Finding animals on a farm is more impressive and enriching for children than recognizing them through a picture book. Note that when they can learn and apply what they have learned in real situations at school, learning becomes holistic.
Teaching outside of school is not a new phenomenon. Historically, reformist education had already included extracurricular learning places in school education processes. In the late nineteenth and early twentieth centuries, through a different theory of teaching and learning, reformist educators wanted to achieve a didactic approach that focused on student autonomy in action-oriented classes.
The characteristics of the places of extracurricular learning are the conduits for the experiences had and the practical and concrete understanding of different objects or situations. This type of education is usually based on the subject of the lesson and aims to deepen and enrich its content.
Not only in nature but also in the world of work, in the area of art, history and culture, our students have access to extracurricular spaces that offer many new and exciting connections. All this enables holistic learning that involves the head, hands and heart and provides extraordinary experiences.
On the one hand, these experiences offer a variety of linguistic moments for classes, and on the other hand, they also strengthen social skills such as the capacity for cooperation and the team spirit of each student. Therefore, among other things, school trips and study week are an integral part of the educational work of the Swiss-Brazilian School.
Sources: Fachkommission Natur-Mensch-Mitwelt NMM, Januar 2010
Reformpädagogik / Wikipedia