593 KB0 KB201020252022Allison, PeteMateer, Timothy J.Pighetti, JoshuaTaff, Derrickletnik:13številka:iss. 2str. 143-181DOI:10.35469/ak.2022.368COBISSID_HOST:192593155ISSN:2232-2620URN:URN:NBN:SI:doc-ZXHWZT7QenZnanstveno-raziskovalno središče Koper, Annales ZRSAnnales kinesiologiae (Koper)adventure educationčustveno učenjeemotional learningexperiental learningizkustveno učenjeizobraževanje na prostemizobraževanje skozi pustolovščineoutdoor educationOutward Boundpregledne študijescoping reviewOutward Bound and outdoor adventure education| a scoping review, 1995-2019|Outdoor adventure education (OAE) programming is often referenced as an ef-fective intervention that encourages a wide array of outcomes in participants such as increased confidence, independence, and communication skills. However, as outdoor adventure education continues to increase globally, what does the academic literature say about the outcomes related to these programs? Hattie, Marsh, Neill, and Richards (1997) conducted the last major review of program efficacy in this realm. This updated scoping review, largely following PRISMA guidelines (Tricco et al., 2018), aims to summarize the academic literature on one of the primary outdoor adventure education providers internationally, Outward Bound (OB). Fifty-four studies, published betwe-en 1995 and 2019, have been summarized in this review. Utilizing Outward Bound International’s (OBI) framework of “people”, “place”, and “process”, themes and gaps in the literature are explored. Specifically, the OB literature has progressed since 1995 in demonstrating social and emotional outcomes in a variety of settings, a better understanding of the nature of effective programming, and further documenting the role the instructor plays in the learning experience. Recommendations are provided on developing more rigorous methodologies for future research, understanding the role of the physical environment in the learning experience, and utilizing theoretical approa-ches to integrate outdoor adventure education into broader academic realmsProgrami izobraževanja na prostem se pogosto omenjajo kot učinkovita intervenci-ja, ki pri udeležencih spodbuja širok nabor rezultatov, kot so večja samozavest, neodvi-snost in komunikacijske spretnosti. Ker pa trend izobraževanja na prostem globalno še naprej narašča nas zanima, kaj o rezultatih, povezanih s temi programi, pravi strokov-na literatura? Hattie, Marsh, Neill in Richards (1997) so opravili zadnji večji pregled učinkovitosti programov na tem področju. Namen tega posodobljenega pregleda obse-ga, ki sledi smernicam PRISMA (Tricco et al., 2018), je povzeti znanstveno literaturo o enem od glavnih ponudnikov izobraževanja skozi pustolovščine na prostem na med-narodni ravni, Outward Bound. V tem pregledu je bilo povzetih štiriinpetdeset študij, objavljenih med letoma 1995 in 2019. Z uporabo okvira Outward Bound International „ljudje“, „kraj“ in „proces“ so raziskane teme in vrzeli v literaturi. Natančneje, li-teratura o Outward Boundu je od leta 1995 napredovala pri dokazovanju socialnih in čustvenih rezultatov v različnih okoljih, boljšem razumevanju narave učinkovitega programiranja in nadaljnjem dokumentiranju vloge, ki jo ima inštruktor pri učni iz-kušnji. Podana so priporočila za razvoj strožjih metodologij za prihodnje raziskave, razumevanje vloge fizičnega okolja pri učni izkušnji in uporabo teoretičnih pristopov za vključevanje izobraževanja na prostem v širša akademska področjaTEXTznanstveno časopisjejournalsSlovenian National E-content AggregatorNational and University Library of SloveniaZnanstveno-raziskovalno središče Koper