Motivating the learner: developing autonomy, competence and relatedness through forest school practice
Author:
Publisher
Springer Science and Business Media LLC
Subject
Physical Therapy, Sports Therapy and Rehabilitation,Education
Link
https://link.springer.com/content/pdf/10.1007/s42322-023-00146-0.pdf
Reference112 articles.
1. Abeysekera, L., & Dawson, P. (2015). Motivation And Cognitive Load In The Flipped Classroom: Definition, Rationale and a Call For Research. Higher Education Research & Development, 34(1), 1–14. https://doi.org/10.1080/07294360.2014.934336
2. Adams, S., & Savahl, S. (2017). Children’s Discourses of Natural Spaces: Considerations for Children’s Subjective Well-Being. Child Indicators Research, 10, 423–446. https://doi.org/10.1007/s12187-016-9374-2
3. Akpinar, A. (2016). How is High School Greenness Related to Students’ Restoration and Health? Urban Forestry & Urban Greening, 16, 1–8. https://doi.org/10.1016/j.ufug.2016.01.007
4. Ball, S. (2018). The Education Debate (3rd ed.). Polity Press.
5. Barrable, A. (2020). Shaping Space and Practice To Support Autonomy: Lessons From Natural Settings in Scotland. Learning Environments Research, 23(3), 291–305. https://doi.org/10.1007/s10984-019-09305-x
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