaL? (tnaine-sauvage, tnaineau esquimau, sac-a-dos, etc.). Comment sunvivaient-iLs? (chasse, peche, etc.). 179 Stmt. 47. To help realize, through Outdoor Edu- cation, the full potential of the individual toward optimum development Of the mind, body and spirit. Aiden a neaLisen, a tnavens L'education Piein-Ain, tout Le potentieL de L'indi- vidu vens un deveLoppement compLet de L'espnit, du conps et de L'ame. QUEBEC I:l7 Ainsi que son ajustement au genne de societe dans LaqueLLe iL evoLue.(ne: societe de Loisin, democnatique, etc.). II:l7 Objectifi de deveLOppement de L'individu. CANADA 1:18 There for all teaching processes and media. 1:4 Full potential? I:l7 Delete question and add: contribute to the development of the student's mind, body and spirit. I:l6 I'm not sure what that all means, but it sounds good. 11:24 I am not sure that we can do all three...but maybe we can. Stmt. 48. Provide a meaningful setting for the development Of the affective domain. Founnin un miLieu tnes flavonabLe au deveLoppement afifiectifi de L'individu. QUEBEC 1:23 ...psychological? 11:5 De La decouLant Les changements du compontement. 180 CANADA I:l7 Both can be done in a natural environment also. U.S.A. I:l5 I wish you had given more emphasis to affective domain. Stmt. 49. Provide the individual with unique Opportunities to develop his creativity and his initiative. Founnin a L'individu des occasions uniques de deveLoppen son espnit de cneativite et d'initiative dans un contexte signifiicati6._, 11:17 Objectifi de deveLoppement de L'individu. 1:19 Possibly others relating to (l) development of self-reliance, (2) improving group dynamics skills, (3) developing a personal environmental ethic. 11:24 Not sure that we can improve his creativity. OVERSEAS 1:2 Will depend on the individual's attitude to the outdoor situa- tion, to his companions, and to his teacher. Stmt. 50. Provide an Opportunity for "relief" from the boredom, drudgery and routine of many learning and teaching situations. Founnin une Oppontunite de "soupape" a L'ennui, La Lassitude et La noutine de pLusieuns situations d'appnen- tissage et d'enseignement. QUEBEC 11:20 11:1 11:1 11:1 11:6 ’11:5 11:3 CANADA 1:13 1:1 9 7 3 2 1:8 01 i: 181 On ne doit pas gaine du PLein-Ain pance ce que L'on ne sait pLus quoi flaine en cLasse. Defiinin "soupape"; oppontunitetiiiettante. Tnop expnime pan La negative. Si L'appnentissage se flait pan Le PLein-Ain ou sena La noutine? Et de compnendne La neLation entne hammes. La vnaie vie ne doit pas etne une "soupape." Le PLein-Ain ne doit pas etne une "paLiatifi" a une societe deshumanisee, mais bien une tentative d'humanisation. Founnin une Oppontunite poun paLLien a L'ennui. Outdoor Education is not an "escape mechanism." Not all children are turned on by the Outdoors! From my experience, those teachers who are engaged in Outdoor Education are good teachers whose teaching in a classroom is interesting and motivating. 0f the three domains, 1 am convinced that Outdoor Education contributes most to the affective. 182 PART III: CULTURAL AND SOCIAL ENVIRONMENT PARTIE 111:' ENVIRONNEMENT SOCIAL ET CULTUREL Stmt. Sl. Urbanization has deprived children of close contact with the land. 'L'unbanisation a depaunvu Les ensants d'un contact etnoit avec La tenne. 1:22 C'est souvent ceLa que se passe. 1:5 Et aussi La natune. Ex., an def/wit poun Les oLympiques a MontneaL, Le seuL espace vent de LLiLe (de MantneaL). CANADA I:l7 Not necessarily so. II:l6 Poun Les eLasses saeiaLes infienieunes...cependant Les cLasses a L'aise peuvent se payen L'appantunite d'envoyen L'enfiant au camp d'ete au d’avain un chaLet au campen en 6amiLLe. 1:20 If you mean "working the land," okay, but if you mean "relat- ing to environment," not necessarily so. Stmt. 52. Automation and mechanization have dulled creative energy of many young people. L'autamatian et La mecanisation ant contnibue a diminuen L'enengie cneatnice de beaucaup de nos jeunes gm. QUEBEC 1:22 1L ne 6audnait pas genenaLisen. 1:5 0n Les adapte a des situation steneotypees. 11:18 11:3 cusps 1:16 1:12 11:16 1:17 1:16 183 IL y a pLusieuns types de cneativite. L'autamatian et.... Majanite au minanite? Not really so. A factor only. We still have creative peOple. . et T.V. May be for Older people jobwise, but not necessarily true for youth--would say it is lifestyle that affects such. Strike "for many people." I'm not sure if these are causes or effects. Stmt. 53. There has been an increase in 1:8 interest and use of the outdoors for relaxation and stabilization of body and mind. 1L y a eu une augmentation dans L'intenet et L'utiLisation du PLein-Ain poun La.neiaxation et La stabiLisation du conps et de L'espnit. Poun La desintaxicatian, L'evasian, L'humanisation. There is a growing interest.... IL y a eu une centaine augmentation.... Interest in marketing and sales Of equipment. Many people go for the outdoors as a trend or fad. For instance, this year, you are in caravaning, next year it will be skiing, etc. StabiLisatian = hanmonie. 1:4 1:5 11:13 CANADA 1:7 11:15 184 Ajauten: et ce, souvent au detniment de L'envinonnement en y amenageant cue context au senvice de L'homme. Oui, cu: 6avanisant La chasse et La peche (comme pubLicite). Peut etne un peu tnop passié. This is a very complex statement, which requires elaboration. Increase by whom? Some are utilizing outdoors for such, percentage-wise more? I doubt that the presently Observed "trends" are old enough to generalize about. Along with backpacking, have come snowmobiles, off-trail vehicles, etc. But not for nearly enough people. Stmt. 54. There is a widespread lack Of knowledge 11:20 11:5 and appreciation and skill for partici- pation in meaningful outdoor experiences. 1L y a un vaste manque de connaissances et d' habiLete poun La panticipatian a des expeniences ennichissantes en,PLein-Ain Ajauten: "en ventu d'un tnap gnand nambne d'individu nan- pnepanes au contexte natuneL du miLieu." Oui, Le contexte sociaL actueL du Quebec tue Le dynamisme des gens qui oeuvne en ce sens, poun se netounnen vens des aeuvnes qui amenant des nesuLtats immediats et en signe de piastne. Cannaissances, habiLites et "vecu." Aussi manque de vecu. CANADA 1:18 1:17 1:19 1:17 1:16 1:12 185 Among whom? If you are talking recreation, I guess so. Should not imply all, or even "most" experiences require a high degree of skill in order to be worthwhile. This question involves several value judgments; e.g., what is the "knowledge" you suggest a lack of? Whose definition of "meaningful experience do you wish to use? Meaningful--in whose terms. Among certain age, social and sociO-economic groups. Stmt. 55. Modern society has increased the need for mental and physical fitness, Stmt. 56. --for regaining contact with basic realities found in nature, Stmt. 57. --for more creative living, and for 1:5 11:13 spiritual satisfactions. La societe madenne a augmente Le besain poun La bonne fionme physique et mentaLe, --poun nepnendne contact avec Les neaLites 60ndamentaLes tnouvees dans La natune, --poun une vie pLus ennichissante et poun des satisfiactions spinitueLLes. Too much! Dans Le contexte Quebecois, La bonne fianme physique et mentaL est pnechee en fianctian d'abjectifis pLutOt matenieLs. Pas avec Le contact des neaLites gundamentaLes mais bien L'activite physique poun L'activite afiin de "nobotisen" L'individu vens une fianme.de mateniaLisme pnaductifi. Ran voie de consequence. 186 CANADA I:l6 Je ne sais pas que Le contact avec La natune soit ban et ennichissant poun chaque etne. Dans La societe tautefiais iL est ban que taus aient une neLatian positive avec Le natune. U.S.A 11:16 What aspects of modern society? 11:24 Modern society has moved away from a need for physical fitness. There are things that do the work for us. Stmt. 58. In any social setting, man has the need to live peaceably with others and with nature, and to develop tolerance, self- reliance, and understanding. Dans un contexte sociaL, L'homme a besain de vivne en paix avec Les autnes et avec La natune; ii a aussi besain de deveLop- pen de La taLenance, de La canéiance en soi et de La compnehension. QUEBEC 1:22 1L Le 6aut bien! 1:5 Le PLein-Ain est, seLon moi, une des seuLes 5acons de neaLisen cet enance. CANADA 1:7 Does self-reliance belong with tolerance and understanding? U.S.A. I:l5 But this also applies to school, home, church, and any place where people meet (any social setting). CANADA I:l6 Des vaLeuns sociaLes en fianction du bien cammun. 11:16 SaciaListe? 187 U.S.A. I:l2 Only if this is a planned Objective. II:lS Education as an Obligation to go beyond "passing on cultural heritage." It should improve. Stmt. 59. A free public education for all chil- dren is important in society, and the school should act as an agent for ; fostering the development of the indi- - vidual to his fullest potential as well as for fostering democratic values and passing on the cultural heritage. Une education pubLique gnatuite est impontante dans notne societe et L'ecoLe devnait agin comme an agent poun 6avonisen Le deveLoppement des potentiaLites d'un individu aussi poun.L'epanauissement des vaLeuns democnatiques et La tnansmission de L'henitage cuLtuneL. 1:23 The classroom too Often cramps and limits the individual. Stronger emphasis on the value of Outdoor Education could do much to foster. . . . 1:18 C'est vnai comme concept au comme objectifi, mais ce n 'est pas La neaLite. L' ecaLe est Le nefiLet de La societe; eiie caanLeu . La campLexite de La societe se sent imposee a L'ecoLe. L'enfiant nisque de pendne son authenticite natuneLLe. I212 ”Agit": an devnait Line, "devnait agin”.... I:l2 Ajouten: "L'ecoLe d'aujaund-hui vs. L'education Libne qui L'on vise." 11317 Education pubLique gnatuite, accessibLe a taus. 11:28 Les onganisme extna-scoLaines ant aussi une note tnes impon- tante a jouen en vue de L'epanauissement des vaLeuns cuL- tuneiLes. Exem e: Les dissenents pnagnammes du Ministene des Afigaines eLLes. Idem poun Le Ministene des A55aines Indiennes et du Gnand Nand, ainsi que dififienents gnoupes pubLics et pnives. 188 Stmt. 60. The natural environment setting can- stitutes a "relief" for the individual who often cannot, in his everyday life, find relaxation and peace. Le contexte de L'envinonnement natuneL sent de "soupape" poun L'individu qui souvent ne peut, a tnavens son quatidien, tnauven matiene a detente et paix. II:l7 Entne autne! Et c'est tnes actueL. CANADA 1:16 IL flaut appnendne a mieux vivne dans L'envinonnement unbain. IL 6aut de san temps d'education et de Loisin.en natune. I:l2 It can, there are other ways. 1:7 Not yet fully researched! I:l7 Strike question and substitute, "An appropriate outdoor set- ting may Offer opportunity for relaxation for the individual who often cannot, in his everyday life, find relaxation and peace. I:l5 It is not "palliative" we need; drugs provide these. Stmt. 6l. Experiences of outdoor living-can - develOp an appreciation for the life style of native inhabitants, colonists and explorers of the land. Les expeniences de vie au gnand ain peuvent deveLOppen une appneciation poun.Le styLe de vie des gnoupes ethniques, des pnemiens coLons et des expLonateuns du pays. 189 QUEBEC 11:5 On ne dait suntaut pas en nesten ea. CANADA I:l2 Perhaps. PART IV: 190 OUTDOOR EDUCATION/LEARNING RARTIE IV: EDUCATION PLEIN-AIR/APPRENTISSAGE Stmt. 62. The nature of man is such that 11:6 1:5 CANADA 1:18 he has a need for non-artificial environment and cannot be separated from it: to separate him causes continuous pressures. La natune de L'homme est.teLLe, qu'en genenaL, ii a besain d'un envinonnement non-antiiicieL dant ii ne peut pas etne sepane; L'en pniven cause des pnessians cantinueLLes. L'homme peut tnes bien manien Les deux gennes d'envinonnement. D'accond, mais c'est ce qui se passe souvent. L'homme s'habitue a son envinonnement antifiiciei et iL en subit taus Les "stness." De La, Les maLaaies dites de civilization. CeLa est vnai poun un centain nambne! The nature of man is to adapt. This is why he has survived as a species. These continuous pressures force him to adapt continuously. Man, as an individual, needs to return to a sem- blance of permanence to support the stress of change. The non- artificial environment can be that semblance Of permance referred to as well as permanent institutions such as family, church, etc. IL ne 6aut pas aubLien que.L'envinannement natuneL peut causen autant de pnessians poun un homme qui n'y est pas habitue. Le natune de L'homme, qui Le cannait? 0h est La cause de tous Les maux et maLaises actueLs. A paradox: The natural environment is full of continuous pressures. 191 I:l6 Dans un pnogname d'educatian Piein-Ain, iL gaut qu'iL y des occasions au L'etudiant est activement impLique dans pLanifiication. I:l2 Not sure. ait La II:l6 ReLatig: Defiinin.L'histaine de L'homme ce dennien a constam- ment modifiie son envinonnement poun son bien ’etne; iL dait y avoin La queLque chase de natuneL chez L'homme. OVERSEAS 1:2 A non-artificial environment, e.g., no nylon, no modern aids, will lead to a quick death for most people in the great outdoors. Stmt. 63. Most children and youth can be described as tending to be adventurous, exploratory minded, active, energetic and curious. La pLupant des enfiants et adoLescents peuvent etne decnits comme etant aetifis, enengiques, cunieux, jauissant d'un espnit d'expLonation et d'aventune. 1:18 IL y a expLonation cinetique (vouLant financhin Les mantagnes) et expLanatian immobiLe (demanten une montne poun tenten de La necanstnuine). 1:5 L'ecoLe tue cet enengie et cet espnit d'aventune. 11:5 Le vaLeun et que L'ecoLe actueLLe tue.Le dynamisme et La cneativite des jeunes pan des situation d'appnentissage tnOp steneotypes. OVERSEAS 1:2 Emphasizing "normal." 192 Stmt. 64. Most children possess a natural yearn- ing for the active outdoor life and respond readily and happily to it. La pLupant des enfiants possedent un penchant natuneL poun une vie active en PLein-Ain et neagissent d'embLee et agneabLement a ceLLe-ci 1:23 Many children.... I:lo ...devnait natuneLLement posseden.... 1:5 La societe pan Les biais de L'ecoLe tue Le dynamisme des individus. II:l3 Dependanment de.Leun miLieux de pnovenance, iLs doivent etne pLus au mains diniges. CANADA 1:12 Many do not care for the outdoors ("too cold, wet feet"). 11:16 50%+ Stmt. 55. Most methods (methodology) used in Outdoor Education provide motivation for learning. La pLupant des methades" utibisees dans L'enseignement en PLein-Ain 6avonisent Le deveLoppement d'une motivation. 1:22 Pas toujouns. CeLa depend de La.methodoLagie utiLisee. 1:12 "Les methades": on devnait Line "La methodaLagie." I:ll Piusieuns methodes utiiisees sant uniquement gandees sun une motivation extninseque, ex. systeme de "badge," tnOphees, competition, etc. 1:5 On en est pas encone nendu a pnovaquen ca. 193 11:5 ActueLLement on met tnOp L'accent sun.Les moyens de Loca- matian, an negLige L'essentiaL du PLein-Ain qui se vaudnait 6avonabLe a penmettne.L'utiLizatian des patentiaLites indi- vidueLLes que La societe tend a fineinen. CANADA I:l2 Motivation for what? I:l7 Substitute intrinsic motivation is achieved in an outdoor setting if appropriate methods are used. I:l5 "Some methods" used in Outdoor Education do. Some are just as bad as some in-class ones. II:lS 1 am beginning to see more “school-type" methods creeping in and Outdoor Education becoming more academic. This I deplore. 11:9 Most methods in Outdoor Education can provide motivation. Stmt. 66. The outdoors can be approached through discovery, exploration, adventure, and research in which there is intense interest in activities that are natural to children and problem solving is used in the context of natural settings. Le PLein-Ain.peut etne appnoche a tnavens La decauvente, L'expLonation et L'aventune, et La.nechenche dans LaqueLLe iL y a un.intenet intense dans Les activites qui.sant natuneLLes poun Les enfiants; aussi, La methade de nesoLution de pnobLemes est empLoyee dans Le contexte de.sites natuneLs. 1:26 Devnait etne appnoche.... 1:23 The outdoors should be...research which involves activities... and through problem solving used.... I:l5 Stress on problem solving. 194 1:13 Devnait etne.... 1:12 Une methadaLagie utiiisant La nesaLutian de pnabLems dans un context (cycLe compLet) d'individuaLisation de L'enseigne- ment. I:ll Le contact avec Les miLieux natuneLs se neaLise pan...ne- chenche. Les enfiants y tnouvent des activites, tout natuneLLe- ment. Dans Le context des espaces natuneLs, nesaLutian de pnobLems est Langement utilise. I:l8 Not clear. I:l7 Learning in the outdoors is best applied through.... 1:16 So much depends on other variables, teacher timing and so forth. II:lS This is the "wholistic approach" which I heartily approve!! OVERSEAS I:l Should be so at least. Stmt. 67. DevelOp the "self-concept" of the indi- vidual through all kinds of outdoor settings demanding continuous adaptations. ‘DeveLoppen Le "moi" deii'individu pan toutes santes de situations de PLein- Ain exigeant des adaptations cantinueLLes. 1:23 Outdoor Education should.... 1:20 The adaptation doesn't necessarily develop self-concept--it is the nature of activity and impact of perceptions on self. 1:15 But so does all Of education. 195 Stmt. 68. QUEBEC 1:27 1:23 1:22 1:21 I:ll 9AM 1:18 11:9 11:16 1:19 1:17 There is an "open/free" atmosphere in outdoor experiences in which teacher/pupil rapport develops and allows students to become actively involved in planning with the teacher for learning experiences. L'atmosphene panticuLiene dans Les expeniences de PLein-Ain peut ameLionen Le.nappont pnofiesseun-eieve et penmet aux etudiants de devenin dinectement impLiques avec Les pnosesseuns dans La pLanigication des expeniences d'appnentissage. La pnemiene pantie de cet enance est exceLLente. Mais, poun La deuxieme pantie, tout depend du mode du pLaniéicatian utiLisefi. There is a stimulation in Outdoor.... Comme dans L' enseignementa Wfi de n 'imponte du queLLe matiene scoLaine. ...peut ameLionen Le.nappont pnofiesseuneeLeve et peut penmettne aux etudiants de devenin.... Tout depend de La conception pedagogique de L'education: "onganique" on "mecaniste:'.' As long as "open/free" does not mean "planless/chaotic." This should and could be.... A L'exceptian des activites au iL y a nisque--au nom de La secunite, La competition dait 6aine pLace a La democnatie et meme de L' appnentissage. "Informal" might be a better word choice than "permissive." Delete "permissive" and substitute "special." 196 1:16 This again depends upon teachers and leaders. I don't think that it just happens. I:ll Permissive has a negative connotation in the minds of many. II:l6 This is dependent upon the kind of persons as leaders. Man is part of nature and continuous with nature. His flexibility and adaptability permit him to survive in widely differing environments, both Stmt. 69. physical and cultural. In many cases, Stmt 70 --humans have to re-learn how to live in ' ' a natural versus artificial environment, Stmt. 7l. --live better in urban environments. L'homme est pantie integnante et continue de La natune. Sa 6Lexi- biLite et son adaptabiLite Lui pen- mettent de sunvivne dans des envinon- nements tnes dififienents, a La fiois. physiques et cuLtuneLs. Dans pLusieuns cas, Le humains ant a neappnendne --camment vivne dans un envinonnement natuneL vensus un envinonnement anti- 5icieL, --a mieux vivne dans Les envinonnements unbains. I:ll Sa soupLesse et...La mabiiite des papuLatian expLiquent beaucoup de dnames ecaLogiques. L'envinonnement n'annive pas taujauns a s'adapten a ces vaniations de papuLatians. Ex. Les Eunapeens en Amenique du Sud, Les bLancs dans Le Nand, etc. 1:5 Ceci est bien maLheuneux maix c'est un 6ait. C'es pounquoi L'education PLein-Ain dans Le contexte Quebecois unge. CANADA I:l2 Many don't survive in any environment. 11:16 Est-cc vnaiment ce qu'iL 6aut? IL gaut suntaut appnendne a vivne en viLLe. 197 Stmt. 72. Outdoor Education provides for the integration of learning in a setting that allows creative teaching with opportunities of acquiring specific skills and knowledge. L'education PLein-Ain flavonise Lbinte- gnation de L'appnentissage dans une situation qui penmet un enseignement cneateun, avec des Oppontunites poun L'acquisition d'habiLetes ct et de connaissances speeifiiques. 1:21 ...peut pnacunen L'integnatian.... I:ll Pius neaListe que La question 6. 1:6 That allows creative leadership. 1:5 Pan Le PLein-Ain an peut integnen toutes Les matienes dans Le sens que.L'on des situations au Lieu de subin des.situations. 11:5 J'aunais pLus que des habiLites et connaissances specifiiques exigent des situation steneotypees, et un enseignement base sun Les cni'tenes du pnofiesseun. CANADA 1:7 And attitudes. I:l6 SO might any classroom. I:l5 It does for the creative teacher,thereis no magic in the outdoors which makes an autocrat into a democrat. 198 Stmt. 73. Students can become actively involved in planning for outdoor learning experiences; this may increase student-teacher rapport. Les etudiants peuvent devenin active- ment impLiques dans La pLanigication des expeniences d'appnentissage de PLein—Ain, ceci peut ameLionen Le nappont eLeve/pnofiesseun. 1:28 Suntout poun Les niveaux secondaines et pLus eLeves. 1:21 ...peut devenin activement impLiques.... I:l5 ...pgp_could be stronger. CANADA I:l8 Also true for indoor planning as well. 1217 Only if the teacher allows it. U.S.A. 1:16 Yes, if the teachers value this. 1:12 If planning occurs! II:l6 Depends on teacher-leader. Stmt. 74. The multisensory approach of tasting, looking, smelling, hearing, and touching provides direct learning experience that should be used in the out-Of-doors. La methode muLti-sensanieLLe de L'odanat, de.La vue, de L'auie et du touchen pnacune une expenience dinecte d'appnentissage qui devnait etne utiLise en PLein-Ain. 199 QUEBEC 11:5 Oui, suntaut L'eLementaine au L'on met L'accent sun Le sensoni- mateun. U.S.A. I:l7 Delete either "feeling" or "touching" and substitute "tasting." 200 PART V: OUTDOOR EDUCATION/TEACHER EDUCATION/CURRICULUM PARTIE V: EDUCATION PLEINéAIR/FORMATION DES MAITRES/CURRICULUM Stmt. 75. Based on the premise that Outdoor Education is a multi-disciplinary learning process, Outdoor Education should be included in teacher educa- tion curricula. En nous basant sun La pnemisse que L'education PLein-Ain est un pnocessus d'appnentissage muLti-discipLinaine, L'education PLein-Ain devnait etne incLuse dans Les pnognammes de fionma- tion des maitnes. 1:28 C'est d'aiLLeuns Le seuL moyen d'y anniven. 1:23 By all means! I:l8 Pas comme pnognamme unifiiee poun L'instant, c'est tnop tOt! 1:4 Sans en 5aine une matiene specifiique et tnop isaLee. 1:5 S'iL est vnai que L'education dait madifiien des compontements dans un sens de cneativite, Le gutune maitne aussi doit incLune des pnincipes d'adaptabiLite: iL ne dait pas Lui etne "adapte" mais "s'adapten" a dififienentes situations. 0n dans Le context saciaL actueL au Quebec, seuL Le PLein-Ain penmet encone cet adaptabiLite a divenses situations. II:l3 Suntout! 11:5 IL senait gnand temps et non seuLement en education physique mais a toutes Les speciaLites. OVERSEAS 1:2 On a voluntary basis. 1:2 Others: Safety. I:l NO individual aspect should be stressed more than the others. 201 In an Outdoor Education curriculum, primary emphasis should be placed upon; also rank from l to 5 or more, l beihg the most important:* Rank: Stmt. 76. a. Knowledge (know). Bl Stmt. 77. b. Outdoor skills (know how). 82 Stmt. 78. c. Attitude (know how to be . 83 Stmt. 79. d. Affective domain. 84 Stmt. 80. e. Methodology of instruction. 85 Dans un cunnicuLum en education PLein- Ain, L'emphase pnincipaLe devnait etne pLacee sun Les paints suivants; aussi Les cLassen pan ondne de pnionitep 7 etantTLe pLus impantant:':_‘ Ran : a. connaissances (savain). b, habiLetes de PLeih-AUc-(savain’fiaine). c. attitudes (savoin etne). d. domaine agfiectifi. e. methadaLagie d'instnuctian. 1:18 (e) adaptability. I:l3 Others: Behavior. I:l Behavior. 11:17 MethadaLagie d'animatian. sues 1:16 Poun La fianmatian des maitnes du pnemien cycie univensitaine. I:l3 What is difference between (c) and (d)? I:l7 Should not be ranked. 1:4 To know is basic for skills and attitudes, but when all is said and done, to know is really least important. 202 I:ll Ways of teaching the environmental curriculum. I:l9 I do not believe they should be ranked since the relative importance varies with the individual learner and the situ- ation. I:l2 To teach!!! TO be trained, skilled in teaching others. I:l7 Processes (experiences). 11:20 Attitude is a result of others. OVERSEAS 1:2 Others: Safety I:l No individual aspect should be stressed more than the others. The role of the teacher in Outdoor Education in public schools should be; also rank each of the following from 1 to 5 or more, l beinggthe most important:* Rank: Stmt. 86. a. Teaching. 92 Stmt. 87. b. Leadership. 93 Stmt. 88. c. Administration. 94 Stmt. 89. d. Evaluation. 95 Stmt. 90. e. Public relations agent. 96 Stmt. 9l. f. "Catalysing" agent. 97 Les inches de L'educateun de PLein-Ain dans nos ecoLes devnaient etne Les suivantes; aussi cLassen pan ondne de_pnionite, l etant La pLusfiimpantantefi enseignement. animation. administnatian. evaLuatio n. agent de neLations pubLiques. . agent "cataLyseun". are??? QUEBEC 1:15 1:13 1:11 11:5 11:26 CANADA 1:16 1:8 1:7 1:6 1:5 1:4 203 CeLa depend beaucoup du contexte du miLieu de tnavaiL. (6) CataLyseun. Administration and public relations agent should be the concern of other school services or departments. Le meiLLeun agent, c'est L'eLeve! (g) Entnainement du pensonneL. "ConseiLLen pedagogique"au Lieu de "pnaéesseun." (6) Faeiiitateun. IL dait etne avant taut un animateun. Je changenais Le tenme enseignement pan "pedagogue." L'administnation ne Le cancenne pas. Poun mai, Le domaine afifiectifi compnend Le "savoin etne," appneciatian, attitudes, et intenets. Self-renewal, capacity, creativity, unification. Conscience des dangens inhenents aux activites en miLieux natuneLs. Enseignement: de La 6acon d'utiLisen Le cadne PLein-Ain poun divenses activites physiques au cuLtuneLLes. Ici on suppose qu'iL y a un besain de "speciaListe" dans chaque ecaLe qui enseigne Le PLein-Ain. J'ai de La dififiicuite a suppanten cette hypothese. (f) "Catalysing agent" is part of a "teaching" role. Should not be ranked! (f) personal commitment. It depends on age level. K-3 pupils: no emphasis on identi- fication type of knowledge but know how to feel about green magic. By leadership, 1 would include example. This would be most important. 1:21 1:20 1:17 204 (a) teaching (facilitating learning). These are all essential roles if the job is to get done. We feel that most Of the important roles for the teacher are not included in the above. We present below a list we feel more meaningful: a. organizer (planning, logistics) b. facilitator c. participant-observer d. reviewer (extender) I don't like the title "the Outdoor Education teacher." Rather use teacher-leader Of Outdoor Education experiences. APPENDIX A2 PERSONAL DEFINITIONS AS GIVEN BY EXPERTS DURING PHASE I GROUP 1: QUEBEC 1* Pnacessus educatifi denivant d'un ensembLe d'activites anganisees, se denouLant dans La natune, basees sun L'expLoitation du potentieL afifient pan Le miLieu natuneL et contnibuant du deveLoppement de L'eLeve tant.sun Le pLan physique que psychique, tout en accnoissant son degne de conscience de ses intenneia- tions avec La natune, et susceptibLe de madifiien ses attitudes et compontements vis-a-vis du miLieu natuneL. L'education PLein-Ain est un pnocessus natuneL d'appnentissage ' pan LequeL L'individu appnend au contact de La natune a obsenven, appneci'en, compnendne, intenpneten, ai'mn et consenven L'immense nichesse qui L'envinonne. Une conscience d 'un habitat a connaitne et dans LequeL L' homme dait "s'ajusten" et non pas ajusten cet habitat aux senvices des atteintes de L'homme. Cneen un compontement manifieste et penmanent, de teLLe sonte V qu'iL s'etabLisse chez Les individus, des neLatian positives avec son envinonnement natuneL. L'education PLein-Ain est une suite de situations vecues qui contnibuent a L'auto-detenmination de L'engant et qui sent d' inéenence concnete poun toutes Les aubnes matienes au pnogname. Une made de vie ab. L'homme enULetLent une neLatian hanmonieuse avec son envinonnement toute en expLonant ses muLtipLes 6acettes pan divens moyens. IL vise La compnehension at Le nespect dans cette neiatx’an et non pas La destnuction au madifiication poun ses 6ins antifiicieis. L'education PLein-Ain est cet appnentissage ”a vivne dans L'envinonnement natuneL que L'on compnend et appnecie a L'intézieun d'une activite' physique Libne au necneative. Cette expenience vecue s'inscnit dans un contexte d'integnation de L'homme a L'equiLibne natuneL du miLieu. *Indicates respondent number. 205 10 11 12 13 14 16 17 206 Pnocessus (a canaetenistique LangitudinaL) d' appnentissage pan L'expenience dinecte, Le contact avec Le miLieu natuneL et L'exp’enience des dififiicuit’es, canactenise pan La muLti- discipLinanite, L'encadnement Limite at La stimuiatian des patentiaLites physiques, psycha~saeiaLes et cneatnices de L'individu dans une penspective de decouvente d'une 6acon dunabLe de vivne et de communiquen. Un mode de vie ou L' homme entnetient un nappont actifi en hanmonie avec Les eLements de La natune. Pan des situations d' appnentissage en miLieu natuneL, contnibuen au deveLoppement integnaL de La pensanne a L'egand d'eLLe- meme et de ses neLatwns avec L' envinonnement. Situations penmettant a taut individu d'entnen en neiation dinecte avec Les eLements de La natune, ceci dans un contexte ou nous netnouvons un equipement tnes nudunentaine, vain meme que son "etat canponeL. " Ces sounces de stimuLi penmettent L' humain de s 'assunen une connaissance pLus appnafiandie de Lui-meme. Le PLein- Ain se deginit pan Le "contact acti6 de L'individu avec Les eLements de La natune et de son envinonnement. On se dait danc de cannaitne Le contexte natuneL, ce miLieu de vie et passeden un minimum de technique des activites phy- siques que ne sant que des moyens d' acces a un compontement de vie pLus equiiibnee. C' est une phiLasaphie de vie c ’est pnendne connaissance de notne dimension, de notne entite. C' est aussi essayen de s 'xéntegnen dans un eco-systeme Le pLus "positivement" pos- si Le Vivne une senie d'expeniences pejunettant une integnatian pnognessive de L'individu dans son miLieu natuneL. C' est Le pnocessus educatianneL qui penmet ‘a L' enfiant de s' epanouin au moyen d'expeniences qui Le mettent en contact avec La natune. Education pan Le PLein-Ain--Regande La question des méthades actives en Eucation. Le PLein-Ain devient ici un inst/Lament poun ennichin Les pnocedes educatigs. Educationjaaun et au sujet du PLein- Ain--L' on aband ici Le deveLoppement dT attitudes d'habiLite's, L' acquisition de connaissances dant L' individu auna besain poun tnouven satis- fiactian dans Le PLein-Ain. 18 19 20 21 22 23 24 27 28 207 L' Education PLein-Ain senait L'utiLisation.des extenieuns de La cLasse, en fianctian de divens appnentissages, canduisant L'eduque vens un deveLOppement quaLitati6 de sa pensonne, Le tout aniente dans une demanche onganique et une.intenventian individuaLisee.... Le PLein—Ain ne peut qu'etne defiini.au.tnavens d'un concept muLtidimensianeL et muLtidiscipLinaine et non au tnavens d'une phnase. Un moyen pan LequeL.L'en6ant vit des situations d'appnentis- sage en miLieu natuneL. Pnocessus d'appnentissage muLti—discipLinaine visant Lfatteinte des but et abjectifis genenaux de L'education en utiLisant Le PLein-Ain comme Labanataine. Ce senait penmettne a un individu d'appnendne a 6aine des activites physiques (ou autnes) dans un envinonnement de pLeine natune auqueL iL y aunait tendance a integnatian. Outdoor Education is the process of sensitizing all ages to the environment in the most practical way possible, so that the individual may (l) come to understand the intricate bal- ance in nature, (2) sense the underlying principles which govern all living things, (3) see himself in relation to the whole and at the same time, (4) find in nature both mental and physical stimulation as well as enjoyment and relaxation without transgressing the basic concepts of conservation. Pnacessus Lie a L'appnentissage de connaissances, L'habiLites et d'attitudes dunabLes, en ayant comme cadne Le miLieu natuneL (dans un Lieu expose a L'ain Libne) et comme abject L'utiiisatian des nessounces natuneLLes. Deux definitions: Iene, un content; 2”“, un contenu. (l) L'utiLisation de L'envinonnement natuneL poun La neaLisa- tian de centains objectifis genenaux d'education au poun L’ integnation de centaines matienes. (2) Une matiene specifiique qui gait vivne L'eLeve dans Le miLieu natuneL des expeniences d' appnentissage anientees dans Le but de L' amenen a cannaitne, appnecien La natune, a Le sensibiLisen a La consenvation et Lui appnendne‘ a evaLuen dans La natune en y utiLisant Les eLements. Le PLein-Ain est une neaLite cuLtuneLie qui se situe de flacan specifiique dans notne sacZEte past-industnieLLe. Dans cette penspective tnes Lange, nous dinans egaLement que Le PLein-Ain est une neaLite sociaie dans toutes Les cLasses de La societe et dant L'impLicatian socio-ecanomique est mandiaLe. 15 208 Au Quebec, Le concept du PLeinéAin a evaLue de flacon sub- stantieLLe_depuis cinq ans et ce meme concept se situe a un cannefioun entne Le contexte nond-amenicain et Le contexte eunapeen. L'education PLein-Ain devnait vise/L: (l) L'enfiant. L'adaLescent et L'aduLte comme pnemien centne d'intenet, exempLe: aiden L'individu a se mettne en nappont avec son envinonnement, pan Le biais des dififienentes activites stnuc- tunees (exencices physiques au d'intenet ecaLogique). (Zlfainepmendne conscience a L'individu des immenses nichesses de son envinonnement, en L'utiiisant sagement en vue de Le consenven et meme de L'ameiianen. Learning about life, in and through the outdoors. GROUP 11: CANADA 2 10 16 Impossible to paraphrase in words; I also have no desire to tie it down this way; this is an exercise in semantics which cannot carry the same meaning for all readers. Any experience with out-of-doors, be it recreational, environ- mental, social. Outdoor Education is a methodology or technique, cutting across all subject boundaries to give the learner "good" education from three wide areas, e.g., (l) challenge-adventure aspect and development of skills for leisure time, (2) appre- ciation of nature through sensory awareness techniques, (3) creative skill development using natural materials wisely, e.g., basketry, lapidary, painting, etc. As a method for bringing an individual to face himself, others, and the total environment with a view to encouraging growth in that individual. I don't like the term "Outdoor"--prefer Environmental." Also feel definitions rather unimportant. The UNESCO Belgrade Workshop statement says it pretty well. MMe qu'en sant. 23, mais (1) en specifiiant que c'est L'edu cation PLein-Ain en miLieu scoLaine, (2) se denauLant hons des muns de L'ecoLe ou des eLements de La natune sant pnesents. 209 GROUP 111: U.S.A. l 10 12 14 15 Outdoor Education is a means of curriculum enrichment, a set- ting that enhances learning and provides for direct experi- ences and the opportunity for solving real-life problems. It cuts across all the subject matter areas and is best used by the teacher as a planned part Of the learning process. Starting from the base of "curriculum as that which happens to a child or learner" as opposed to the subject matter or content taught, then Outdoor Education is but a means to implement the curriculum in a way determined by the approp- riate content of the moment when and where it provides the best fit (based on L. B. Sharp's definition of Outdoor Education). Educating in and/or about the outdoor environment. Outdoor Education is an educational process that takes place within the natural environment. It is an extension of the classroom into the natural environment. Outdoor Education provides: Opportunities for the student to acquire a variety of outdoor skills, a setting that enables concepts and atti- tudes toward the natural environment to be derived by the student, and a setting for the student to be able to identify his place in the total life processes. Using the outdoor environment as a medium or resource for teaching. Outdoor Education is the use of a learning environment beyond the walls of the school. I feel the term "Outdoor Education" has given way to "envi- ronmental education" which utilizes natural environments for the purpose of helping students realize that natural environ- ments are a part of the total life support system. Educational activities carried on outdoors. Thirty years ago, 1 would have relished your emphasis on " efining": 1 have considerably less enthusiasm for it today. Pragmatically, a person's definition Of Outdoor Education is determined by what (and how) he does educationally out- doors, and 1 have learned to have less and less regard for what he says, especially when he writes it. Defining is probably a fine academic exercise, but 1 Observe little relationship between what peOple say they believe and what they pp:-and what they gp_is truly the thing that matters. 18 20 21 23 16 210 Outdoor Education is an approach toward achievin the goals and Objectives Of the curriculum which involves (l) an exten- sion of the classroom to the outdoor laboratory; (2) a series Of direct experiences in any or all phases of the curriculum involving natural materials and living situations which increase awareness of environment and life; (3) a program that involves pupils, teachers, and Outdoor Education resource people planning and working together to develop an optimum teaching-learning climate. Outdoor Education is the utilization Of the out-Of-doors as a laboratory for learning. I do not get "hung up" on a specific definition and seldom if ever define. I talk in terms of the Objective of whatever group I'm dealing with and/or trying to distinguish what others seem to mean by their terms. 1 am not one of those who feel strongly about Outdoor Education being a METHOD in contrast to Environmental Education. The only criterion 1 really have is that it must be oriented to natural environment in some way. A learning activity that uses primarily the natural environ- ment (as Opposed to the man-made or highly man-altered environment). Utilization of the materials and processes found in the out-Of-doors for the achievement of educational goals and objectives. Actively learning/participating in, for, and about the outdoors in teaching/learning. Actively learning/participating in, for, and about the natural out-of-doors. 1 like a combination of Julian's and L. B. Sharp's description as "things that can best be taught..." etc., and perhaps Knapp and Rillo's definition. Those things that can best be learned'fiithe classroom should there by learned, and those things that can best be learned outside the classroom, through direct experience, should there be learned. Those activities conducted jp_and fpp_the out-of—doors-- J. Smith. 211 Applies to a wide variety of learning experiences that take place in an outdoor setting, and to the skills, appre- ciations, and attitudes needed for maximum satisfaction in outdoor recreation and activities. Some of these may relate to subject matter areas, educational disciplines, and mental fitness. In outdoor settings, rich in nature's resources, Outdoor Education provides many Opportunities to develop conservation concepts, acquire skills, and provide for par- ticipation in good and wholesome activities.--Julian Smith A process of teaching and learning which utilizes the outdoor environment to convey those attitudes, concepts, intellectual processes, and skills which can be more effec- tively learned there.--Clifford E. Knapp and Thomas J. Rillo GROUP 4--OVERSEAS 1 "Environmental education is the process of recognising values and clarifying concepts in order to develop skills and atti- tudes necessary to understand and appreciate the inter- relatedness among man, his culture, and his biophysical sur- roundings. Environmental education also entails practice in decision-making and self-formulation of a code of behavior about issues concerning environmental quality" and man-to- man relationships. Environmental education is based on the scientific, incontrovertible facts of ecology. This definition was adapted by the “International Working Meeting.on Environmental Education in the School Curriculum," organised by the IUCN Commission on Education under the sponsorship of UNESCO, at Ruschlikon, Switzerland, l970; tp§_ underlined is my own addition. A conscious process using the outdoors and all that it pro- vides. Whereas outdoor recreation is a self-motivated use of the outdoors for leisure when learning may happen inci- dentally. Carrying out the education process in an informal natural medium using all the potentialities of nature, the environ- ment, as a laboratory to enhance and enrich the learning process and make it more real. 1 think it is positively harmful to equate "Outdoor Educa- tion" with "Environmental Education." By its very nature, Outdoor Education embraces any educational process going on out-of-doors. In Europe, I would say that the term was largely redundant, as there is and should be a move towards meaning education according to its specific topic and con- tent. 1 would say that Outdoor Education as a generic term 212 would be understood to refer to activities such as those undertaken by Boy Scouts, canoein clubs, Outward Bound schools (survival in the outdoors?, and other physical pur- suits in the countryside. Outdoor Education does not in itself postulate any philosophy or knowledge base. Therefore, in the terms Of your questionnaire, 1 would classify Out- door Education as "Learning jp_the Outdoors" with perhaps the added connotation of "Learning by Doing." Within these broad parameters, Outdoor Education could include a wide variety of curriculum tapics. Obviously, I would like to see "Environmental Education and Ecology" strongly represented as this is an ideal subject to compre- hend and experience outside the classroom. Furthermore, Outdoor Education should not merely concentrate on the natural environment, but should introduce the learner to his role in the community as a citizen. Many people see the "great out- doors" as a source Of human spiritual renewal, which can give a pleasure and meaning to life throughout our youth and adult life. APPENDIX B RESEARCH INSTRUMENT-~PHASE II (QUEBEC SAMPLE ONLY) 213 APPENDIX B ‘ RESEARCH INSTRUMENT--PHASE II QUESTIONNAIRE "DELPHI" Date: Name of respondent Tel.: Address Agency & Title Specialization DIRECTIONS: *Evaluate each statement according to the following: SA: You “strongly,agree" with the statement A: You "agree" with the statement 0: You " isagree" with the statement SD: You "strongly disagree" with the statement N: You are "neutral" or "undecided" **Please CIRCLE the apprOpriate letter indicating the strength Of your agreement or disagreement with the statements below. Also, if you cannot subscribe to the wording or the meaning of the statement, write the modification in the blank provided. 214 215 PART 1: DEFINITION OF OUTDOOR EDUCATION PARTIE 1: DEFINITION DE L'EDUCATION PLEIN—AIR In your view, Outdoor Education should be defined as: "the" or "one of the" definition(s)...each definition should be considered as a whole by itself and exclusively. SeLan vatne opinion, L'Education PLein-Ain devnait etne defiinie comme: "La: 9n "une des" defiinitianls)...chaque defiinition doit etne can- sidenee comme un tout en soi et isaLement. Statement 1. Learning jg_the Outdoors.‘ SA A N 0 SD L'appnentissage dans Le PLein-Ain:“ AF A N D DF Modification: 2. Learning fgp_the Outdoors. SA A N 0 SD L'appnentissage poun Le PLein-Ain. AF A N D DF Modification: 3. Learning through the Outdoors. SA A N 0 SO L'appnentissage & Le PLein-Ain. AF A N D DF Modification: 4. Learning about the Outdoors. SA A N 0 SO L'appnentissage au sufet du PLein-Ain. AF A N D DF Modification: 5. Learning 1p.and jgp.the outdoors. SA A N 0 SD L'appnentissage dans et poun Le PLein-Ain. AF A N D DF Modification: *"OutdoorS" = "Physical environment outside the classroom" ‘"Piein-Ain" - ”MiLieu physique en dehons de La cLasse" 216 Statement 6. Learning jg, for, through and about the Outdoors. SA A N 0 SD Appnentissage dans, poun., pan et au sujet du PLein-Ain. AF A N D DF Modification: 7. Curriculum supplement that facilitates ,__J__4 and enhances learning/teaching. SA A N 0 SD Une methade d' enseignement qui I;_JL__I 6aciLite et ennichit L' appnentissage. AF A N D DF Modification: 8. Learning process that cuts across the school curriculum Offerings, through physical education, natural sciences, social sciences and many other sub- ject matters. SA A N 0 SD Un pnocessus d'appnentissage qui.6ait appeL aux matienes du cunnicuLum teLLes que L'education physique, Les sciences 3 natuneLLes, Les sciences sociaLes et ‘,’__L_f pLusieuns autnes matienes. AF A N 0 OF Modification: 9. Education in the outdoors as a means of sharpening and deepening most children's learning. SA A N 0 SD Une education dans Le PLein-Ain ' comme moyen d'aviven et d'appnofiondin g L' appnentissage de.La pLupant des $;_L_;f enfiants. AF A N D DF Modification: Statement l0. 11. 12. 217 As those experiences that involve enjoying, interpreting, and wisely using the natural environment in achieving at least in part, the Objectives of education- Comme des expeniences qui impLiquent L'appneciation, L'intenpnetatian et LiutiLisation inteLLigente de L'envinon- nement dans L' atteinte, du mains en pantie, des objectifis de L'education. Modification: SA A N 0 SD Any physical or recreational activity_ that actively brings the learner and the natural environment in close con- tact providing a deeper understanding and appreciation Of the natural envi- ronment. Taute activitephysique ou necneative qui.met ceLui qui appnend et L'envinon- nement natuneL en nappont etnoit en Lui gaunnissant une meiLLeune compnehension et appneciation de L'envinonnement natuneL. Modification: SA A N 0 SD Any activity of structured or non- structured leisure by which an indi- vidual gets in contact with elements of nature. Taute activite de Laisin "stnuctunee" au ”nan-stnuctunee" pan LaqueLLe un individu pnendicantact avec Les eLements de La natune. Modification: SA A N D SD Statement 13. 14. 15. *"Sports" "'SPOW" 218 Any activity with ecological concerns allowing the individual to discover, identify and analyze the natural environment, its constituent elements and interrelating elements with a conservation purpose. Toute activite a emote/Le eco- Lagique pe/unettant a L' individu de decauvnin, d' identifiien et d' anaLysen L'envinonnement, Les eLements qui Le constituent et Les eLements d'inten- neLation, et ce, avec un but de consenvation. Modification: SA A N 0 SD Physical activities in which the indi- vidual, through sports,* gets in direct contact with the natural environment. Activites physiques dans Lesqueiies L' individu, pan Les sponts,* pnend contact dinect avec L' envinonnement natuneL. Modification: SA A N 0 SD T1 :- h———L-——4 AF A N D DF Curriculum implementation through direct experiences outside the classroom. ImpLantation du cunnicuLum a tnavens des expeniences dinectes en dehons de La cLasse. Modification: SA A N D SD = considered in a general sense = considene.dans un sens Lange Statement 16. 17. 18. 219 Learning process Offering Opportuni- ties for direct experiences in the acquisition of: a. Sound concepts and knowledge concerning human and natural resources. b. Lifetime skills permitting a creative and refreshing way of living. c. Positive attitudes reflecting harmony Of man with nature. Un pnocessus d'appnentissage ofifinant des Oppontunites poun des expeniences dinectes en vue de L'acquisition de: a. Concepts et connaissances 60nda- mentaLes concennant Les nessounces humaines et natuneLLes. b. HabiLites dunabLes penmettant une 6acon de vivne cneatnice et ennichissante. c. Attitudes positives manifiestant une neLation hanmonieuse de L'homme avec La natune. SA A N 0 SA A N 0 SA A N 0 SO SO 50 DF DF Modification: 19. (As one part of outdoor education), outdoor experiences concerning the sciences Of conservation and ecology. (Comme une pantie de L'education PLein—Ain), Les expeniences de PLein- Ain tnaitant des sciences de La consenvation et L'ecoLogie. SD Modification: Statement 20. 21. 22. 220 Generic term for any educational program with focus upon natural environment and man's interaction with and in it. On tenme genenique poun.tout pnognamme educationnei mettant L'accent sun L'envinonnement natuneL et L'inten- action de L'homme avec et dans ceLui-ci. Modification: Direct approach to exploration and learning which expedites maximum utilization of the natural physical environment as a learning laboratopy which is living and unique. Une appnoche dinecte poun L'expLanation et L'appnentissage qui active L'utiLi- sation maximumcuaL'envinonnement physique, natuneL comme un Labonataine digppnentissage unique et vivant. Modification: SA A N D 50 Physical activities held in the out- of-doors but with health* concerns as the primary goal. Activites physiques dans Le PLein-Ain anientees vens des pneoccupations de sante physique, comme pnemien but. Modification: SA A N 0 SD * = "physical fitness" Statement 221 Outdoor Education is a subject matter oriented toward: (uni-disciplinary_ approach with specific content other than history and principles of Outdoor Education) a. Elementary (grade 1 to 6). SA A N 0 50 b. Secondary (grade 7 to 12). SA A N 0 SD c. College level. SA A N 0 SD d. Adult education. SA A N 0 SD L'education PLein-Ain est considenee comme une matiene au niveau: (appnoche uni-discipiinaine avec contenu specifiique autne que histoine, pnin- cipes de L'education PLein-Ain) ‘V’ i q_ a. eLementaine. AF A IN 3 D: b. secondaine. AF A lN D c. C.E.G.E.P. AF AI N ,D i: d. education penmanente. AF A N D D Modification: N.B. as Opposed to no. l7 Outdoor Education is a multi- disciplinapy_learning process oriented toward: a. Elementary (grade 1 to 6). SA A N 0 50 b. Secondary (grade 7 to 12). SA A N 0 SD c. College level. SA A N 0 SD d. Adult education. SA A N 0 SD L'education PLein-Ain est un pnocessus d'appnentissage muLti-discipLinaine, au niveau: . a. eLementaine. b. secondaine. c. C.E.G.E.P. d. education penmanente. Modification: Statement 31. 32. 222 As a means Of curriculum enrichment, in a setting that enhances learning and provides for direct experiences and the Opportunity for solving real-life problems. It cuts across the subject matter areas and is best used by the teacher as a planned part Of the learning process. Comme un moyen d'ennichissement du cunnicuLum, dans un miLieu qui appnofiondit L'appnentissage et pnevait des expeniences dinectes et aussi L'appantunite de.nesoudne des pnobLemes concnets de La vie. ELLe entnecoupe toutes Les matienes et est mieux utiLisee pan Les pnafiesseuns comme une pantie pLani- 6iee du pnocessus d'appnentissage. Modification: SA A N 0 SD .1. A AF IN D DF (Starting from the basis Of "CURRICULUM," as that which happened to a child or learner as Opposed to subject matter or content taught),=as a means to implement the curriculum in a way determined by the appropriate content of the moment when and where it provides the best fit for the child's needs and interests. (Pantant sun La base du "CURRICULUM," teL que ce qui s'est passe chez ceLui qui appnend ou L'enfiant pan apposition a,La matiene au contenu enseigne),= un moyen de mettne en pnatique Le cunnicuLum, detenmine d'une centaine flacon pan un contenu adequat, du moment ou et quand ceLa convient Le mieux poun Les intenets et besains de L'enfiant. Modification: SA A N 0 SD 223 Statement 33. Educational process coming from a series of organized activities being held generally in a natural or semi- natural setting, based on the potential offered by the natural setting and con- tributing to the physical and psychic development of the individual, increas- ing his level Of awareness Of his inter- relations with nature, and also capable of modifying his attitudes and behavior toward the natural environment. SA A N 0 SD Un pnocessus educatifi denivant d'un ensembLe d’activites onganisees se' denauLant dans La natune* basees sun L'expLoitation du potentieL ofifient pan Le miLieu natuneL et contnibuant au deveLOppement de L'individu tant sun Le pLan physique que psychique, tout en accnoissant son degne de conscience de ses inten-neLations avec La natune, et susceptibLes de modifiien ses attti- ii¢. tudes et compontements vis-a-vis du 1.1.1 miLieu natuneL. AF A N D DF Modification: * = "genenaLement" 224 PART II: OBJECTIVES OF OUTDOOR EDUCATION PARTIE II: OBJECTIFS DE L'EDUCATION PLEIN-AIR In your view, what SHOULD BE one of the general Objectives of Outdoor Education? Scion vous, quees devnaient etne queLques-uns des objectifis genenaux de L'education PLein-Ain Teducatifis et pedagogiques)? Statement 34. Provide unique Opportunities for behavioral changes because of the particular setting offered by the out—of-doors. . SA A N 0 SD Founnin des occasions uniques poun des changements de compontements a 1r g f cause de L'envinonnement panticuLien k_J__4 qu'ofifine Le PLein-Ain. AF A N D DF Modification: 35. Help to use wisely and protect the natural environment. SA A N 0 SD Aiden a utiLisen judicieusement et ‘LJLJF pnotegen L'envinonnement natuneL. AF A N D DF Modification: 36. Provide outdoor settings that will , make teaching more creative. SA A N 0 SD Founnin des situations de PLein-Ain r 1 r qui nendnont L'enseignement pLus p_l__4 cneateun. AF A N D DF Modification: Statement 37. 38. 39. 40. 225 Utilize surroundings and community resources for education, to the best advantage Of the curriculum. UtiLisen Les nessounces envinon- nantes de L'ecoLe et de La communaute poun 6ins educatives, au meiLLeun avantage du cunnicuLum. SA A N 0 SD Modification: (All_objectives of Outdoor Education are) the same as for Physical Education. (T_o__us Les objectifis du PLein- Ain sant) Les memes que ceux de.L' education physique. Modification: Help the individual to relate with his environment through different physical exercises.‘ Aiden L'individu a se mettne en nappont avec son envinonnement pan Le biais des difiéenents exencices physiques. Modification: Organic and muscular development Of the individual through Physical Educa- tion activities and sports in natural settings as primary goal. Comme pnemien objectifi, Le deveLOppement onganique et muscuLaine de L'individu a tnavens Les sponts et Les activites de L'education physique efifiectuees dans Les sites natuneLs. SA Modification: ‘ = "physical education exercises" Statement 41. 42. 43. 226 Help students to discover the impor- tant relationship that can and should exist between classroom instruction and outdoor learning. Aiden Les etudiants a decauvnin La neLation impontante qui peut et qui doit existen entne L'appnentissage en cLasse et L'appnentissage en niLieu natuneL. SA A N D Modification: Provide an opportunity for direct learning experiences which foster implementation of the school cur- riculum in many areas. Founnin une occasion poun des expeniences dinectes d'appnentissage a6in de 6avonisen L'appnofiandissement de pLusieuns sujets du cunnicuLum scoLaine. SA A N D Modification: Enable students to develop new (outdoor) skills and interests, and provide a basis for a lifetime of meaningful living. Rendne Les etudiants capabLes de deveLOppen de nauveLLes habiLetes et nouveaux intenets et fiounnin une base poun une flacan de vivne pLus ennichissante. Modification: Statement 44. 45. 46. 47. 227 Contribute to the establishment of better relations between teachers and students through direct outdoor experiences. Contnibuen a L'etabLissement de meiLLeunes neLations entne pnofies- seuns et eieves a tnavens des expeniences dinectes en PLein-Ain. 50 Modification: Provide a context for the child's socialization to occur by giving him additional opportunities for social group life. Founnin un contexte de sociaLisation poun L'enfiant en Lui ofifinant des chances additianeLLes de vie saciaLe intense au sein d'un gnoupe. SD Modification: To develOp awareness, appreciation and understanding of the natural environment and man's relation to it. DeveLappen La conscience, L'appnecia- tian et La compnehension de L'envinon- nement natuneL et La neLation de L'homme avec ceLui-ci- SD Modification: To help realize, through Outdoor Edu- cation, the full potential of the individual toward optimum develOpment of the mind, body and spirit. Aiden a neaLisen, a tnavens L'education PLein-Ain, tout Le patentieL de L'indi- vidu vens un deveLOppement compLet de L'espnit, du conps et de L'ame. 50 Modification: Statement 48. 49. 50. 228 Provide a meaningful setting for the develOpment of the affective domain. Founnin un miLieu tnes flavonabLe au deveLoppement a56ecti6 de L'individu. 50 Modification: Provide the individual with unique Opportunities to develop his creativity and his initiative. Founnin a L'individu des occasions uniques de deveLoppen son espnit de cneativite et d'initiative dans un contexte signifiicatifi. SD Modification: Provide an Opportunity for "relief" from the boredom, drudgery and routine of many learning and teaching situations. Founnin une oppantunite de "soupape" a L'ennui, La Lassitude et La noutine de pLusieuns situations d'appnen- tissage et d'enseignement. SD Modification: 229 PART III: CULTURAL AND SOCIAL ENVIRONMENT PARTIE III: ENVIRONNEMENT SOCIAL ET CULTUREL Do you agree with the following statements concerning the cultural and social values of the society? Est-ce que vous etes d'accond avec Les enances suivants concennant Les vaLeuns sociaLes et cuLtuneLLes suivantes? Modification: Statement 51. Urbanization has deprived children of close contact with the land. SA A N 0 SD 2 L'unbanisation a depaunvu Les enéants IJLI' d'un contact etnoit avec La.tenne. AF A N D DF Modification: 52. Automation and mechanization have dulled creative energy of many young peOple. SA A N 0 SD L'automation et La mecanisation ant canflaibue a diminuen L'enengie r i f cneatnice de beaucoup de nos jeunes ’71.... gens. A A N D DF Modification: '53. There has been an increase in interest and use of the outdoors for relaxation and stabilization of body and mind. SA A N 0 SD 1L y a eu une augmentation dans L'intenet et.L'utiLisation du PLein-Ain poun.La neLaxation et ‘r.g ‘, La stabiLisation du conps et de L_i_4_ L'espnit. AF A N D DF Statement 54. 55. 56. 57. 58. 230 There is a widespread lack of knowledge and appreciation and skill for partici- pation in meaningful outdoor experiences. IL y a un vaste manque de connaissances et d'habiLete poun La panticipatian a des expeniences ennichissantes en PLein-Ain. Modification: Modern society has increased the need for mental and physical fitness, --for regaining contact with basic realities found in nature, --for more creative living, and for spiritual satisfactions. La societe madenne a augmente Le besain poun La bonne fianme physique et mentaLe, --poun.nepnendne contact avec Les neaLites 60ndamentaLes tnouvees dans La natune, :--poun une vie pLus ennichissante et poun des satiséactions spinitueLLes. Modification: 3’; > 2 0 SO 50 SA A N 0 SD n 3:. z c In any social setting, man has the need to live peaceably with others and with nature, and to develop tolerance, self- reliance, and understanding. ' Dans un contexte sociaL, L'homme a besain de vivne en paix avec Les autnes et avec La natune; ii a aussi besain de deveLop- pen de La taLenance, de La canfiiance en soi et de La compnehension. Modification: SA A N 0 SD Statement 59. 60. 61. 231 A free public education for all chil- dren is important in society, and the school should act as an agent for fostering the develOpment Of the indi- vidual to his fullest potential as well as for fostering democratic values and passing on the cultural heritage. Une education pubLique gnatuite est impontante dans notne societe et L'ecoLe devnait agin comme an agent poun fiavonisen Le deveLOppement des patentiaLites d'un individu aussi poun.L'epanouissement des vaLeuns democnatiques et La tnansmission de L'henitage cuLtuneL. SA A N D - -----..--------------------------------------------------OO-. Modification: The natural environment setting can- stitutes a "relief" for the individual who Often cannot, in his everyday life, find relaxation and peace. Le contexte de L'envinonnement natuneL sent de "soupape" poun L'individu qui souvent ne peut, a tnavens son quotidien, tnouven matiene a detente et paix. SA A N 0 50 Modification: Experiences of outdoor living can - develOp an appreciation for the life style of native inhabitants, colonists and explorers of the land. Les expeniences de vie au gnand ain peuvent deveLoppen une appneciatian poun Le styLe de vie des gnoupes ethniques, des pnemiens coLans et des expLonateuns du pays. SA A N 0 SD Modification: PART IV: PARTIE IV: 232 OUTDOOR EDUCATION/LEARNING EDUCATION PLEIN-AIR/APPRENTISSAGE Statement 62. 63. 64. The nature of man is such that he has a need for non-artificial environment and cannot be separated from it; to separate him causes continuous pressures. La natune de L'homme est teLLe, qu'en genenaL, ii a besain d'un envinonnement non-antifiicieL dant iL ne peut pas etne sepane; L'en pniven cause des pnessians cantinueLLes. SA A N SD Modification: Most children and youth can be described as tending to be adventurous, exploratory minded, active, energetic and curious. La pLupant des enfiants et adoLescents peuvent etne decnits comme etant actifis, enengiques, cunieux, jouissant d'un espnit d'expLonatian et d'aventune. SD Modification: Most children possess a natural yearn- ing for the active outdoor life and respond readily and happily to it. La pLupant des enfiants possedent un penchant natuneL poun une vie active en PLein-Ain et neagissent d'embLee et agneabLement a ceLLe-cis SD Modification: Statement 65. 66. 67. 233 Most methods (methodology) used in Outdoor Education provide motivation for learning. La pLupant des methodes" utiLisees dans L'enseignement en PLein-Ain 6avonisent Le deveLoppement d'une motivation. Modification: SAANDSD Tilr AF A N D DF The outdoors can be approached through discovery, exploration, adventure, and research in which there is intense interest in activities that are natural to children and problem solving is used in the context of natural settings. Le PLein-Ain peut etne appnoche a tnavens La decouvente, L'expLonatian et L'aventune, et La nechenche dans LaqueLLe iL y a un intenet intense dans Les activites qui sont natuneLLes poun Les enfiants; aussi, La methade de nesoLutian de pnabLemes est empLoyee dans Le contexte de sites natuneLs. Modification: SA A N D SD DevelOp the "self-concept" of the indi- vidual through all kinds of outdoor settings demanding continuous adaptations. DeveLappen Le "moi" de L'individu pan toutes santes de situations de PLein- Ain exigeant des adaptations cantinueLLes. Modification: SA A N D SD ‘ "La methadaLagie" 234 Statement 68. 69. 70. 71. There is an “open/free" atmosphere in outdoor experiences in which teacher/pupil rapport develops and allows students to become actively involved in planning with the teacher for learning experiences. L'atmosphene panticuiiene dans Les expeniences de PLein-Ain peut ameLionen Le nappont pnofiesseun-eieve et penmet aux etudiants de devenin dinectement impLiques avec Les pnofiesseuns dans La pLanifiicatian des expeniences d'appnentissage. SA A N SD Modification: Man is part of nature and continuous with nature. His flexibility and adaptability permit him to survive in widely differing environments, both physical and cultural. In many cases, --humans have to re-learn how to live in a natural versus artificial environment, --live better in urban environments. L'homme est pantie integnante et continue de La natune. Sa 6Lexi- biLite et son adaptabiLite Lui pen- mettent de sunvivne dans des envinon- nements tnes dififienents, a La fiois' physiques et cuLtuneLs. Dans piabteuflb cas, Le humains ant a neappnendne --comment vivne dans un envinonnement natuneL vensus un envinonnement anti- flicieL, --a mieux vivne dans Les envinonnements unbains. SA A N SA A SA A 22 SO SO SO DF Modification: Statement 72. 73. 74. 235 Outdoor Education provides for the integration of learning in a setting that allows creative teaching with Opportunities Of acquiring specific skills and knowledge. L'education PLein-Ain fiavonise L'inte- gnation de L'appnentissage dans une situation qui penmet un enseignement cneateun, avec des Oppontunites poun L'acquisition d'habiLetes et at de connaissances specifiiques. SA A N SD Modification: Students can become actively involved in planning for outdoor learning experiences; this may increase student-teacher rapport. Les etudiants peuvent devenin active- ment impLiques dans La pLanifiicatian des expeniences d'appnentissage de Piein-Ain, ceci peut ameLionen Le nappont eLeve/pnafiesseun. SA A N SD Modification: The multisensory approach of tasting, looking, smelling, hearing, and touching provides direct learning experience that Should be used in the out-of-doors. La methade muLti-sensanieLLe de L'odanat, de La vue, de L'auie et du touchen pnocune une expenience dinecte d'appnentissage qui devnait etne utiLise en PLein-Ain. SA A N 50 Modification: 236 PART V: OUTDOOR EDUCATION/TEACHER EDUCATION/CURRICULUM PARTIE V: EDUCATION PLEIN-AIR/FORMATION DES MAITRES/CURRICULUM Statement 75. Based on the premise that Outdoor Education is a multi~disciplinary learning process, Outdoor Education should be included in teacher educa- tion curricula. SA A N 0 SD En nous basant sun La pnemisse que L'education PLein-Ain est un pnocessus d'appnentissage muLti-disaipiinaine, L'education PLein-Ain devnait etne f i T incLuse dans Les pnognammes de fionma- $4_1 tion des ma’itnes. A N D DF Modification: In an Outdoor Education curriculum, primary emphasis should be placed upon; also rank from l to 5 or more, l being the most important:* Rank: 76. a. Knowledge (know). 81 SA A N 0 SD 77. b. Outdoor skills (know how). 82 SA A N 0 SD 78. c. Attitude (know how to be . 83 SA A N 0 SD 79. d. Affective domain. 84 80. e. Methodology of instruction. 85 SA A N 0 SD Dans un cunnicuLum en education PLein- Ain, L’emphase pnincipaLe devnait etne pLacee sun Les paints suivants; aussi Les cLassen pan ondne de_pgianite, l etant Le pLus impontant: Ran : ',x T. a. connaissances (savain).. . N D DF b, habiLetes de PLein-Ainisavain éaine). A N D DF c. attitudes (savoin em). A A N a or d. domaine afifiectifi. AF A N D DF es methadaLagie d'instnuction. AF A N D DF Modification: * Use each rank number only once. ‘ Utiiisen chaque nang une fiais seuLement. 237 Statement The role of the teacher in Outdoor Education in public schools should be; also rank each of the following from l to 5 or more, 1 being the most important:* Rank: 86. a. Teaching. 92 SA A N 0 SD 87. b. Leadership. 93 SA A N D 50 88. c. Administration, 94 SA A N 0 SD 89. d. Evaluation. 95 SA A N 0 SD 90. e. Public relations agent. 95 SA A N 0 SD 91. f. "Catalysing" agent. 97 SA A N 0 50 Les taches de L'educateun de PLein-Ain dans nos ecoLes devnaient etne Les suivantes; aussi cLassen pan ondne depnianite, l etant La pLusTZmpontante:‘ Y Rang: 1’ 9’ a. ens eignement. b. animation. c. administnation. d. evaLuatia n. e 6 1 'HTI'H‘H 666666 66 "HTi > . agent de.neLations pubLiques. . agent "cataLyseun". >>>> > 2:2: Modification: * Use each rank number only once in the box provided. ‘ UtiLisen chaque nang une 50is seuLement dans L'espace appnOpnie. = I would like to receive the results of the study when available and also a copy of the list Of participants. Je desine necevoin Les nesuLtats de L'etude, Lansque ceux-ci = senont disponibLes ainsi que La Liste des panticipants a L'etude. PLEASE: Answer ALL questions, according to directions. S.V.P.: Repandne a toutes Les questions seLan Les dinectives indiquees. " P L e i n a i n e m e n t v O.t t e " Menci. Thank you. APPENDIX C RESEARCH INSTRUMENT 238 APPENDIX C RESEARCH INSTRUMENT QUESTIONNAIRE "DELPHI" Date: Name Of respondent Tel.: Address Agency & Title Specialization DIRECTIONS: *Evaluate each statement according to the following: SA: You "strongly agree" with the statement A: You "agree" with the statement 0: You " isagree" with the statement SD: You "strongly disagree" with the statement N: You are "neutral" or "undecided" **Please CIRCLE the appropriate letter indicating the strength of your agreement or disagreement with the statements below. Also, if you cannot subscribe to the wording or the meaning of the statement, write the modification in the blank provided. 239 240 PART 1: DEFINITION OF OUTDOOR EDUCATION PARTIE 1: DEFINITION DE L'EDUCATION PLEIN—AIR In your view, Outdoor Education should be defined as: "the" or "one of the" definition(s)...each definition should be considered as a whole by itself and exclusively. SeLan votne opinion, L' Education PLein- Ain devnait etne defiinie comme: "La" on "une des" defiinition(s).. .chaque defii Wn doit etne con- sidenee comme un tout en soi et isaLement. Statement 1. Learning jp_the Outdoors.‘ SA A N 0 SD L'appnentissage dans Le PLein-Ain.* AF A N D DF Modification: 2. Learning fg§_the Outdoors. SA A N 0 SD L'appnentissage poun Le PLein-Ain. AF A N D DF Modification: 3. Learning through the Outdoors. SA A N 0 SD L'appnentissage pgn Le PLein-Ain. AF A N D DF Modification: , 4. _ Learning about the Outdoors. SA A N 0 SD L' appnentissage au suiet du PLein— Ain. AF A N D DF Modification: 5. Learning 1p and fig: the outdoors. SA A N 0 SD L'appnentissage dans et poun Le PLein-Ain. AF A N D DF Modification: *"OUtdoors" = "Physical environment outside the classroom" *"PLein-Ain" = "MiLieu physique en dehons de La cLasse" Statement 6. 241 Learning in, for, through and about the Outdoors. Appneniiaaage dana, poun., pan ei au aujei du PLein- Aii. Modification: Curriculum supplement that facilitates and enhances learning/teaching. Une methade d' enaeignement qui 6aeiLiie et ennichit L' appnentissage. Modification: Learning process that cuts across the school curriculum offerings, through physical education, natural sciences, social sciences and many other sub- ject matters. Un pnoeebbub d'appnentissage qui.5aii appeL aux maiienea du cunnicuLum ieLLeA que L'education phyaique, Lea sciencei naiuneLLea, Lea sciencea aoeiaLeA ei pLuAieuia autnes matieiei. SA SD Modification: Education in the outdoors as a means of sharpening and deepening most children's learning. Une education dana Le PLein-Aii comme moyen d’aviven ei d'appnofiondii L' appfieni'uaage de La pLupant dea enfiania. SA SD Modification: Statement lO. ll. 12. 242 As those experiences that involve enjoying, interpreting, and wisely using the natural environment in achieving at least in part, the objectives of education- SA A N D SD Comme dea expéxzieneezs qui impLiquewt L'appneciaiion, L'inienpnéiaiion et LiuiiLiAaiion inteLLigente de L'envinon- nemeni danA L' atteinte, du moina en pantie, dea objectifia de.L' education. AF A N D DF Modification: Any physical or recreational activity that actively brings the learner and the natural environment in close con- tact providing a deeper understanding and appreciation of the natural envi- ronment. SA A N D SD Toute activiiegphyaique ou iéeiéaiive qui met ceLui qdifiappiend’ei L'envinon- nement naiuieL en nappont etioii en Lui flounniaaant une meiLLeune compnehenaion et appieeiaiion de L'envinonnement natuneL AF A N D DF Modification: Any activity of structured or non- structured leisure by which an indi- vidual gets in contact with elements of nature. SA A N D SD Toute aeiiuiié de Loiaii "atiueiuiée" ou "non-Aihuetunée" pan LaqueLLe an individu pnend'eoniaet avec Lea éLémentA de La natune. AF A N D DF Modification: Statement 13. T4. 15. *"Sports" *"Spown 243 Any activity with ecological concerns allowing the individual to discover, identify and analyze the natural environment, its constituent elements and interrelating elements with a conservation purpose- Toute activité EL canoe/tue éeo- Lagique penmettant a L'individu de decauvnin., d' identifiiei et d' anaLyAea L’ envinonnement Lea eLement); qui Le eonbtituent et Let eLementa d'intet- neLation, et ce, avec un but de contenuation SA SD Modification: Physical activities in which the indi- vidual, through sports,* gets in direct contact with the natural environment. Activité/s phyAique/s den/.5 LeAqueLLe/s L'individu, pan Let apatit, pnend contact dinect avec L'envinonnement natuneL. SA SD Modification: Curriculum implementation through direct experiences outside the classroom. ImpLantation du cunnicuLum a tnavena de/s expé/Lieneea dinectea en dehotw de La eLaAAe. SA SD Modification: = considered in a general sense = comidme dam on Aeni Lange 244 Statement Learning process offering opportuni- ties for direct experiences in the acquisition of: 16. a. Sound concepts and knowledge concerning human and natural resources. SA A N D SD 17. b. Lifetime skills permitting a creative and refreshing way of living. SA A N D SD 18. c. Positive attitudes reflecting harmony of man with nature. SA A N D SD Un pioeeiiub d'appientittage ofifiiant dea oppantunitei poun dea expétiencet dinecteb en vue de L'acquitition de: a. Concepti et connaiiianeet 50nda- mentaLeA eoneennant Let aetiouneeb humainea et natuneLLea. AF A N D DF b. HabiLiteA dunabLeA penmettant une 6aeon de vivne cneattiee et en/cicnibiante. ‘ AF A N D DF e. Attitudet potitiueb manifieatant une neLation hanmonieute de L'homme avec La natune. AF A N D DF Modification: 19. (As one part of outdoor education), outdoor experiences concerning the sciences of conservation and ecology. SA A N D SD (Comme une pantie de L'education PLein-Ain), Let expenienceb de PLein- Ain.tnaitant dea bcieneeé de La eonbeiuation et L'éeoLogie. AF A N D DF -----------_----—---“-----------~--------------------------- . ’ Modification: Statement 20. 21. 22. 245 Generic term for any educational program with focus upon natural environment and man's interaction with and in it. Un teame genenique poun tout paogaamme educationneL mettant L' accent baa L'envinonnement natuneL et L'intea- action de L'homme avec et dant ceLui-ci. SA SD Modification: Direct approach to exploration and learning which expedites maximum utilization of the natural physical environment as a learning_laboratory which is living and unique. Une appaoche diaecte poun L'expLoaation et L'appnentiaaage qui active L'utiLi- Aation maximum de L’envinonnement phyaique, natuneL comme un Labouatoiae d'appaentiAAage unique et viuant. SA SD Modification: Physical activities held in the out- of-doors but with health* concerns as the primary goal. Activitéa phyaiQuea dams Le PLein-Ai/L onientéea ve/La dea paéoccupatiom de Aantéphybique, comme pnemien but; SA SD Modification: * = "physical fitness" Statement 246 Outdoor Education is a subject matter oriented toward: (uni-disciplinary_ approach with specific content other than history and principles of Outdoor Education) a. Elementary (grade l to 6). SA A N D SD b. Secondary (grade 7 to l2). SA A N D SD c. College level. SA A N D SD d. Adult education. SA A N D SD L'education PLein-Aia eat conaidétee comme une matieae au niveau: (appnoche uni-diicipLinaine avec contenu Apecifiique autne que hiatoine, pain- cipea de L'education PLein—Aia) a. eLementaine. AF A N D DF b. aecondaiae. AF A N D DF c. C.E.G.E.P. AF A N D DF d. education peamanente. AF A N D DF Modification: N.B. as Opposed to no. l7 Outdoor Education is a multi- disciplinary_learning process oriented toward: a. Elementary (grade 1 to 6). SA A N D SD b. Secondary (grade 7.to 12). SA A N D SD c. College level. SA A N D SD d. Adult education. SA A N D SD L'education PLeén-AUL e41: un maceaua d'appnentitaage muLti-diAcipLinaiae, au niveau: a. eLementaine. AF A N D DF b. becondaiae. AF A N D DF c. C.E.G.E.P. AF A N D DF d AF A N D DF Modification: Statement 31. 32. 247 As a means of curriculum enrichment, in a setting that enhances learning and provides for direct experiences and the opportunity for solving real-life problems. It cuts across the subject matter areas and is best used by the teacher as a planned part of the learning process. SA A N D SD Comme un moyen d'enaichiAAement du caaaicuLum, dana un miLieu qui appaofiondit L'appnentiaaage et paeuoit dea expeniencea dinectea et auiai L’appantunite de aéaoudae dea paobLemeA concaeta de La.vie. ELLe entaecoupe toutea Lea matieaea et eat mieux utiLiaee pan.LeA paofietaeuaa comme une pantie pLani- 6iee du paocetaub d'appnentitbage. AF A N D DF Modification: (Starting from the basis of "CURRICULUM," as that which happened to a child or learner as opposed to subject matter or content taught),=as a means to implement the curriculum in a way determined by the apprOpriate content of the moment when and where it provides the best fit for the child's needs and interests. SA A N D SD (Puntant sun.La babe du "CURRICULUM," teL que ce qui.4’eat paAAe chez ceLui qui appnend ou L’enfiant paa oppoaition a La matieae ou contenu enaeigne),= un moyen de mettne en pnatique Le cuaaicuLum, detenmine d'une centaine 6acon pan.un contenu adéquat, du moment ou et quand ceLa conuient Le mieux poun Lea irate/Leta et beaoini de L'enfiant. AF A N D W Modification: Statement 33. 248 Educational process coming from a series of organized activities being held generally in a natural or semi- natural setting, based on the potential offered by the natural setting and con- tributing to the physical and psychic development of the individual, increas- ing his level of awareness of his inter- relations with nature, and also capable of modifying his attitudes and behavior toward the natural environment. SA A N D SD Un pnoceAAuA educatifi decivant d'un enaembLe d'activitei onganiaeeb be denauLant dana La natune‘ baieea bun L'expLoitation du potentieL assent paa Le miLieu natuneL et contnibuant au deveLoppement de L'individu tant baa Le pLan phyaique que paychique, tout en accnoiaaant ion degae de conicience de tea intea-neLationa avec La natune, et butceptibieé de modifiiea sea attti- tudea et compontementt via-a-vit du miLieu natuneL. AF A N D DF Modification: * = "genéaaLement" 249 PART II: OBJECTIVES OF OUTDOOR EDUCATION PARTIE II: OBJECTIFS DE L'EDUCATION PLEIN-AIR In your view, what SHOULD BE one of the general objectives of Outdoor Education? SeLon uouA, queLa dew/Latent We queLquea-unt deA objectifia genenaux de L'education PLein-Aia (educatifia et pedagogiquea)? Statement 34. Provide unique opportunities for behavioral changes because of the particular setting offered by the out-of-doors. SA A N D SD Founnin dea occwsi'ona unique/5 poun dea changementa de compontementa a cauae de L'envinonnement paiticuLiea qu'ofifiae Le PLein-Ai/L. AF A N D DF Modification: 35. Help to use wisely and protect the natural environment. SA A N D SD Aiden a utiLiAea judicieuaement et pnotegen L'envinonnement natuneL. AF A N D DF Modification: 36. Provide outdoor settings that will make teaching more creative. SA A N D SD Founnin dea situationa de PLein-Aii qui.aendaont L'enaeignement pLaA cneateun. AF A N D DF Modification: Statement 37. 38. 39. 40. 250 Utilize surroundings and community resources for education, to the best advantage of the curriculum. UtiLiten Let nettouicet envinon- nantet de L'ecoLe et de La communaute poun flint educativet, au meiLLeun avantage du cunnicuLum. SA SD Modification: (Aflj_objectives of Outdoor Education are) , the same as for Physical Education. (Tout Let objectifit du PLein- Ai/L tont) Let memet que ceux de L' education phytique. Modification: Help the individual to relate with his environment through different physical exercises.* Aiden L'individu a te mettne en nappoat avec ton envinonnement g1} Le biait det diéfiecentt exencicetpnytiquet. Modification: Organic and muscular development of the individual through Physical Educa- tion activities and sports in natural settings as primary goal. Comme pnemien objectifi, Le deveLoppement onganique et mutcfiLaZhe de L'individu ' a WVW Let tpoatt et Let activitét de L'education phytique e66ectuéet dant Let titet natuneLt. SA SD Modification: ‘ = "physical education exercises" Statement 41. 42. 43. 251 Help students to discover the impor- tant relationship that can and should exist between classroom instruction and outdoor learning. Aidea Let etudiantt a decauvnin La neLation impoatante qui peat et qui doit exittea entne L'appnentittage en cLatte et L'appnentittage en miLieu natuneL. SA SD Modification: Provide an opportunity for direct learning experiences which foster implementation of the school cur- riculum in many areas. Founnia une occation poun det expéniencet di/Lectet d 'appaentc'ttage agin de gauchitea L'appaofiondittement de pLutieaat tujett du cuanicuLam tcoLaine. SA SD Modification: Enable students to develop new (outdoor) skills and interests, and provide a basis for a lifetime of meaningful living. Rend/Le Let étudiantt capabLet de deveLOppea de nouveLLet habiLetét et nouveaux intéaett et fioaanit une bate pout une 6aeon de vivne pLut ennichittante. SA SD Modification: Statement 44. 45. 46. 47. 252 Contribute to the establishment of better relations between teachers and students through direct outdoor experiences. Contnibuen a L'etabLittement de meiLLeuiet neLationt entne piofiet- tea/2t et team a nave/1t det expé/ziencet dinectet en PLein-Ai/L. SA SD Modification: Provide a context for the child's socialization to occur by giving him additional opportunities for social group life. Founnin un contexte de tociaLitation poun L'enfiant en Lui ofifiaant det chancet additioneLLet de vie tociaLe intente au tein d'un gnoupe. SA SD Modification: To develop awareness, appreciation and understanding of the natural environment and man's relation to it. DeveLappec.La contcience, L'appneciar tion et La compnehention de L'envinon- nement natuneL et La neLation de L'homme avec ceLui-ci- SA SD Modification: To help realize, through Outdoor Edu- cation, the full potential of the individual toward Optimum development of the mind, body and spirit. Aiden a aéaLitea, a tnaveAt L'education PLein-Aizt, tout Le potentieL de L'indi- vidu vent an deveLoppement compLet de L'etpait, du coapt et de L'ame- SA SD Modification: Statement 48. 49. 50. 253 Provide a meaningful setting for the development of the affective domain. Founnin un miLieu tiet 6avoaabLe au deveLOppement afifiectifi de L'individu. SA SD Modification: Provide the individual with unique opportunities to develop his creativity and his initiative. Founnin a L'individu det occationt uniquet de déueLoppea.ton etpait de cneativite et d'initiative dant un contexte tignifiicatifi. SA SD Modification: Provide an opportunity for "relief" from the boredom, drudgery and routine of many learning and teaching situations. Founnin une Oppontunite de "toupape" a L'ennui, La Lattitude et La aoatine d2 pLutieunt tituationt d'appnen- tittage et d'enteignement. SA SD Modification: 254 PART III: CULTURAL AND SOCIAL ENVIRONMENT RARTIE III: ENVIRONNEMENT SOCIAL ET CULTUREL Do you agree with the following statements concerning the cultural and social values of the society? Ett-ce que uout etet d'accond avec Let enoncét tuivantt conceanant Let vaLeuIzt tociaLet et caLtuaeLLet tuivantet? Statement 51. Urbanization has deprived children of close contact with the land. SA A N D L'aabanitation a dépoaavu Let en6antt d'un contact etnoit avec La.temce. AF A N D Modification: 52. Automation and mechanization have dulled creative energy of many young peOple. SA A N D L'automation.et La mécanitation ont contnibue a diminuea L'éneagie cneataice de beaucoup de n0t jeunet gent. AF A N D Modification: SD 53. There has been an increase in interest and use of the outdoors for relaxation and stabilization of body and mind. SA A N D IL y a eu une augmentation dant L'intéaet et.L'utiLitation du PLein-Aia poun.La neLaxation et La ttabiLitation.du coapt et de L'etpait. AF A N D Modification: SD 255 Statement 54. 55. 56. 57. 58. There is a widespread lack of knowledge and appreciation and skill for partici- pation in meaningful outdoor experiences. IL y a un uatte manque de connaittancet et d'habiLete poun La paiticipation a det expé/ziencet eruzichittantet en PLein-Ain SA SD Modification: Modern society has increased the need for mental and physical fitness, --for regaining contact with basic realities found in nature, --for more creative living, and for spiritual satisfactions. La tociete modeane a augmenté.Le betoin poun La bonne 50ime phytique et mentaLe, --poua aepaendae contact avec Let aéaLitét 60ndamentaLet taouuéet dant La natune, --poua une vie pLut entichittante et poun det tatitfiactiont tpiiitueLLet. SA SA SA SD SD SD Modification: In any social setting, man has the need to live peaceably with others and with nature, and to develop tolerance, self- reliance, and understanding. Dant an contexte tociaL, L'homme a betoin de vivne en paix avec Let autaet et avec La natune; iL a autti betoin de deveLop— pea de La toLénance, de La confiiance en toi et de La compnehention. SA SD Modification: Statement 59. 60. 61. 256 A free public education for all chil- dren is important in society, and the school should act as an agent for fostering the develOpment of the indi- vidual to his fullest potential as well as for fostering democratic values and passing on the cultural heritage. Une education pubLique gnatuite ett impontante dant notne tocieté et L' ecoLe devnait agii comme an agent poun gavoaitea Le deveLoppement det potentiaLitet d'un individu autti poun.L'epanouittement det vaLeuat democnatiquet et La.tnantmittion de L' neiitage cuLtuneL. SA SD -----~--—-----------------------------------------------.C-- Modification: The natural environment setting con- stitutes a "relief" for the individual who often cannot, in his everyday life, find relaxation and peace. Le contexte de L'envinonnement natuneL teat de "toupape" poun L'individu qui touvent‘ ne peut, a tJLave/zt ton quotidien, tnouvea matiEae a détente et paix. SA SD Modification: Experiences of outdoor living can develOp an appreciation for the life style of native inhabitants, colonists and explorers of the land. Let expeniencet de vie au gnand aia peuvent deveLOppei une appneciation poun.Le ttyLe de vie det gnoupet ethniquet, det pnemie/Lt coLont et det expLoaateunt du payt. SA SD Modification: PART IV: PARTIE IV: 257 OUTDOOR EDUCATION/LEARNING EDUCATION PLEIN-AIRZAPPRENTISSAGE Statement 62. 63. 64. The nature of man is such that he has a need for non-artificial environment and cannot be separated from it; to separate him causes continuous pressures. La natune de L'homme ett teLLe, qu'en genenaL, iL a betoin d'un envinonnement non-aatifiicieL dont iL ne peut pat etie tépaaé; L'en pniven caute det paettiont continueLLet. SA SD Modification: Most children and youth can be described as tending to be adventurous, exploratory minded, active, energetic and curious. La pLupant det enfiantt et adoLetcentt peuvent etae déciitt comme etant actifit, énengiquet, cuiieux, jouittant d'un etpait d'eXpLOiation et d'aventune. SA SD Modification: Most children possess a natUral yearn- ing for the active outdoor life and respond readily and happily to it. La pLupant det enfiantt pottedent un penchant natuneL poun une vie active en PLein-Aia et aéagittent d'embLee et agneabLement a ceLLe-ci. SA SD Modification: Statement 65. 66. 67. 258 Most methods (methodology) used in Outdoor Education provide motivation for learning. La pLupant det méthodet‘ utiLitéet dant L'enteignement en PLein-Aii 6avoaitent Le deveLoppement d'une motivation. SA SD Modification: The outdoors can be approached through discovery, exploration, adventure, and research in which there is intense interest in activities that are natural to children and problem solving is used 'in the context of natural settings. Le PLein-Aia peut etie appnoche a tnaveAt La découveate, L'expLonatian et L'aventune, et La aecheache dant LaqueLLe iL y a un intéaet intente dant Let activitét qui tont natuneLLet poun Let enfiantt; autti, La methade de aetoLution de paobLemet ett empLoyee dant Le contexte de titet natuneLt. SA N SD Modification: DevelOp the "self-concept" of the indi- vidual through all kinds of outdoor settings demanding continuous adaptations. DeveLappen Le "moi" de L'individu pan toutet toatet de tituationt de PLein- Aia exigeant det adaptationt continueLLet. SA SD Modification: * "La méthodoLogie" 259 Statement 68. 69. 70. 71. There is an "open/free" atmosphere in outdoor experiences in which teacher/pupil rapport develops and allows students to become actively involved in planning with the teacher for learning experiences. Lfatmotpheie panticuLieie dant Let expétiencet de PLein-Aii peat ameLionen Le nappont paofietteua-éLeve et penmet aux étudiantt de devenin dinectement impLiquet avec Let pfwfiettewtt dant La pLanifiieation det eXpé/ziencet d'appientc’ttage. SA SD Modification: Man is part of nature and continuous with nature. His flexibility and adaptability permit him to survive in widely differing environments, both physical and cultural. In many cases, --humans have to re-learn how to live in a natural versus artificial environment, --live better in urban environments. L'homme ett pantie intégnante et continue de La natune. Sa 6Lexi- biLité et ton adaptabiLite Lui pea- mettent de tunvivie dant det envinon- nementt tnet dififiéaentt, a La.6oit' phytiquet 2t cabal/Lea. Dant pLutieww cat, Le humaint ont a neappnendne --comment vivne dant un envinonnement natuneL ventut un envinonnement anti- flicieL, --a mieux vivne dant Let envinonnementt uibaint. SA SA SA AF SO SO SO DF Modification: Statement 260 72. 73. 74. Outdoor Education provides for the integration of learning in a setting that allows creative teaching with opportunities of acquiring specific skills and knowledge. L'education PLein-Aii 6avonite L'inte- gnation de L'appientittage dant une tituation qui penmet an enteignement cneateua, avec det oppottunitét poua L'acquitition d'habiLetét et et de connaittancet tpéciéiquet. SA SD Modification: Students can become actively involved in planning for outdoor learning experiences; this may increase student- teacher rapport. Let etudiantt peuvent devenin active- ment impLiquét dant La pLanifiication det expeiiencet d'appnentittage de PLein-Aia, ceci peut améLioaei.Le nappoat eLeve/paofietteua. SA SD Modification: The multisensory approach of tasting, looking, smelling, hearing, and touching provides direct learning experience that should be used in the out-of-doors. La methade muLti-tentoaieLLe de L'odanat, de La vue, de L'ouie et du touchen pnocune une expenience dinecte d' appnentittage qui devnait Qtne utiLité en PLein- Ain. SA SD Modification: 26] PART V: OUTDOOR EDUCATION/TEACHER EDUCATION/CURRICULUM PARTIE V: EDUCATION PLEIN-AIR/FORMATION DES MAITRES/CURRICULUM Statement 75. Based on the premise that Outdoor Education is a multi-disciplinary learning process, Outdoor Education should be included in teacher educa- tion curricula. SA A N D SD En nout batant tua La piémitte que L'education PLein-Ai/L ett un paocettut d'appientittage muLti-ditcipLinaiae, L'education PLein-Aia devnait atae incLute dant Let pnognammet de 60ama- tion det maitaet. AF A N D DF Modification: In an Outdoor Education curriculum, primary emphasis should be placed upon; also rank from 1 to 5 or more, 1 being the most important:* Rank: 76. a. Knowledge (know). 81 SA A N D SD 77. b. Outdoor skills (know how). 82 SA A N D SD 78. c. Attitude (know how to be . 83 SA A N D SD 79. d. Affective domain. 84 80. e. Methodology of instruction. 85 SA A N D SD Dant un cuaaicuLum en Education PLein- Aia, L'emphate pnincipaLe devnait Etae pLacée tua Let pointt tuivantt; autti Let CLattea pan oidae depgipiite, 7 etant Le pLut impontant: Ran : a. connaittancet (tavoia)._ . AF A N D DF b. habiLetét de PLein-Amltavoin fiat/Le). AF A N D DF c. attitudet (tavoi/L we). AF A N v or- d. domaine afifiectifi. AF A N D DF e. methodoLogie d'inttauction. AF A N D DF Modification: * Use each rank number only once. "' UtiLiten chaque nang une fioit teuLement. 262 Statement The role of the teacher in Outdoor Education in public schools should be; also rank each of the following from l to 5 or more, 1 being the mast important:* Rank: 86. a. Teaching. 92 SA A N D SD 87. b. Leadership. 93 SA A N D SD 88. c. Administration, 94 SA A N D SD 89. d. Evaluation. 95 SA A N D SD 90. e. Public relations agent. 96 SA A N D SD 91. f. "Catalysing" agent. 97 SA A N D SD Let mchet de L'educateun de PLein-Ain dant n0t EcoLet devnaient Ltae Let tuivantet; autti cLatten pan cadne depnianite, l Etant La pLut impontante:‘ Rang: a. enteignement. N D DF b. animation. N D DF c. adminittaation. N D DF d. évaLuation. N D DF e. agent de neLationt pubLiquet. N D DF 6. agent "cataLyteui". N D DF Modification: * Use each rank number only once in the box provided. * UtiLiten chaque nang une éoit teuLement dant L'etpace appnopiié. = I would like to receive the results of the study when available and also a copy of the list of participants. Je detine necevoii Let iétuLtatt de L'etude, Lontque ceux-ct = tenant ditponibLet ainti que La Litte det panticipantt a L'etude. PLEASE: Answer ALL questions, according to directions. S.V.P.: Répondae a toutet Let quettiont teLon Let dinectivet indiquéet. " P L e i n a i i e m e n t v O.t t e ” Meaci. Thank you. APPENDIX D LETTERS TO PARTICIPANTS 263 APPENDIX D LETTERS TO PARTICIPANTS UNIVERSITE LAVAL PROGRAMME INTERDISCIPLINAIRE EN AMENAGEMENT DU TERRITOIRE ET DEVELOPPEMENT REGIONAL CIT’E umvensurmae QUEBEC 1oe. CANADA December 15, 1975 My dear Colleague, I am very glad of this Opportunity asking you to answer the questionnaire prepared by my colleague Professor G.-A. Nadeau about Outdoor Education. To succeed in his inquiry, Mr. Nadeau needs the collaboration of a number of specialists able to give him a valuable advice in issues related to outdoor education. Two aspects are namely involved in his survey, one concerns the outdoor education in the schools, another the curriculum required for the teachers training in that field. I thank you sincerely in advance for your kind colla- boration. I was happy to meet you in Belgrade last October and hope all is going very well for you. With best regards, Michel Maldague Laval University Québec, Canada. 264 265 MICHIGAN STATE UNIVERSITY COLLEGE OF EDUCATION ~ EAST LANSING - MICHIGAN - «3324 DEPARTMENT OF ELEMENTARY AND SPECIAL EDUCATION November 10 th, 1975 Dear Sir, Georges-Andre Nadeau, a doctoral student in education at Michigan State University, East Lansing, Michigan, USA, is completing his Ph.D. in Out- door Education. An important part of his doctoral dissertation is concerned with the expert opinions of outdoor educational leaders in Quebec, Canada and the United States. Mr. Nadeau will be contacting you in the near future for your Opinion regarding outdoor education in Quebec. Your expertese will contribute significantly in this study. Your cooperation is greatly appreciated. Sincerely yours, Q Shirley A. B ehm, Ph.D. Professor Guidance Committee Chairman and Dissertation Director 266 MICHIGAN STATE UNIVERSITY COLLEGE OF EDUCATION EAST LANSING ' MICHIGAN ' 48824 DEPARTMENT OF ELEMENTARY AND SPECIAL EDUCATION Georges-Andre Nadeau, a doctoral student in education at Michigan State University, East Lansing, Michigan, USA, is completing his Ph.D. in Out- door Education. An important part of his doctoral dissertation is concerned with the expert Opinions of outdoor educational leaders in Quebec, Canada and the United States. Mr. Nadeau will be contacting you in the near future for your Opinion regarding outdoor education in Canada. Your expertese will contribute significantly in this study. Your COOperation is greatly appreciated. Sincerely yours, Maw—e Shirley A. Brehm, Ph.D. Professor Guidance Committee Chairman and Dissertation Director 267 MICHIGAN STATE UNIVERSITY COLLFGI‘. OF EDUCATION EAST LANSING ‘ MICHIGAN ° 48824 DEPARTMENT OF ELEMENTARY AND SPECIAL EDUCATION November 17, 1975 Dear Sir: Georges-Andre Nadeau, a doctoral student in education at Michigan State University, East Lansing, MiChigan, USA, is com- pleting his Ph.D. in Outdoor Education. An important part of his ‘doctoral dissertation is concerned with the expert opinions of outdoor educational leaders in Quebec, Canada, the United States, and Europe. Mr. Nadeau will be contacting you in the near future for your opinion regarding outdoor education in United States. Your exper- tese will contribute significantly in this study. Your cooperation is greatly appreciated. Sincerely yours, Shirley A. Brehm, Ph.D. Professor Guidance Committee Chairman and Dissertation Director 268 MICHIGAN STATE UNIVERSITY COLLEGE OF EDUCATIoN am LANSING - mcmcm - 4m. DEPARTMENT OF ELEMENTARY AND SPECIAL EDUCATION November 17, 1975 Dear Sir: Georges-Andre Nadeau, a doctoral student in education at Michigan State University, East Lansing, Michigan, USA, is come pleting his Ph.D. in Outdoor Education. An important part of his doctoral dissertation is concerned with the expert Opinions of outdoor educational leaders in Quebec, Canada, the United States, and Europe. Mr. Nadeau will be contacting you in the near future for your Opinion regarding outdoor education in Europe. Your expertese will contribute significantly in this study. Your cooperation is greatly appreciated. Sincerely yours, («J/(,9. Claw] é; /:’31¢ {M Shirley A. Brehm, Ph.D. Professor Guidance Committee Chairman and Dissertation Director 269 MICHIGAN STATE UNIVERSITY COLLEGE OF EDUCATION EAST LANSING - MICHIGAN - 48824 DEPARTMENT OF ELEMENTARY AND SPECIAL EDUCATION 26 January 1976 Dear Sir, You recently received a letter from Dr. S. Brehm, my dissertation Director, concerning research in Outdoor Education conducted as a portion Of a doc- toral program in Education at Michigan State University, East Lansing, Michigan. You have been recommended to me as one who might be interested in parti- cipating in a study " RATIONALE IN OUTDOOR EDUCATION AND IMPLICATIONS FOR PROFESSIONAL PREPARATION FOR OUTDOOR LEADERS IN QUEBEC ". Indeed, an important part of the study will be based upon various trends and the opinions of experts currently participating in the field of Outdoor Education in United States, Canada, Quebec and many countries of Europe. I would like you to respond to a "DELPHI Opinionnaire" in phase I and to a follow-up "DELPHI Opinionnaire" in phase II that will result in a statistical analysis of each statement concerning the basic elements of Outdoor Education identified in "Delphi Opinionnaire I". Experience in similar studies has shown such involvement to be both challenging and stimulating. If you are willing to participate, you are invited to react to the statements of the "Delphi Opinionnaire I" enclosed. Each Opinionnaire should not require more than 20-25 min, of your time. I have enclosed a stamped and addressed envelope. for your convenience. Your input is vital to the study. I would appreciate return of the enclosed Opinionnaire by Febauany 16th ifipottibLe. The follow-up Opinionnaire II will be sent approximately two weeks after I have received all the Opinionnaires I. A total of 60 experts have been contacted in United States, Canada, Quebec and Europe. The results of the study will be available to each expert who participated in the study. Thank you for your effort on my behalf. 'all , ‘nggfij7 _eorges-Andre Nadeau, Ed. Sp. D; P.S. For any information : call (517)-337-2347 (reverse charges). GAN/EnC105ure or leave message at (517)-353-0695. Cor 270 29 January 1976 Dear Sir, You recently received a letter from Dr. S. Brehm, my dissertation Direc- tor, concerning research in Outdoor Education conducted as a portion of a doctoral program in Education at Michigan State University, East Lansing, Michigan. You have been recommended to me as one who might be interested in participating in a study "Rationale in Outdoor Education and Impli- cations for Outdoor Leaders". Indeed, an important part of the study will be based upon various trends and the opinions of experts currently participating in the field of Outdoor Education and Environmental Education in United States of America, Canada, Quebec and many countries of Europe. I would like you to respond to the short ."Delphi" questionnaire that had been sent to you last December (if you did not do so) as soon as possible because there will be a follow-up questionnaire that will result in a statistical analysis of each statement con- cerning the basic elements of Outdoor Education identified in the first questionnaire. Experience in similar studies has shown such involvement to be both challenging and stimulating. I have enclosed a reply coupon stamped for returning the question- naire by February 18th if possible. Your input is vital to the study! A total of 60 experts have been contacted in United States, Canada, Quebec and many countries of Europe. The results of the study will be available to each expert who participated in the study. Please indicate :[:::]1 did not receive the Questionnaire & I would like to have one. I received the Questionnaire & I am going to return it shortly. I need more information before answering the Questionnaire. Please return this sheet as soon as possible in the stamped and addressed envelope enclosed. 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»m_aoz mtmgum5m magma zd>mm cougow .PDngcmu=m> .n .m dwgmsong momcmo xu~mwomaw... xmcwm<\:owp=uppmcH new cowuocam use: 277 .cowummeomm a :omgmosum pmuwmxga .cupmmz Low mocmWFp< :mowgme< "mma:<< uxmm. mcwasmu ..>:m a .m.o mainstm .>=m .um Emzommh scoopso .um emgoamh Loovazo mmwuzum _mpcmscogw>cm AxgmpcmsmFmv .u.o .m.o a .uaum .maca Espauwteao .um Faucmscogw>cm newnsmu a .umm Looupzo comumozum toovpzo mewpupwz a mmwgwcmwm .um :o_pm>emmcou .um cowpm>tmmcou .cm .Empm ..m.o .m.o ..umm Looupso cowpmuzum mucmwom :owpmoavm _mowma;a zuwmgm>wca mumum oomwucmgm cam .c:H .ucoE;me .Esumgont< Pocowmmm mmAe: summgm>wc= mmocwppu :gmgugoz ..eosa .>w== .P_H cemgagoz .maasmu Deck custom ..eota cowpm>emmcou mo Poosom .w.z .Eouomtwo uu_tumwo _oogom owpnaa acmmcmm .Pmamucwga summtm>a== macaw otco w.t0ta .=.m.z ..moga a .uaum mo mmmppou .cmma .pmm< mean: we .>_:: ..pm .>v< w .mmm mo empcmo .uamo mum: .:.m.z ..moga emucmo 3pmz .mpoogom ..sumz .mppw: upmwweoopm mt__c__z a .;m_u to .pama .=.m.z ..tpmca .ozum .>Lom:oo mo .uamo .:.m.z ..woga mtwpu_wz a .cmtu to .uama .=.m.z ..toea .Euiz .tepa .mam_Fou tep< ..toea .tmm< .=.m.z .mma:<< .uomwota .m.o Lopomewo .um .umam a .Empm eo .uamo .:.m.z ..moea .Ettz .tcw_u .momppoo stwcseeou “to: ..eu< :mEngEm: ppmm new: cgon gwcm_3 magic: comvpmcoo mmgomo xgwx cgoc was: cgoc new: .4..u cmsxumFm mmpgmso umccmm .m ammo topmmtm magma msappo: coo mpxocw: ugmnoa mmtomu .u .m Emmaoz .2 .w camo> mcmptocu emxmsm_z .m Esotm Ampswgm mppwzcum omen AHHH a:oeu«.<.m.= zupmwumnm.. aucmm<\=owp=uwpmcH ace cowuoczm mamz 278 .meegsemem Pageuez new etauez we compe>gemceu Lew cove: FecewueegepeH esp "zqu mxmm sewage: eme_== cewueeaeu Leeeeao .epewemecm ..u.o tee .eemm< .P.umz ..Lemm .ee: came: .2 .e cemueusem eeemwem .mgo .em ..ppeu ..eeem eme< ..Lme Ewpem .m .z meeepeeseez .em peaceEeegm>em .Eeegeppex .Azuzav ueem ee .sEeu ..oem .eeo etmmzmeeee meanesee .em Peueescegw>cm eeeezm .eeaD .ceme>meempez ..Lwo emceeu EmpeEEw wee; weenie ..temceo a meeFeom epee~ece> .eewtez .mee:< ecu ee .>m== ..wete gepnepu egznut< A>H ezeewv ceeeetsm .em Leeeuzo a eecewom pceupzmceu .mpeegem Depeae eempxeo Ppezxez upeceo .ew Leseem» Leeeueo .>P:= .P_H execugez .maeseu pee» eeegeg ..eege meweeew epezmo .em Legeeee eeeepao .>w== .F_H steepeez .mzeemu peep eemeeD ..mega eeELeEEe: epeeeo cewueozem Leeeuzo peeupzmceu .eemueeeem we .aeeo emso m3: cgee appeweeam accem<\cewp:pwumcH use cewpeeem eEmz APPENDIX F BAR GRAPHS OF RESPONSES: STATEMENTS 1-97 (MEANS AND STANDARD DEVIATIONS, PHASE II)--QUEBEC, CANADA, U.S.A., AND OVERSEAS 279 280 .ememeo--NO\ee Feezupeu ecu pmwuem .me>wpeenne .mcewuwcwmmn "memes emceemme we geese Lem--._m usage .ueeeeumum ouepeeee see a xmecoee< ep someme sspeopegeu eeaumoeem gesueeh .> pane u nmumn mo\H etua u ¢A-Ne D=m5=0tw>=m _mt=e_=e new Faitom .HHH ptta u Fe-_m m0\Feumnne "He team n om-¢m me\< 281 .uonmsounm0\:m Fmgsupzo new Fmvuom .mo>wpumnno .mcompwcwmmo "mcowpmw>mu usmuccum we :amgm Lam--.mm ugmcu Lmnsaz ucmswpmum no: omoo unnflfibukws :fifii: 2 :onoowoNooono «0933903? nnommsnnnnn; 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A O ¥ ¥ . *2; {fighqqdnflacoahomqu-o N APPENDIX G GROUP CONSENSUS: STATEMENTS 1-97--QUEBEC, CANADA, U.S.A., AND OVERSEAS 288 APPENDIX G .AH “Away mo\ vcm cumcmgum mmcoammm acmpmm ucmsmmgm< acogum w, cow:_ao mpmgmuoz N r mcwamm ucmEmmmemwo acogum p b< Noc Nma. *0 *0 ¢a. an an. fidu :. u .... aszapow HOGwhwanMNI-IO m N O O O masons-r cocoa. mm.m oo.a o.~ 0 Wm M01 squapuodsau Buowv snsuasuog 289 290 .AHH ugmav mo\wuumwno acmcsmucou umamzo cw mzmcmmcou nzogwnu.mFo ugmzu oucmpm> new spmcmgum mucoqmmm mcwumm ucmemmgmmmw m acmumg AcmsmmAm< mAOAAm =o_=_ao mpmgmuoz acogpm a A m N A o.c Ho N. |>< c . . ”Aw. . am. A». AA n v. 9. s. o. Nco Twaml. A. .m. m. A2. 1. a. O H (w. 1% o MNI-l ... and. ammon~1 000000 mm.m co.a o.N 5L m. ”n (r. e. “H anedapow , squapuodsaa fiuowv snsuasuog M01 291 mocmpm> ccm cpmcmgum mmcoammm mcmumm unmEmmsm< mcogam e cowcwao mamgmnoz .AAAA “AQAA UO\<¢m vcm pcmscogw>=m Pagaupzu ucm meuom mcwcgmucou umnmao cm mzmcmmcoo aaogouu.upu “Luca mcwumm acmemmgmmm_a mcog N um _ b< «a o.o H. N. m. e. n. o. ”BLH Noo NmH. h. w. m. o.H H. N. m. aneJapow q. n. o. A. m. m. M01 mm.m oo.H no N sluapuodsaa fiuowv snsuasuog 292 .A>H unmav mo\ ucw gumcmgum wmcoqmmm :o_cwao mpmgmooz m A“. « army .3 A .A A». 3o Er ...A. a«. .3. NS. mm.m oo.a acmumm acmemmgmmmwo o.o H. N. m. ... m. A... A. m. m. 0\ Q h \D In Q m N H O O O O O O O O O O I ....I o.N H ll. 5 u. aquapou sguapuodsau fiuowv snsuasuoo M01 293 .§ ”If: 32% new 5.53:3 A653» 32,5028 0326 E 32028 azogouufipo p.85 mucmpm> ucm samcmgum mmconmmm mcwumm ucmEmmAmMmmo mcwumm acmemwgm< mcogpm cowcwao mumgmuoz mcospm x m u N P O .. aw ow. o A... ... So «Mimi c% «F. 4A?. A... A «W. V“. I! 0‘. “(0 AAA: NmH . mm . m on . H o.c o O H H. N. m. e. n. o. N.. m. a. o.N aaedapow U5LH s1uapu0dsaa Buowv snsuasuog M01 294 .AH “Away m0\ new spmcmgum mmconmmm mcwuom ucmsmmgm< mcogum cowcpao mpmgmuoz m n1 m N mcwumm ucmEmmgmmmwa acogpm p b< a? $0 9.. ‘0 o.c H. N. m. mm «..w. n. o. NOD )0 u“ B. Q. ”NI-I905 ...; aanapow NmH. ascohomw M01 mm.m 84 no ~ s1uapu0dsaa Buowv snsuasuog 295 .AHH agony mo\wuumnno mcwcgmucou mumcmu cw mzmcmmcou qaogw--.mmw pgmsu mcwumm ucmsmwgm< acogum mu=m~m> new gumcmgum mmcoammm cowcwao mumgmuoz mcmumm acmemmgmmmwo mcogum x F m N A He. co 6.0 o An.» M «X. 3. So A. 4. an. a S. m .9 «a. «m. 3. 9... N2. Nm.m ©©.H 0.9 H. N. m. c. n. o. N. m. m. 0‘ m N W In Q m N H o . O . . . . . . . . H o.N aneJapow HBLH s1uapu0dsaa Buowv snsuasuog M01 296 .AAHA “AMAA m0\ can spmcmgum mmcoammm mcwpmm acmemmgmmmwo mcmpmm acmemmgm< mcogum cowcmao mumgmuoz mcogum m ”T; m N A o.o H. N. n. W e. Aw m. am 9. N06 0d] 5. m... ac. to o: m. ,o . . m. [x F10 .4 aueJapow sluapuodsaa Buowv snsuasuog An. N N o o NmH. QQN®W¢ M01 Nm.m ©©.H O.N 297 .A>H agony mox ucm zumcmgum mmcoammm mcwumm pcmsmmgmmmmo mcwumm acmsmmgm< mcogum :o_:wqo mumgmuoz mcogum m A m N A b< o.o H. A}. 5 N8 . A . m N H O 0" O C . U U H NmH. O‘QN‘DMQ coo... Nm.m oo.H o.N H lo 5 e. “H a1eJapow s1uapu0dsau Buomv snsuasuog M01 298 .A> agony u0\ ucm nuacwgum oncoammm mcwuma acmemmgmmm_o mcwuma acmEmmgm< acogum comcwao mumgmuoz mcogpm ... n m N _ .m V.. A... A... ,6. as «w. Aw. :r.. . a A... 5. J«0 (w. Aw. Av. cc. “we A“ K% «2. s. .3. mm . m we . H 0.0 H. N. m. e. m. o. N. m. a. 01 00 h \D In d' m N H O O O O O I O O O O C H o.N azeJapow HBLH s1uapu0dsaa fiuomv snsuasuog M01 299 .AH “Away uo\ ucm cumcmgum mmcoammm mcwamm acmEmmLm< acogum m AN m :owcwao mamgwuoz N mcwgmm pcmsmogmmmwo H b< 59 A 0 A23. o.o H. N. m. ”n w. “H n. 0. 5L Noo . 0‘ ‘Q 0 n: a. .t. 0%. 1. h. w. m. MNHO v-l aneJapow NmH. O‘QNOMQ’ M01 Nm.m oo.H o.N sauapuodsau Buomv snsuasuog 300 .AHH pLan—v m0\wuuwhno mcmCLmucou .<.m.: cm. msmcwmcou asogwll.mmw “gm—AU wucmpm> new sumcmgum mmcoammm map a cmEmm a m mcwumm acmemmgm< mcogum :oA:_ao mumgmuoz .u m wcogpmg mmwo n. m N P l>< o.o H. N. m. #0 O O o ..A.. ... .... A... M. Noo Ti: N. U5LH O 0 0‘. mo «‘ 2 mo :3 o H O .4 aneJapow snuapuodsaa Buowv snsuasuog m N o o NMH. azoehwtne M01 £6 £4 _ 9N 301 .AHHH unmav NO\cm Pegap_:u can _mwuom mcwcgmucou .<.m.: cw mamcmmcou a:ogw--.omu ugmcu mucwpm> was :umcmgum mmcoammm mcwumm acmemmgmmmwo mcwumm ucmsmmgm< mcogpm cowcwao mumgmuoz acogum m e m _ N F o.o x I H. N. m. mm .. w “0 $00150 to. o’- 0. MUUJ N8 5. N. m as. CO. Q. m a. 0.60. O G. N .... A. AA. . A... N H m. W A m m. u NmH. AN. w. U m. n. o. . m. N M a. $0 Nm.m 004 ON 302 .A>H agony mo\ ucm zumcmgum mmcoamwm mcwpmm ucmsmmgmmmwo m mcwuma pcmemmgm< acogum cowcwao mpmgmuoz acogpm N N, m N [x 0.0 H. ‘S NBLH AA... .A. ... N8 #3141 N. A... m. ..A. A... 0.H H. N. m. .. n. o. N. o. A... Z aueJapow squapuodsaa fiuomv snsuasuog NMH. M01 Nm.m 00.H 303 .A> “Away NON new sgmcmgum wmconmmm m mcwuwm acmEmmgm< mcogpm cowcwao mumgmvoz w m N mcwumm pcmswmgmmmwo acogum N b< (WOWC3W OT 0 0.0 H. N. m. e. m. 0. N00 .fdbg’ ? flflO h. m. a. N H O O O C .... NmH. New. mm. N ONQNOW oo.o. mm.m O CON co H o 81943PON UBLH squapuodsaa fiuowv snsuasuog M01 304 .NH “Nagy NON<¢N mo mcopuwcwmmu mcpcgmucou mmwmgm>o msmcmmcou nsogo .<¢w ugmsu mucmpm> ucm :umcmgpm mmcoammm mcwumm ucmsmmgmmmwo m mcwumm ucmsmmgm< mcogum cowcwao mumgmuoz acogpm N, m N N b< O c: ‘1 ”NH N00 N. '5. ‘2 H aqedapow s1uapuodsaa fiuomv snsuasuoo H. N. m. NMH. . {m o e w. 0 AN 9. a: N. «A m. a. Nm.m 00.H 0.N M01 305 .AHH ugmav 00Nwaumnno acmcgmucou mammgm>o mucmpm> ucm :pmcmgum mmcoammm m mcwumm ucmsmmgm< mcogum cowcwao mgmgouoz w m N mzmcmmcou a:oga-u.m¢0 ugmco mcwumm acmewmgmmmwo acogum N |>< at. ’* 0.0 H. N. m. w. m. 0. Wm N00 $90 A... .... 2. A? an. ui- h. ”0 AA0 ...; O O A: aneJapow m N o o NMH «to 0:00NxonnN-r M01 sluapuodsau Buowv snsuasuog 84 ooN 306 NHHH ugmav m0\cm Pagan—:0 can meuom mcwcgmucoo mummgm>o msmcmmcou a:ogw--.0¢w ugmcu mucmpm> vcm gumcmgum mmconmwm mcwpom ucwemmgm< mcogum n cowcwao mpwgmuoz N mcwgmm acmEmmNmmmNo mcogpm P b< mm A. a. N00 NMH. Nm.m 00.H O H aneJapow squapuodsau Buomv snsuasuog QRQWQMNHO¢QN~OM¢MNHO 0‘ o 0.N ufim M01 307 .A>H ugmmv m0\o mamcmmcou a:ogw--.o¢w ugmzu muse—o> ucm gumcwgum wmcoqmma mcwpmm pcmsmmgmmmwo m mcwpmm pcmsmmgm< mcogum cow:_ao mpmgmuoz mcogpm N N, m N |>< O... N. N. ...). N. .0. 3. m. 5. 0. N8 N. N. a... .A... o. 0.N N. s. N. Nm. m. .N. m. e. N. N. 9 Wm AN 4...... aneJapow sluapuodsau Buomv snsuasuog NMH. 9... M01 308 .A> ugmav mo\o mzmcmmcou qaogwuu.mvw pgmcu mucm—m> new gumcmgum mmcoammm mcwuom ucmswmgmmmwo m mcwumm acmEmmLm< mcogpm cowcwqo mumgmuoz N mcogpm P .m “new w, m o Av- a”: :« «co ,6 O O 9. Dr V“ $0 a... 3.. a... «ma. 3. O a... a. as 43:V. mm . m we . H O QQNOWQMNHO¢QNQMVMNHO ................ H o.N anedapow H5LH sluapuodsaa fiuowv snsuasuog M01 BIBLIOGRAPHY 309 BIBLIOGRAPHY Books American Association for Health, Physical Education and Recreation (AAHPER). Preparing the Elementary Specialist. Proceedings of the National Conference on Professional Preparation of the Elementary Specialist. Washington, D.C., l973. Campbell, D. T., and Stanley, J. E. Experimental and Quasi-Egperi- mental Designs for Research. Chicago: Rand McNally College Publishing Co., 1963. Cravens, D. W.; Hills, G. E.; and Woodruff, R. B. Marketing,Decision- Making: Concepts and Strategies. Homewood, Illinois: Richard D. Irwin, Inc., 1976. Donaldson, G. W. School Camping, New York: Association Press, 1952. , and Goering, Oswald. Perspectives on Outdoor Education: Readings. Dubuque, Iowa: Wm. C. Brown Co., Publishers, l972. Freeburt, W., and Loren, T. Philosophy of Outdoor Education. Minneapolis: Burgess,7l96l. Garrison, Cecile. Outdoor Education: Principles and Practice. Springfield, Ill.: Charles C. Thomas, 1966. Giofizeta, Fianna. Lea Claaaea do Neige at £2,T£ea--Tempa Pédagogique. Edam/tam #31, Les Phases Unive/thaI/Leé deTmnce, 1970. Hammerman, Donald R., and Hammerman, William H., eds. Outdoor. _ Education: A Book of Readings, Minneapolis, Minn.: Burgess Publishing Company, l968. . Teaching in the Outdoors. Minneapolis, Minn.: Burgess Publishing Company, 1964. Helmer, 0. Social Technology. New York: Basic Books, 1966. Hug, John W., and Wilson, Phyllis. Curriculum Enrichment Outdoors. New York: Harper & Row, 1965. ’ * Kelly, Earl C. Education for What Is Real. New York: Harper & Brothers, 1947. 310 Bll Kirk, R. E. Experimental Design Procedure for Behavioral Sciences. Belmont, Calif.: Brooks/Cole Publishing Co., 1968. Mazdague, Michefi. Pmobzémaquue dc £a Chiba dc £’Enu£aonnement. Québec: UnévcnaZIZWIhuaZ, l97ZT' . Union Intcnnatéonafle Poun £a Conacnuation dc Ba Natale et du 4e): Rama/mu. 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