10th International Outdoor Education Research Conference

Conference Program

Monday 4 March – Friday 8 March, 2024
National Olympics Memorial Youth Center, Tokyo, JAPANAcknowledgements
A talk began in Queensland, Australia in 2018 during the 8th IOERC, which several of us from Japan attended. We agreed it would be wonderful to someday bring the conference toJapan so that more Japanese and Asian researchers could be exposed to broader international discussions on outdoor, environmental, and experiential education.
An organizing committee was formed with nine members from various locations, and we are thrilled to host the 10th conference, the first in Asia. While typically one university
would host and provide a venue, we decided to unite as one team to organize the conference, believing it would encourage more Japanese and Asian researchers to participate. Ourcollective effort, despite not physically meeting, deserves applause! The list of committee members is provided at the end.
We extend our utmost respect to those who made the previous nine conferences so rich, inspiring us to take on this endeavor. Special thanks to the National Institution for Youth
Education for agreeing to co-host the 10th IOERC. Without their commitment and support, this conference would not have been possible. We also express gratitude to YOSHIDA
Masato and KINJO Hatsuho for their assistance in preparing materials such as the Information Guide and Book of Abstracts.
Our heartfelt thanks go to the academic committee for their valuable feedback, ideas, and encouragement, as well as their expertise in the abstract review process. Special mention
goes to Søren Andkjær, Morten Asfeldt, Barbara Humberstone, Mark Leather, Christopher Loynes, Pat Maher, Kristi Pederson-Gurholt, Tom Potter, Heather Prince, Heidi Smith, andGlyn Thomas. We are grateful to the colleagues who assisted with the blind review process for the nearly 200 submitted abstracts, including Tomás Aylward, Simon Beames, Karen
Barfod, Tonia Gray, David Hills, Susanna Ho, Bob Jickling, Georgios Katsogridakis, TA Loeffler, Denise Mitten, Marcus Morse, Chris North, and Stephen Ritchie.
Special thanks to Mary Breunig, Sean Blenkinsop, Patrick Daigle, Michael Paulsen, Jakob Thorsteinsson, and all those who agreed to moderate presentation sessions. We also extend
advance appreciation to student volunteers for their forthcoming assistance during the conference.
Lastly, we thank all attendees of IOERC10 for their participation, discussions, and building connections. We hope this gathering contributes to the field's development and a brighter
future for all on Earth (and for earth itself!).

10th International Outdoor Education Research Conference
Japan Organizing Committee members
Dr AOKI Kotaro, Kokugakuin University

Dr HAMATANI Hiroshi, Hokkaido University of Education

Ms HARIGAYA Masako, Meiji University

Mr HIGUCHI Taku, National Institution for Youth Education

Dr MAETA Kazushi, Hokkaido University of Education

Mr MUROI Shuichi, National Institution for Youth Education

Dr OKADA Masahiro, Tokai University Dr SATO Fuyuka, Tokyo Kasei Gakuin University

Dr TAKANO Takako, Waseda University/ECOPLUS

IOERC10 Schedule
4th March, Monday

5th March, Tuesday

6th March, Wednesday

7th March, Thursday

8th March, Friday

Breakfast

Breakfast

Breakfast

Breakfast

7
7:30 a.m. - 8:30 a.m.
8
9
10

8:45 a.m. - 9:15 a.m.

Morning Information

Morning Information

Morning Information

Morning Information

9:20 a.m. - 9:50 a.m.

Research Presentation

Research Presentation

Research Presentation

Research Presentation

9:55 a.m. - 10:25 a.m.

Session Ⅰ

Session Ⅳ

Session Ⅵ

Session Ⅹ

10:30 a.m. - 11:00 a.m.
11
12

11:00 a.m. - 11:30 a.m.

Break (tea time)

Break (tea time)

Break (tea time)

Break (tea time)

11:30 a.m. - 12:00 a.m.

Research Presentation

Research Presentation

Research Presentation

Research Presentation

12:05 a.m. - 12:35 a.m.

Session Ⅱ

Session Ⅴ

Session Ⅶ

Session Ⅺ
Lunch

13

12:35 a.m. - 1:50 p.m.

Lunch

Lunch

Lunch
Closing Session

14
Conference registration15

1:50 p.m. - 2:20 p.m.

Research Presentation

2:25 p.m. - 2:55 p.m.

Session Ⅲ

Session Ⅷ

Research Presentation

Break (tea time)

Break (tea time)

4:00 p.m. - 4:30 p.m.

Poster Presentation

Research Presentation

4:35 p.m. - 5:05 p.m.

Special Interest Group

Session Ⅸ

3:00 p.m. - 3:30 p.m.
3:30 p.m. - 4:00 p.m.

16
17

Excursions

Opening Ceremony(Free)

18

Tokyo night

Farewell Party

Welcome Party
19
20
Farewell Party close
21

Welcome Party close

ー Oral presentation should be 20 minutes, followed by 10 minutes for questions and discussion with audience.
ー Poster presenters have an hour to engage with conference delegates around their posters.

Monday, 4, March, 2024
14:30〜

International
Exchange Bldg, Reception open; Room check-in
Lobby

17:0018:00

International
Conference
Room

Opening ceremony

18:0018:30

Reception
Hall

Party registration

18:3021:00

ReceptionHall

Welcome party

Tuesday, 5, March, 2024
08:4509:15

International
Conference Morning Information
Room
Research Presentation SessionⅠ
1

Chris North , David Hills
Meeting
Room 1

1

2

University of Canterbury, New Zealand. 2 Griffith University, Australia

Georgios Katsogridakis, Millie Chaston

Georgios Plymouth Marjon University, United Kingdom
Katsogridakis Søren Andkjær, Signe Højbjerre Larsen
University of Southern Denmark, Denmark

Antoine Deschamps1,2 , Jean-Philippe Ayotte-Beaudet1, Kari Beate Remmen2
Meeting
Room 2
Pat
Maher

1

2

Université de Sherbrooke, Canada. Universitetet i Oslo, Norway

Ian Neville1 , Lauren Petrass1, Scott Polley2, Catherine Oxworth112Federation University Australia, Australia. University of South Australia, Australia

Yannick Lacoste1 , Valérie Vinuesa2, Jean-Philippe Ayotte-Beaudet2
1

2

Université du Québec à Montréal, Canada. Université de Sherbrooke, Canada

François Bissonnette1,2,3 , Nacholas Bergeron1,2,3, Philippe Chaubet1,2, Tegwen

09:2011:00

1

UQAM, Canada. 2 Centre de recherche interuniversitaire sur la formation et la profession enseignante,
3

Reception
Hall 1Mark
Leather

Canada. Chaire UNESCO de développement curriculaire, Canada

Nicholas Bergeron, François Bissonnette, Audrey-Anne Beauchamp, Laurence
Couture-Wilhelmy, Justine Perras, Jean-Jacques Rondeau, Yannick Lacoste, Henri
Boudreault, Tegwen Gadais
Université du Québec à Montréal, Canada

Taito Okamura1 , Jay Post2, Ayako Hayashi3, Hiroshi Hamatani4, Masahiko Tokuda5
1

Backcountry Classroom Inc., Japan. 2 Arkansas Tech University, USA. 3 Biwako Seikei Sport University,

Japan. 4 Hokkaido University of Education, Japan. 5 Osaka Sport University, Japan

Glyn Thomas, Brendon Munge
Reception
Hall 3

University of the Sunshine Coast, Australia

Marianne Singsaas1 , Ola Berge1, Synne Movik2, Sandra Gentin3, Peter Fredman4
1

2

3

Telemark Research Institute, Norway. Norwegian University of Life Sciences, Norway. Copenhagen
Jakob
University,
Denmark. 4 Mid-Sweden University, Sweden
Thorsteinsso
Vanda Sigurgeirsdóttir, Jakob Thorsteinsson
nUniversity of Iceland, School of Education, Iceland

Artificial Intelligence and Outdoor Education Part 1: Presentation

125

Cyborg bodies and landscapes: data tracking devices and human experience in themountains

44

Active outdoor life on Facebook. Functions and cultural significance of two Danish
outdoor Facebook groups

49

Experienced secondary school teachers’ practices in contextualized outdoor
learning: A collaborative research protocol

119

Outdoor Education Teacher Identity Development from pre-service to early years ofteaching: An Australian perspective

97

Implementation of school-based outdoor learning: Transforming practices throughaction research

76

Towards a National Program in Quebec(Canada) for Outdoor Leader:Inspirations
from an Overview of National Training of Several Countries

100

A better understanding of the scope of the literature regarding professional
competencies for the outdoor pursuit leader (OPL) : A PRISMA scoping review foran evolving field

167

Perceptions of Japanese Outdoor Leaders toward Their Outdoor Spirituality: A QMethodology Inquiry

65

Can recreational cliff users share custodianship of vertical landscapes withtraditional owners? What are the implications for outdoor education?

79

Governing access to outdoor recreation spaces in urban coastal areas underpressure. A comparison of Norwegian, Swedish and Danish planning practices.

171

The Outdoors, social relationships and bullying

181

Research Presentation SessionⅡ

11:3012:35

2

Bob Jickling , Marcus Morse

Bob
Jickling

Georgios Katsogridakis

Meeting
Room 2Carmen Leong, Susanna Ho, Kim Seng Tay

Susanna
Ho

Tommaso Reato

Reception
Hall 1

Gaute Svensson1 , Rune Benonisen2, Frida Omma1

Heidi
Smith
Reception
Hall 3
Tonia
Gray
12:3513:50

1

Meeting
Room 1

1

Lakehead University, Canada. 2 University of Tasmania, Australia

Plymouth Marjon University, United Kingdom

Ministry of Education, Singapore

Università degli Studi di Padova, Italy

1

UiT The Arctic university of Norway, Norway. 2 County Governor, Norway

Mamoru Sugimoto
National Nasukashi Youth outdoor Learning center, Japan

Kazuyuki Noguchi1 , Tamiko Kimoto2, Shuji Ota3, Naoki Ota3
1

KEIO University, Japan. 2 Monkey Magic, Japan. 3 Kurumi, Japan

Marion Sturges, Tonia Gray, Jaydene Barnes
Western Sydney University, Australia

Lunch

Awakening and working with Arne

42

Adventure Monuments: Entanglements of Histories, Materials, and Practice45

Enacting place-responsive outdoor education: a Singapore case study

48

A matter of attention. On the entanglement of place experience and poetic writing:159
an action research in Italian secondary school.
Angels and demons – entrepreneurs in outdoor recreation in Northern Norway

164

A Study on the Motivational Factors for High School, Junior College, and University
Students Volunteering at the National Institution for Youth Education.

74

Autism Spectrum Disorder and the Joy of Climbing

131

Parental perceptions of diluting risk in contemporary outdoor play parks.

108

Research Presentation SessionⅢ
Helene Illeris1 , Michael Paulsen2
Meeting
Room 1
Simon
BeamesArts educational approaches to outdoor education in anthropocene landscapes – a
Nordic perspective

132

Investigating the challenges of adapting to climate change in the Australianoutdoors – to support a national collaboration for risk mitigation.

47

More-than-human pedagogies: Strategies for escaping the Anthropocene

109

The agentic environment: Moving towards more place-inclusive pedagogy

190

Université de Sherbrooke, Canada

Where is what and what is where? How place-based outdoor education enablesconsideration of the embodied relationship between people and places.

51

1

Relation between Cycling Style and Place Attachment of Students. －A Case on
Place Attachment Around Campus of Students at Univ. of Tsukuba－

194

Friluftsliv as a part of the PE curricula – potentials for more sustainable humannature relations? An investigation of PE teachers' understanding of nature andsustainability

151

Development of a longitudinal database about school-based outdoor education
practices among K-11 teachers

43

Examining Primary Outdoor Education in Victoria (Australia) and Jyväskylä(Finland): Learning from Curriculum and Other Comparisons37

Outdoor experiential learning as a tool in developing safety competence among
tour guides: an analysis of student experiences of the Arctic Nature Guide program

208

Suffering in Silence: Impacts experienced by practitioners following serious
incidents

107

Safety management of outdoor education utilizing the strength of networking
organizations in Japan

178

Journals and the Challenges of Publishing217

Artificial Intelligence and Outdoor Education Part 2: Round Table Discussion

218

1

2

University of Agder, Norway. University of Southern Denmark, Denmark

Loren Miller1 , Clare Dallat

2

1

2

Outward Bound Australia, Australia. Risk Resolve, Australia

Scott Jukes
Federation University, Australia

Amy Smallwood
Meeting
Room 2

University of Minnesota Duluth, USA. University of Cumbria, United Kingdom

kassandra L'Heureux, Jean-Philippe Ayotte-Beaudet

BarbaraHumberstone Takuro Orii1 , Hitoshi Watanabe1, Tatsuki Takahashi1
13:5015:30

University of Tsukuba, Japan.

Gustav Tøstesen
Reception
Hall 1John
Quay

Western Norway University of Applied Sciences, Norway

Jean-Philippe Ayotte-Beaudet, Valérie Vinuesa, Antoine Deschamps, Dominique
Lebel, Félix Berrigan
Université de Sherbrooke, Canada

John Quay1 , Juha Kokkonen2
1

2

University of Melbourne, Australia. University of Jyväskylä, Finland

Barbara Hild
Reception
Hall 3

University of Iceland, Iceland

Denise Mitten1 , Clare Dallat2,3, Deb Ajango4, Stuart Slay5
1

DeniseMittenPrescott College, USA. 2 University of the Sunshine Coast, Australia. 3 Risk Resolve, Australia. 4 Alaska
5

Pacific University, USA. The Student Conservation Association, USA

Yutaka Narita1 , Taito Okamura2
1

2

Japan Outdoor Network (JON), Japan. Backcountry Classroom Inc., Japan

Special Interest Group(SIG)
16:0017:05

Reception
Hall 1
Reception
Hall 3

John Quay1, Pat Maher2, Mary Breunig3, Denise Mitten4
1

University of Melbourne, Australia. 2 Nipissing University, Canada. 3 California State University4

Sacramento, USA. Prescott College, USA.

David Hills1, Chris North2
1

Griffith University, Australia. 2 University of Canterbury, New Zealand.

Poster Presentation
David Addis
University of Worcestor, United Kingdom. International College Hong Kong, Hong Kong
1

Kotaro Aoki , Taku Higuchi
1

2

2

Kokugakuin University, Japan. National Institution For Youth Education, Japan
1

1

2

Laurentian University, Canada. 2 Waseda University, Japan. 3 University of New Hampshire, USA

Jun Egawa1, Masato Yoshida1, Shinji Murai2
1

2

Kanda Univ. of International Studies, Japan. Tamagawa Univ., Japan

Sarah Grocutt
University of Worcester, United Kingdom

Kei Hijikata
Meiji University, Japan

Shin-Jia Ho1, Po-Ang Li1, Hong-Wei Ho2
1

16:0017:05

National Taichung University of Science and Technology, Taiwan. 2 Nantoux Fugui Elementary School,
TaiwanInternational
Conference
Room

214

A Study on the Occurrence of Injuries and Safety Measures in Youth Education
Facilities

140

Earthing and Outdoor Education: A Scoping Review

162

Study on the Relationship between Physical Activity and Communication Skills: A
Case Study of Adventure Ropes Course

88

Sacred Steps: Unveiling Parallels between Pilgrimage and Place-Based Learning,
Reasons for Participation, Connection and Disconnection from the Busyness of Life.

32

What is outdoor studies as a basis for outdoor education?

153

Exploring Sustainable Tourism through Outdoor Education Practice in the Tourism
and Leisure Industry: A Case Study of Nantou County, Taiwan.

35

Bushcraft as therapy: exploring the potential

58

Present situation of forest education in Japan: forestry, environmental
education,and outdoor activities

110

3Gian Marco Di Feo , Stephen Ritchie , Takako Takano , Simon Priest
1

An Investigation into Enskilment and Student Outdoor Leadership

Verity Howell
University of Cumbria, United Kingdom

Mariko Inoue
Tama Forest Science Garden, Forestry and Forest Products Research Institute, Japan

Tomohiko Kai1, Kouzou Nishigaki2,1, Misaki Nakagawa3, Masahiro Fushida4, Masami
Hirabayashi5
Can Digital Technology Replace Leaders in Outdoor Education?
1

Kwansei Gakuin University, Japan. 2 Outward Bound Japan, Japan. 3 Beast, Japan. 4 Tokyo Computer

94

Searvice CO.,LTD., Japan. 5 Institute of Advanced Media Arts and Sciences, Japan

Kyoko Kajiura
Aichi Toho University, Japan

Kosei Kanatani, Akane Otomo, Kumi Moriyama, Akihiro Sakamoto
University of Tsukuba, Japan

Satomi Mitsui
Mount Fuji Research Institute, Yamanashi Prefectural Government, Japan

Kumi Moriyama, Kosei kanatani, Takuro Orii, Hitoshi Watanabe, Akihiro Sakamoto
University of Tsukuba, Japan

Daisuke Nishijima
Kamakura Women's University, Japan. Outward Bound Japan, JapanWhy do children pick up branches during Forest Kindergarten, and why do they playwith them? - From behavioral records of children (3-6 years old) in the forest

87

Pre-start Mood State and Psychological Competitive Abilities in Alpine skiing

191

Challenges in disseminating knowledge on volcanic disaster prevention to visitors
to Mt. Fuji, Japan

61

Practice of family day camp 'Magomokomo Camp'197

A Study of the Development Process of the Adventure Education Model in Japan:
Focusing on Outward Bound

148

Shingo Nakamaru1, Yu Fukutomi2, Mitsuru Sakatani3, Yuka Kogo4, Kotaro Aoki5,
Naoya Taki6, Masahiko Tokuda7, Kumiko Ihara7, Kazutoshi Hashimoto8
1

Japan Women's College of Physical Education, Japan. 2 Shigakukan University, Japan. 3 Hokusho

University, Japan. 4 Tsukuba University of Technology, Japan. 5 Kokugakuin University, Japan. 6 Shinshu

2019 Survey on Summer Camp Programs as Curriculum at Japanese Universities

129

Critical thinking in outdoor education

117

Influence of camp therapy on friendship formation: A case study of an adolescentwith autism spectrum disorder69

A Process of Developing Japanese University Students’ Self-authorship throughPhysical Education Class Using Outdoor Program

203

University, Japan. 7 Osaka University of Health and Sport Sciences, Japan. 8 Biwako Seikei Sport College,
Japan

Élise Rodrigue Poulin, Jean-Philippe Ayotte-Beaudet
Université de Sherbrooke, Canada

Akihiro Sakamoto1, Azusa Yoshimatsu2, Hitoshi Watanabe1
1

University of Tsukuba, Japan. 2 Meiji University, Japan

Fuyuka Sato1, Akihiro Sakamoto2, Akane Otomo2
1

Tokyo Kasei Gakuin University, Japan. 2 University of Tsukuba, Japan

A Study on the Effectiveness of Natural Teaching Materials Created From a STEAM
Perspective and the Awareness of Childcare Workers：Based on a questionnaire
116
survey after childcare worker training

Suguru Shibata1, Chikako Shibata2
16:0017:05

1

International
Conference
Room

Koriyama Women’s University, Japan. 2 Sendai University, Japan

Tatsuki Takahashi, Hitoshi Watanabe
University of Tsukuba, Japan

Tatsuki Takahashi, Hitoshi Watanabe
University of Tsukuba, Japan

Yukiko Yamagichi
Okayama College, Japan

Azusa Yoshimatsu1, Masahiko Tokuda2, Yuka Kogo3, Yutaka Narita4, Junichi Harada4
1

Meiji University, Japan. 2 Osaka University of Health and Sport Sciences, Japan. 3 Tsukuba University ofTechnology, Japan. 4 the Japan Outdoor Network, Japan

Masako Harigaya
Meiji University, PVO to Support Deaf and Hard of Hearing Children's Experiential Activities, Japan
1

1

2

1

1

Jonah D'Angelo , Stephen Ritchie , Simon Priest , Bruce Oddson , Daniel Scott
1

Laurentian University, Canada. 2 Canadian Outdoor Therapy and Healthcare Research Collaboratory,
Canada18:00〜

Tokyo nightStudents Specializing in Outdoor Education in Japan: Quantitative Insights into
Learning Motivations and Types

206

Students Specializing in Outdoor Education in Japan: Qualitative Exploration of
Cognition and Motivation Transformation

216

Effects of early childhood experience on the subsequent preference for wild
animals154

The Effect of Nature Experience Programs as Single Parent Family Support on
Parental Resilience67

The Significance of Experiencing Camps with Non-hearing-impaired Children for
Deaf Children and Hearing-impaired Children － An Analysis of Interviews using
Sign Language with Deaf and Hearing-impaired Children, and of Observational
Records of Children and Staff －204

Exploring the Significance of Early Life Outdoor Experiences: A Scoping Review ofRetrospective Outdoor Methods

182

Wednesday, 6, March, 2024
08:4509:15

International
Conference Morning Information
Room
Research Presentation Session IV

Heidi Smith1 , Sabrina Stein2

The intersections of outdoor environmental education and peacestudies/education: Collaboration, conflict and communication

136

Recreation conflicts in urban forest

112

Exploring a Vision of the World that Could Be: Moving from Rhetoric toTransformative Social and Environmental Action

66

Watch Us Change The World: Examining the impacts of an experiential outdoor
learning program on Year 9 Australian young women89

Perspectives on curriculum: how various traditions of curriculum have an impact on
the enactment of residential outdoor education programmes.

55

How children's attitudes toward nature deepen by participating in camps?

60

Place and Community-Based Education in Japan-Rethinking the Locally-focused
Environmental Education Through the Lens of PCBE98

Choosing relevant environments for outdoor science learning situations: K-6
teachers’ criteria

75

University of Iceland, Iceland. 2 University of Iceland, Iceland. 3 University of Edinburgh, United
Kingdom

Navigating the Icelandic Discourse of Outdoor Education

180

Ian Neville1 , Lauren Petrass1, Scott Polley2, Catherine Oxworth1

Developing a teacher identity in the outdoor education context: A systematic
review of the literature

104

Development and validation of an instrument to measure outcomes for outdoor
adventure education in Singapore.

166

A Systematic Review of Adventure Education Research in Japan

106

1

Meeting
Room 1

Jan Arvidsen1 , Mathilde Skov Kristensen2, Trine Top Klein-Wengel3, Rasmus
Vestergaard Andersen1
1MichaelPaulsen

University of Edinburgh, United Kingdom. 2 Universitat Innsbruck, Austria

Active Living, University of Southern Denmark, Denmark. 2 Centre for research in Sport, Health and Civil

Society, University of Southern Denmark, Denmark. 3 Research and Implementation Centre for Human
Movement and Learning, University of Southern Denmark, Denmark

Mary Breunig
California State University-Sacramento, USA

Helen Cooper1 , Tonia Gray1, Stuart Clarke2, Christina Curry1, Jacqueline Ullman1,
Meeting
Room 2Vanessa Petersen2
12Western Sydney University, Australia. Pymble Ladies College, Australia

Malcolm Nicolson
09:2011:00

Masahiro
Okada

Somers School Camp, Australia

Masahiro Okada1 , Akihiro Sakamoto , Fuyuka Sato2

13

Tokai University, Japan. 2 Tsukuba University, Japan. 3 Tokyo Kasei Gakuin University, Japan

Hatsuho Kinjo
Reception
Hall 1Mark
LeatherSophia University, Japan

Marie-Claude Beaudry, Jean-Philippe Ayotte-Beaudet
Université de Sherbrooke, Canada

Gunnar Thór Jóhannesson1 , Jakob Frímann Thorsteinsson , Beth Christie
2

1

1

Reception
Hall 3
SusannaHo3

Federation University Australia, Australia. 2 University of South Australia, Australia

Youyan Nie1 , Bee Leng Chua1, Susanna Ho2, Yvonne Bee Gek Seng1, stefanie Chye1,
Rebecca Ang312

National Institute of Education, Nanyang Technological University, Singapore. Ministry of Education,

Singapore. 3 National Institute of Education, Nanyang Technological University., Singapore

Yuka Kogo1 , Fumiaki Harimoto2

1

Tsukuba University of Technology, Japan. 2 Okinawa Prefectural University of Arts, Japan

Research Presentation Session V
Soumya Mitra1 , Denise Mitten2
Meeting
Room 1
DeniseMitten1

2

Prescott College, India. Prescott College, USA

Toshiharu Yanagi
Kobe Tokiwa University, Japan

Retaining Indigenous voices and diversity in India—an examination of dominantnarratives in outdoor education

142

Achievements of Tetsuo Sakai who gave dreams and hopes to young people inJapan, Asia, and around the world through marine camps and outdoor education Through Japan YMCA Alliance, the YMCA Anan International Ocean Center (CampAnan), National Institute of Fitness and Sports (NIFS), and National Camping
Association Japan (NCAJ) -152

Health and Safety Legislation and Education Outside the Classroom: Perspectives ofschool leaders and teachers

85

Exploring the Interplay of Three Danish Research Initiatives on Education Outside
the Classroom: Findings and Future Directions

160“Why don’t they remember the dolphins?” - A critical examination of learning
outside the 'comfort zone'

41

Beyond our comfort zone: Evolving Outward Bound in Australia

46

Chris North1 , Marg Cosgriff2, David Irwin3, Allen Hill3, Mike Boyes4, Sophie Watson5
1

University of Canterbury, New Zealand. 2 University of Waikato, New Zealand. 3 ARA Institute ofCanterbury, New Zealand. 4 University of Otago, New Zealand. 5 Education Outdoors New Zealand, New
Zealand

Meeting
Room 2
11:3012:35

Chris
North

Mads Bølling1,2 , Peter Elsborg1, Anna Stage1,3, Michelle Stahlhut1, Lærke Mygind1,
Paulina S. Melby4,1, Karen S. Barfod2, Thea Toft Amholt1, Neromie Fernando2,
Annamaria Ventura5,1, Silje Mikkelsen1, Alberte Laura Oest Müllertz1, Camilla RoedOtte6, Jan Christian Brønd4, Charlotte Demant Klinker7, Mette Aadahl1, Glen
Nielsen3, Peter Bentsen1,8
1

Copenhagen University Hospital – Bispebjerg and Frederiksberg, the Capital Region of Denmark,Copenhagen, Denmark. 2 VIA University College, Denmark. 3 University of Copenhagen, Denmark.
4

University of Southern Denmark, Odense, Denmark. 5 University of Bari “Aldo Moro”, Bari, Italy.

6

Garden to Bellies (Haver til Maver), Copenhagen, Denmark. 7 Health Promotion Research, Steno

Diabetes Center Copenhagen, the Capital Region of Denmark, Gentofte, Denmark. 8 University of
Copenhagen, Copenhagen, Denmark

Reception
Hall 1Heidi
Smith
Reception
Hall 3David
Hills

Fiona Nicholls
Plymouth Marjon University, United Kingdom

Loren Miller1 , Fiona Nicholls2
1

Outward Bound Australia, Australia. 2 Plymouth Marjon University, United Kingdom

David Hills1 , Imre van Kraalingen2, Glyn Thomas3

Griffith University, Australia. 2 Norwegian School of Sport Sciences, Norway. 3 University of the Sunshine Presence and Technology in Outdoor Education
Coast, Australia
1

Imre van Kraalingen
Norwegian School of Sport Sciences, Norway

12:3513:50

Lunch

14:00〜

Excursions

Perspectives on Teaching and Learning with Mobile Technology in Outdoor Studies

124

80

Thursday, 7, March, 2024
08:4509:15

International
Conference Morning Information
Room
Research Presentation Session VI

Adiv Gal
Kibbutzim College of Education Technology and the Arts, Israel

Meeting
Room 1

Helene Illeris

Pat
Maher

Polly Knowlton Cockett1,2 , Andrea Welz3, Vivian Wood-Alexander4

University of Agder, Norway

1

Meeting
Room 2Plymouth Marjon University, United Kingdom

TakakoTakanoPlymouth Marjon University, United Kingdom

Millie Chaston
Shannon McNatty
University of Otago, New Zealand

Dorte Stokholm, Niels Ejbye-Ernst
Reception
Hall 1
MichaelPaulsenWE become FOREST become WE. Aesthetic Learning Processes in Outdoor
Education.

133

Early Childhood, Ecoart, and Teacher Education Programs

123

Lakehead Public School Board, Ontario, Canada

Chloe Paul

09:2011:00

56

University of Calgary Werklund School of Education, Canada. 2 Grassroutes Ethnoecological Association, Wild Pedagogies: Exploring “Nature as Co-Teacher” in Outdoor Education throughAlberta, Canada. 3 Wild Roots: Nature-based Early Childhood Family Collaborative, Ontario, Canada.
4

Strengths, Weaknesses, Opportunities and Threats: A SWOT Analysis of a Longterm Outdoor Environmental Education Program in Israel

VIA University College, Denmark

Takeshi Takeda
Miyagi Gakuin Women's University, Japan

Arnon Ben Israel, Maayan Fux, Nadav Kushnir
Kaye Academic College of Education, Israel

Glyn Thomas, Brendon Munge, Robyn Fox
Reception
Hall 3

University of the Sunshine Coast, Australia

Glyn
ThomasFaculty of education, arts and sports , Western Norway University of Applied Sciences, Norway

Yuko Kamisaka
Mark Leather, George Katsogridakis
Plymouth Marjon University, United Kingdom

From Grief to Relief: An autoethnography in making meaning of abortion throughembodied experiences of climbing.

50

Intersectionality and Outdoor Education in the UK: examining the landscape40

The lasting impact of empowering outdoor education on adolescent girls' identity
and wellbeing

52

Emergent Science in Danish Kindergartens’ Outdoor Life: Young Children’s
Perspectives and Explanations

155

Research on practical methods of outdoor education for Japanese preschool

186"A successful journey never ends" - a journey course held in the deep Negev desert,
as a generator of self-development and growth among students studying teacher
education.

82

Near Peer Teaching: Transformational learning for all

77

Norwegian student teachers’ use of theories and reflections in their theses about
outdoor education

134

Teacher-student relationships in Higher Education: Reflections from an Outdoor
Adventure Education degree24Research Presentation Session VII
Meeting
Room 1

Jason Little

Evaluation Guide -- A new community-based program for Shady Creek (Northern
California)

63

Sean Blenkinsop1 , Linda Whilhelmsson
Sean
Blenkinsop 1 Simon Fraser University, Canada. 2 Mittuniversitetet (Mid-Sweden University), Sweden

The 4C’s: Outdoor Education for eco-social-cultural change

29

Meeting
Room 2Chisato Endo

Camping for young children： The significance of lodging in the outdoors

115

Søren
Andkjær

Niels Ejbye-Ernst, Dorte Stokholm

Nature kindergartens in Denmark. Development, importance and perspectives

68

Reception
Hall 1

Alessandro Bortolotti

Teaching, learning, and play in the outdoors: a survey of school and pre-school
provision in the North of Italy.

198

Investigating the impact of a nature play intervention on six-year-old students’
wellbeing and school engagement213“We didn’t get many opportunities to go outside and explore like boys do”:
Exploring and improving women and girls' access to ocean recreation and1
2
3
Manta Trust, United Kingdom. University of Plymouth, United Kingdom. Salted Ventures Swimmers, associated environmental, socio-economic and educational opportunities in theMaldives.
Maldives

39

Middlebury Institute of International Studies, USA
2

11:3012:35

Tonia
Gray
Reception
Hall 3
MasakoHarigaya

Tokoha University Junior College, Japan

VIA University college, Denmark

The University of Bologna, Italy

Alexandra Harper, Tonia Gray, Susan Hespos
Western Sydney University, Australia

Flossy Barraud1,2 , Aminath Zoona3

Siv Lund, Marc Esser-Noethlichs
Oslo Metropolitan University (OsloMet), Norway

12:3513:50

LunchManaging Uncertainty through Core Reflection in Outdoor Education: The Context
of Outdoor Swimming and Lifesaving.

212

Research Presentation Session VIII
Kathrin Paal
Meeting
Room 1

University of Plymouth, United Kingdom

KazushiMaeta

La Trobe University, Australia

Philippa Morse
Verity Howell
University of Cumbria, United Kingdom

Yuko Miki
Meeting
Room 2John
Quay

The University of Tokyo Doctoral Program, Japan

Tomas Aylward
Munster Technological University, Ireland

Victor Elderton
Simon Fraser University, Canada

13:5015:30

Jørgen Eriksen, Jannicke Høyem
Reception
Hall 1TA
Loeffler

Norwegian School of Sport Sciences, Norway

Mark Leather1 , TA Loeffler2
1

Plymouth Marjon University, United Kingdom. 2 Memorial University Newfoundland, Canada

Yomogida Takamasa
Faculty of Budo and Sport Studies, Tenri University, Japan

Gabriela Quintela Do Carmo1 , Jean-Philippe Ayotte-Beaudet1, Cathy Jordan2,3
1

Reception
Hall 3

2

3

University of Sherbrooke, Canada. University of Minnesota, USA. Children & Nature Network, USA

Yuka Kogo1 , Yukinori Nakajima1, Akane Otomo2, Kazunori Kogo3
1

Tsukuba University of Technology, Japan. 2 University of Tsukuba, Japan. 3 Tsukuba International
University, Japan

BarbaraHumberstone Barbara Humberstone1,2,3 , Geoff Cooper3, Di Collins3
1

Plymouth Marjon, United Kingdom. 2 Buckinghamshire New University, United Kingdom. 3 Institute for
Outdoor Learning, United Kingdom“The leaves are bit poorly” - exploring preschoolers’ feelings and actions towards
nature71

Pedagogies of ecological imagination: Thinking with posthuman concepts in
outdoor environmental education

170

The Feminisation of Nature: dualisms, domination and destruction

57

Focusing on "Place": The Relationship between Kobe Citizens and the Rokko
Mountain Range.

195

Finding a Sense-of-Place on the edge of Europe: The connection between Irish
people and the Outdoors in Ireland.

177

Metaphors of Place: Teaching & Learning for Place and Nature-based
Environmental Experiential Educators

183

Personal Development Plan – The path towards skill development and lifelong
learning in outdoor education?

211

Exploring the Pedagogical Benefits of Visualising Seascapes in Higher Education

23

Introducing ASE（Action Socialization Experience） to promote self-regulated
learning strategies in university physical education in the context of liberal
education

127

A systematic review of the impacts of nature exposure on the nervous system:
Implications for nature-based learning

92

Study on instruction of snow sports for hearing-impaired students

169

Being and becoming in the outdoors-narratives of outdoor education enthusiasts.

185

Research Presentation Session IX

16:0017:05

1

2

Meeting
Room 1

Marianne Singsaas1 , Jenny F. Gronn , Vegard Gundersen

Chris
North

Selima Negro1 , Darren Quek

Meeting
Room 2Christian Mercure

Hiroshi
Hamatani

Hiroshi Hamatani

Reception
Hall 1

Helga Aadland, Marit Kulild, Gunhild Rolfsnes

Søren
Andkjær

1

2

Telemark Research Institution, Norway. Norwegian Institute for Nature Research, Norway
2

1

2

Pedagogia del bosco | Ricerca e formazione, Italy. Forest School Singapore, Singapore

Université Laval, Canada. Université du Québec à Chicoutimi, Canada

Hokkaido University of Education Iwamizawa, Japan

Western Norway University of Applied Sciences, Norway

Søren Andkjær1 , Søren Præstholm 2, Karen Barfoed3, Niels Ejbye-Ernst3
1

University of Southern Denmark, Denmark. 2 University of Copenhagen, Denmark. 3 VIA University
College, Aaarhus,Denmark, Denmark

Reception
Hall 3

Judith Blaine1,2 , Bacon Chan3Mark
Leather

Yuma Akaho

1

University of Hong Kong, Hong Kong. 2 Odyssey, Hong Kong. 3 Outward Bound, Hong KongJapan Advanced Institute of Science and Technology, Japan

18:0018:15

Reception
Hall

Party registration

18:1520:30

Reception
Hall

Farewell party

Taking a lesson from the Norwegian anti-cabin protests: Managing cabin visitors
and their impacts on local nature-based practices in rural municipalities

179

Place based Forest School: An international comparative study in Singapore and
Italy.

137

Contextual elements contributing to learning in outdoor intervention programs: alook inside the black box.

158

Mountaineers' perceptions of "Higuma" brown bear in Hokkaido

84

The complexity and simplicity of interdisciplinary teaching outdoor

149

Nature experiences and active outdoor life in after school clubs?Evaluating
research founded program and targeted projects aiming to bring kids out

70

Walking your Why: Exploring the personal, social and environmental outcomes ofan Outward-Bound Experience for adolescents in Hong Kong

53

Investigation of behavioral characteristics of adventure tourists: focusing on thetransformation from consumer to cross-boundary learner.

31

Friday, 8, March, 2024
08:4509:15

International
Conference Morning Information
Room
Research Presentation Session X
1

2

Jonas Mikaels1 , Mikael Quennerstedt , Erik Backman
Meeting
Room 1
Stephen
Ritchie

1

2

The Swedish School of Sport and Health Sciences (GIH), Sweden. Dalarna University, Sweden

Stephen Ritchie1 , Jonah D'Angelo2, Gian De Feo1, Takako Takano3, Simon Priest4
1

Laurentian University, Canada. 2 Laurentian Univeristy, Canada. 3 Waseda University, Japan.

4

Independent Retired Scholar, Canada

Takako Takano
Waseda University, Japan

Helene Illeris1 , Tormod Wallem Anundsen1, Anne-May Risholt Fossnes2
1

2

University of Agder, Norway. independent artist, Norway

Meeting
Room 2

Toyoshi Sasaki1 , Kimiharu To1, David Fitzgerald2

David
Hills

Shinji Murai1 , Misa Suehara2, Toshiharu Yanagi3

09:2011:00

1

Aomori University, Japan. 2 Harrow International School Appi, Japan

1

Tamagawa Adventure Program, Tamagawa University, Japan. 2 Office for Youth Education,
Community Learning Promotion Division, Education Policy Bureau Ministry of Education, Culture, Sports,

Healthier planet, healthier people: exploring the salutogenic model’s insight into
outdoor activities and health

150

The Transdisciplinary Case for Ecohealth Promotion in Outdoor Learning

163

Exploring the ecohealth - Insights from Shugendo Practices

199

Learning with the Land. Experimenting with a/r/tographic fieldwork in/with alandscape in Southern Norway

135

Igloo Building Programs as a Key Outdooe Education Program for Cold, Snowy
Regions

209

The learning impact of 'the land' on places and people ーAso, Kumamoto
Prefecture, focusing on the facilities and people nurtured by the ‘caldera’ー

105

Embracing Nature: Empowering Higher Education Students’ Nature Connectedness
through Participatory Activities in three European countries.

90

Defining and assessing the success of outdoor leadership courses developed forearly years practioners.

120

A Journey into the Future: A retrospective study on the long-term outcomes of
Outdoor Education

30

Portrait of outdoor education initiatives in higher education in the province ofQuebec64

Science and Technology, Japan. 3 Kobe Tokiwa University, Japan

Ioanna G. Skaltsa1 , Alex Koutsouris1, Jakob Frimann Þorsteinsson2, Clara
Vasconcelos3,4
Reception
Hall 1

1Agricultural University of Athens (AUA), Athens, Greece. 2 School of Education University of Iceland,3

Iceland. Interdisciplinary Centre of Marine and Environmental Research (CIIMAR), Portugal.
University of Porto, 4169-007 Porto, Portugal, Portugal

4Rich Mitchell, Cameron Sprague
BarbaraHumberstone Stramash Social Enterprise, United Kingdom
Judith Blaine
Rhodes University, South Africa

Patrick Daigle, Tegwen Gadais
Reception
Hall 3Patrick
DaigleUniversité du Québec à Montréal, Canada

Hitoshi Watanabe1 , Shinya Tabei2, Tatsuki Takahashi1
1

2

University of Tsukuba, Japan. General Incorporated Association Tabei Junko Foundation, Japan

Kim Champagne1 , Virginie Gargano2
1

2

Université de Montréal, Canada. Université de Laval, Canada

Effects of Climbing Mt. Fuji as a Group Mountaineering Program on Self-Esteem of
205Japanese High School Students.
Crossing my dependency: Qualitative evaluation of an adventure therapy expedition
101
program for youths with addiction problems

Research Presentation Session XI

11:3012:35

Meeting
Room 1

Michael Paulsen

Pat
Maher

Tegwen Gadais1 , Paquito Bernard1 , Brice Favier-Ambrosini 2

Meeting
Room 2

Karen Barfod1,2 , Mads Bølling

Simon
BeamesSimon Beames

Reception
Hall 1

Lewis Stockwell

MarcusMorse
Reception
Hall 3Glyn
Thomas

University of Southern Denmark, Denmark

1

2

Université du Québec à Montréal, Canada. Université du Québec à Chicoutimi, Canada
1,3,2

1

VIA University College, Denmark. 2 UdeskoleNet, Denmark. 3 Center for Clinical Research andPrevention, Denmark
Norwegian School of Sport Sciences, Norway

University of Hertfordshire, United Kingdom. University of Edinburgh, United Kingdom

Scott Jukes1 , Marcus Morse2, Philippa Morse3
1

Federation University, Australia. 2 University of Tasmania, Australia. 3 La Trobe University, Australia

Jakob Frímann Thorsteinsson1 , Beth Christie2
1

University of Iceland, Iceland. 2 University of Edinburgh, United Kingdom

Célia Kingsbury1,2,3 , François Bissonnette4, Paquito Bernard4,3
1

École de santé publique de l'Université de Montréal, Canada. 2 Centre de recherche de santé publique
3(CReSP), Canada. Centre de recherche de l'Institut universitaire en santé mentale de Montréal,
Canada. 4 Université du Québec à Montréal, Canada

12:3513:20

Lunch

13:2014:30

International
Conference Closing ceremony
Room

Towards Life-friendly Education – Beyond In/Out

165

Climate change vs Sport, Physical activity and Physical Education: links,
consequences and solutions

25

The role of Professional Networks as Incubator for Outdoor teaching - From
Grassroots to national impact

27

Norwegian friluftsliv: The almost nearly perfect concept

130

Aesthetic Educational Journeying: Canoe Conversations and Philosophical Analysis

81

Thinking with rivers: Thinking through environs

168

Cutting a path: Exploring the affordance of Outdoor Education in Iceland176

An after-school program to increase sustainable active transportation use in
marginalized youth : Evaluation of the "Build your own bicycle" project28