How can place support pedagogy? Application of the concept of cognitive affordances in research and design of outdoor learning environments-Reference-Cited by-同舟云学术

How can place support pedagogy? Application of the concept of cognitive affordances in research and design of outdoor learning environments

Published:2023-12-25 Issue: Volume: Page:1-20
ISSN:0142-6397
Container-title:Landscape Research
language:en
Short-container-title:Landscape Research

Author:

Khan Matluba¹²^ORCID,McGeown Sarah³^ORCID,Christie Beth³^ORCID,Bell Simon²⁴^ORCID

Affiliation:

1. School of Geography and Planning, Cardiff University, Cardiff, United Kingdom

2. Edinburgh School of Architecture and Landscape Architecture, Edinburgh, United Kingdom

3. Moray House School of Education, University of Edinburgh, Edinburgh, United Kingdom

4. Estonian University of Life Sciences, Tartu, Estonia

Funder

Principal Career Development Award

University of Edinburgh’s Principal Career Development Scholarship and Global Research Scholarship

Charles Wallace Bangladesh Trust

Publisher

Informa UK Limited

Subject

Management, Monitoring, Policy and Law,Nature and Landscape Conservation,General Environmental Science,Geography, Planning and Development

Link

https://www.tandfonline.com/doi/pdf/10.1080/01426397.2023.2296490

Reference50 articles.

1. Adams, E. (1990). Learning through landscapes : A report on the use, design, management and development of school grounds. Winchester : Learning through Landscapes Trust.

2. The hidden value of in-between spaces for children’s self-directed play within outdoor school environments

3. The school garden in the primary school: meeting the challenges and reaping the benefits

4. Barker, R. G., (1976). On the nature of the environment. In H. M. Proshansky, W. H. Ittelson, R. G. & Rivlin, (Eds.), Environmental psychology : People and their physical settings (pp. 12–26). New York: Holt, Rinehart and Winston.

5. Play and Education

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