Page 191 - Poučevanje zunaj učilnice

Abstract

The scientific monograph examines learning outside the classroom as
a contemporary interdisciplinary pedagogical approach that extends
beyond the traditional understanding of learning as the transmission
of knowledge within an enclosed classroom setting. It is based on the
premise that space is not merely a backdrop to the learning process but
an active factor in shaping it. Natural, local, and urban environments
provide opportunities for direct experience, movement, exploration, col-
laboration, and the integration of educational content with real-life situ-
ations and the challenges of contemporary society.
The contributions bring together pedagogical, kinesiological, physi-
ological, philosophical, linguistic, spatial, community, and sustainabil-
ity perspectives. Particular attention is devoted to the effects of learning
outside the classroom on children’s health and well-being, physical ac-
tivity and physical literacy, embodied cognition, language learning, and
the development of place-based learning environments. The monograph
also explores the potential of outdoor classrooms, thematic trails, public
spaces, community initiatives, and the temporary use of urban areas as
components of the broader educational infrastructure of local commu-
nities.
The scientific monograph emphasizes that the positive effects of learn-
ing outside the classroom do not result automatically from simply relo-
cating teaching activities outdoors. Rather, they depend on the quality of
pedagogical planning, the characteristics of the learning environment,
teachers’ professional competence, the provision of safety and accessi-
bility, and cooperation among educational institutions, local communi-
ties, and other stakeholders.
The originality of the monograph lies in integrating fields that are of-
ten addressed separately in the scientific and professional literature. By
bringing together knowledge on learning, movement, health, embodi-
ment, space, community, and sustainability, it develops a comprehen-
sive perspective on learning outside the classroom and substantiates the
need to create open, inclusive, and sustainability-oriented learning envi-

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