| Abstract [eng] |
Environmental orientation skills, their development in primary education, and their significance for environmental awareness, critical thinking, and learning outcomes have been widely discussed in scholarly literature. Based on recent theoretical and empirical research, a framework of orientation skills for primary education was developed. It includes the following components: orientation and navigation, spatial thinking, map reading and analysis, practical application of orientation skills, and understanding relationships between place and space. This article presents a case of learning outside the classroom: an orienteering hike for second-grade students comprising 11 stations with designated exercises at each. The hike was designed and organized by the author of the article, a Vilnius University student, during her teaching practice. Four groups of students, equipped with a map of Vilnius Old Town and worksheets, navigated between stations to complete the assigned challenges. Analysis of the worksheets and students’ reflections revealed several successful aspects of the educational activity (the orienteering hike): 1) engaging students in collecting information about historical, cultural, and natural sites in Vilnius; 2) developing students’ attentiveness, concentration, and observation skills; 3) encouraging teamwork and maintaining students’ active participation during group assignments; 4) strengthening students’ connection with their environment; 5) organizing the educational process and ensuring student safety; and 6) managing time efficiently, as the exercises were not overly long and the duration of the hike was optimal. Areas for improvement include the formulation of exercises. More structured instructions should be provided, as second-grade students may find multi-sentence tasks challenging to comprehend. In future implementations, when students are required to search for information online, it would be beneficial to provide specific links or resources, ensuring that all learners can work at a similar pace and have equal opportunities to complete assignments effectively. Additionally, involving parents or colleagues during outdoor learning activities could allow the organizer to focus more effectively on observing and supporting the learning process. |
