Abstract
The purpose of this study is to investigate instruction methods in outdoor education regarding experiential learning in the United States and to find suggestions for practice in Japan. Research sources were articles, dissertations, books related to outdoor education and experiential learning in the United States from 1930 to 2000.
Experiential learning is learning through doing. It is a process through which individuals construct knowledge, acquire skills, and enhance values from direct experience (Luckmann, 1996). Experiential learning theory is based on Dewey's (1938) and Kolb's (1971) philosophy. Several worthwhile models have been created that explain the experiential process of outdoor education programming since the 1970s. They consist of steps for learning including experiencing, reflecting, generalizing, applying and so on. The role of instructors is to provide experiences and reflection processes which turns experiences into learning. Facilitation, transfer and processing are key concepts in instruction methods. Essential skills are to create a proper learning environment for the participants, to observe and understand the unique processes of the participants, to use appropriate communication for the interaction of the group, to reach closure on the experience to give participants an opportunity to reflect on their experiences. These skills are a useful method for more effective instruction.
The present study suggests that instructors need to have a theoretical understanding, to value unique features of outdoor education experiences, to develop methods of reflection, and to adapt to a crosscurricular approach in school education.
