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Seeing What Children See: Enhancing Understanding of Outdoor Learning Experiences Through Body-Worn Cameras

Amanda Lloyd, Tonia Gray, Son Truong

Abstract


This study investigates innovative ways that outdoor educators can actively promote young participants’ authentic voice in educational research and, in turn, increase our understanding of their worldview through accurately recording what children are seeing, hearing, doing, and touching when they are beyond our researcher’s gaze. The study was conducted with an Australian primary school class who completed a 1-year place-based outdoor learning program. It employed a novel research design wherein video footage was obtained from body-worn cameras mounted on the chests of the children. The footage depicts first-person visual and audio data from children’s viewpoints and deepens our understanding of children’s learning experiences. Additional data included observations, curriculum work samples, academic results, interviews, and student-generated photographs. Results highlight that footage provides unique insights regarding triangulating findings on student learning experiences. Body-worn cameras may be used to enhance young people’s participation in research when integrated into a broader child-friendly approach.

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Keywords


place-based education; visual methods; child participation; body-worn camera

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DOI: https://doi.org/10.18666/JOREL-2018-V10-I1-8192

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