# data[].attributes.headline
A Sense of Wonder: Cultivating an Ecological Identity in Young Children and in Ourselves.

# data[].attributes.subject
A Sense of Wonder: Cultivating an Ecological Identity in Young Children and in Ourselves.

# data[].attributes.attachment_link.title
A sense of wonder cultivating an ecological identity in young chidlren.pdf_safe

# data[].attributes.body
1. What are your views on the LNT’s environmental ethics?

2. How do you think outdoor educators can adhere to the LNT principles or any form of outdoor environmental ethics?

# data[].attributes.headline
Eco-literacy and Sustainability in Outdoor Education

# data[].attributes.subject
Eco-literacy and Sustainability in Outdoor Education

# data[].attributes.body
1. How can eco-literacy in OE positively influence my environmental ethic as an outdoor educator?

2. Which aspects of eco-literacy and sustainability IN OE are present in our current

OE in PE and

Cohort Camp programme

Professional development OE courses for teachers?

3. Which aspects of eco-literacy and sustainability IN OE could be included and/or enhanced in the

OE in PE syllabus 2030 and

Cohort Camp programme

Professional development OE courses?

# data[].attributes.headline
Eco-literacy and Sustainability through Outdoor Education

# data[].attributes.subject
Eco-literacy and Sustainability through Outdoor Education

# data[].attributes.body
1. Which aspects of eco-literacy and sustainability in OE are present THROUGH our current

OE in PE and

Cohort Camp programme

Professional development OE courses for teachers?

2. Which aspects of eco-literacy and sustainability THROUGH OE could be included and/or enhanced in the

OE in PE syllabus 2030 and

Cohort Camp programme

Professional development OE courses?

# data[].attributes.attachment_link.title
Ecological Literacy and Sustainability In and Through Outdoor Education August 2024

# data[].attributes.body
How can we incorporate the core aspects of eco-literacy in our daily lives and work?

# data[].attributes.body
Start with doing our part for the environment in our own little ways and spreading the message in our spheres of influence. Remind one another as we tend to be creatures of “comfort and convenience”.

# data[].attributes.body
Ways of incorporating eco-literacy principles/ messages into our curriculum as a start

# data[].attributes.headline
Incorporate sustainability concepts into our camps!

# data[].attributes.subject
Incorporate sustainability concepts into our camps!

# data[].attributes.body
As part of sustainability and water conservation, p5 children to bathe with 1 full bucket of water on their first day of camp. (This was communicated to parents during the pre-camp briefing)

It was also framed to the children as something people in the past went through to save water in Singapore during World War 2.

# data[].attributes.body
A few things that can be done as an individual:

1. avoid over-consumption (reduce)

reduce unnecessary purchases,

finish up food,

plan resources for lessons ahead,

eat less steaks,

reduce single-use products

use products until end of lifetime,

2. recycle

3. use natural things that can go back into the system

# data[].attributes.body
share some examples of biomimicry with our students to create the sense of wonder about nature. sharing of the basic diff living system when we go on walks etc

# data[].attributes.body
1. reduce waste, recycle whenever possible.

2. carpool/ take public transport/ walk.

3. reduce unnecessary or over-consumption of products

# data[].attributes.body
Initially, I always relate sustainability to the idea of eco friendly practices but through the sharing, i gained some understanding of how the social and financial aspects play a part in the concept of sustainability.

as an individual, can choose more plant based products

# data[].attributes.body
Live simply and make conscious decision when purchasing items.

Educate and inspire the new generations on the principles and in their own capacity how can they contribute to the larger picture of Eco literacy.

# data[].attributes.body
Practice sustainable behaviour in our daily lives and role model it to others.

# data[].attributes.body
I will remind myself that I play a part in this huge system and will consciously take steps to i) reduce wastage of food (ii) avoid over purchasing items (iii) educate my household on the importance of preserving the environment

# data[].attributes.body
Start by doing my bit for the environment. At work, we can remind one another as we have become creatures of “convenience and comfort”.

# data[].attributes.body
Comments

1. Elaborate during OE lesson with examples. These are good guiding principles before cohort camp.

2. Handling of trash during OC lessons is a teaching opportunity for LNT.

3. Good to bring out awareness to students.

Queries

1. How to reduce mass purchase of camp equipment (from decathlon) since cohort camps are compulsory but infrequent?

# data[].attributes.body
https://sdgs.un.org/goals

# data[].attributes.headline
Dr Tay's article on going beyond leave no trace

# data[].attributes.subject
Dr Tay's article on going beyond leave no trace

# data[].attributes.attachment_link.readable_text
A common perception among teachers and parents is that outdoor learning focuses largely on adventure activities that carry a certain degree of risk. Extending outdoor education to the wider school community while mitigating this negative perception requires a deeper look into the philosophies behind outdoor education and how it can lead to real, authentic learning for students.
Kayaking, hiking and mountain-climbing - these are some activities that come to mind when one thinks of outdoor education. However, outdoor education is more than just participation in such adventures.

According to Mr Tay Kim Seng, Senior Specialist (Outdoor Education) at the Ministry of Education (MOE), one of the key philosophies behind outdoor education as espoused by John Dewey is that of experiential education: providing an educative experience rooted in real world situations. Dewey's philosophy further suggests that if students do not reflect on their own learning and apply the learning into future situations, the experience may not be educative.

"To make an experience educative, it is not enough to just expose students to outdoor activities," says Kim Seng. "We need to bring them to the next stage of reflecting on what they have been experiencing in order for them to learn. This is a critical aspect of experiential learning."

"We need to help our children be more inquisitive about the environment."
- Kim Seng,on the need to look beyond the adventure aspect of outdoor education
One way educators can emphasize reflection during outdoor activities is through place-based learning. While outdoor education is invariably about the acquisition of outdoor skills through adventure activities, it should not neglect the insights and knowledge that students can gain from the outdoor spaces themselves, says Kim Seng.

His research centres on the concept of place-based learning, which seeks to help students develop an awareness, sensitivity and concern for the environment.

By incorporating place-based learning into the outdoor education curriculum, teachers can create more authentic learning experiences for their students. "Getting kids to learn more about place, people and the natural world helps us to educate for the larger aim of sustainability," he explains. "It also leads to community-based learning and citizenship education."

To implement place-based learning, a fundamental question about outdoor education
the teacher should ask is: What does the place have to offer in terms of opportunities for student learning? Instead of treating a place as a mere "backdrop" to an activity, immersion into different environments can help students become more aware of places and people, and develop curiosity about their surroundings.

He cites an example of how a school trip to Kota Tinggi in Malaysia can be a valuable opportunity for students to learn about the significance of a place.

"There was one school that brought their students on a kayaking expedition along the Johor River in Kota Tinggi and many of these students did not know that a large part of our water supply from Johor River is treated there," says Kim Seng. Such a situation is an opportunity for students to learn about the historical significance of Kota Tinggi and the water scarcity problem Singapore faces.

"There are many potential learning opportunities when you combine place-based learning with adventure learning, so the focus shouldn't just be kayaking," he adds. "We need to help our children be more inquisitive about the environment."

In this case, place-based learning could also involve students interacting with the people living along the river bank to better understand real world issues such as water scarcity and environmental degradation.

"Getting kids to learn more about places, people and the natural world helps us to educate for the larger aim of sustainability."
- Kim Seng on why it is important to develop students' awareness of their surroundings
With challenges such as climate change facing us, Kim Seng hopes that outdoor education will eventually be more broad-based to include environmental education and education for sustainability.

"In Outward Bound Singapore (OBS), they teach our students to adhere to the 'leave no trace' principles to protect our natural spaces, but education for sustainability goes beyond that," he says. "We need to educate our students on the scarcity of natural resources and the need to live sustainably on a daily basis. Place-based learning is one approach to do this."

One way to practise sustainable living is to start with the classroom. By fostering a sense of attachment to a place - in this case, the classroom - students naturally learn to conserve energy (by switching off the lights) and keep the classroom clean (by picking up litter on the ground), among other things.

"At the primary school level, we encourage teachers to start in the classroom and school backyard. At the secondary level, we encourage them to bring students out to a local park and community where they can learn more about the environment and people," he says. "Given the importance of education for sustainability, outdoor education can play a more prominent role in preparing students for the issues confronting us today."

# data[].attributes.attachment_link.title
Fostering a Sense of Place Through the Outdoors

# data[].attributes.attachment_link.description
A common perception among teachers and parents is that outdoor learning focuses largely on adventure activities that carry a certain degree of risk. Extending outdoor education to the wider school community while mitigating this negative perception requires a deeper look into the philosophies behind outdoor education and how it can lead to real, authentic learning for students.