Education outside the classroom: academic achievement among Danish public school pupils

Author(s):

Camilla Roed Otte(presenting / submitting)Peter Bentsen Glen Nielsen Niels-Ejbye Ernst Ernst Erik Mygind

Conference:

ECER 2015

Network:

14. Communities, Families and Schooling in Educational Research

Format:

Paper

Session Information

14 SES 05 B, School-Related Transitions Within a Life Course Perspective III

Paper Session

Time:

2015-09-09

11:00-12:30

Room:

109.Oktatóterem [C]

Chair:

Satu Perälä-Littunen

Contribution

There is a shortage of research-based knowledge about the effects and impacts of education outside the classroom (EOtC). In light of this lack of knowledge, University of Copenhagen, University of Southern Denmark, and Steno Diabetes Center have joined together and developed the research project TEACHOUT (www.teachout.ku.dk) with the aim to study EOtC from different perspectives (i.e. physical activities, social relations and learning). In this project, we define EOtC as compulsory educational activities that instead of being carried out indoor at classrooms are relocated on a regular basis into local, natural and cultural environments (Bentsen et al., 2009).

EOtC in schools has become increasingly popular in Denmark since 2000 (Bentsen et al., 2010). A few Danish case studies has been carried out and they all suggest that participating in EOtC may have a positive impact regarding learning, physical activities, social relations, attitude to school, wellbeing, and inclusion (Mygind, 2009; Wistoft, 2013). Furthermore, Nordic and international studies show that EOtC seem to influence the teachers teaching methods through the use of more open, holistic and pupil centered activities, which can lead to positive outcomes (Fägerstam et al., 2012; Jordet 2007; Rickinson et al., 2004).

Outdoor education is a multidimensional field of education and research that includes outdoor life, outdoor adventure, teamwork/leadership skills, field work and school-based learning (Rickinson et al., 2004). There is a growing awareness of the outdoor environment as a well-regarded supplement to traditional classroom teaching.

The aim of this presentation is to investigate the possible effects on pupil’s academic achievement (i.e. learning) in reading (i.e. Danish) and in mathematics after one year of practicing EOtC on regular basis.

Method

Theoretical Approach A cross-disciplinary approach is necessary to gain insight concerning the elements and factors in EOtC. The study takes its primary theoretical foundation in a combination of the available theoretical approaches and research-based knowledge of outdoor education and outdoor learning (Csikszentmihalyi, 1975; Illeris, 2006; Jordet, 2007, 2008). Both quantitative and qualitative methods are used (Onwuegbuzie et al., 2004). Method Setting and participants Eighteen Danish public schools (48 classes) from different parts of Denmark participate in the present study from September 2014 to May 2015. All the schools are located in urban areas and the pupils aged 9-13 represent the following grade levels (3rd Grade, n = 258, 4rd Grade, n = 305, 5rd Grade, n = 327 and 6rd Grade, n = 125). Fifty-five percent of the pupils received EOtC (5 lessons a week as a minimum (3rd Grade, n = 177, 4rd Grade, n = 149, 5rd Grade, n = 160, 6rd Grade, n = 65). Forty-five percent of the students are taught as usual. All classes were following the curricular goals related to their grade level despite whether the lessons were held outside the classroom or inside the classroom. Data collection In the beginning of the school year (August 2014), all pupils were tested in reading (i.e. Danish) and mathematics using validated tests from Hogrefe (www.hogrefe.dk). These same tests will be repeated again at the end of the school year (May 2015). In addition, six focus group interviews will be conducted to explore pupils´ views on their learning experience during education outside the classroom. Data analysis The aim is to examine whether and how the results of the reading and mathematics tests are affected by participating in outdoor education and how this “effect” is mediated by the children´s background, gender, special needs etc. The effects of EOtC are statistically accessed by comparing the end of the year test results of children receiving EOtC to children who do not. The result will be adjusted for the test result at the beginning of the year.

Expected Outcomes

This presentation provides the participants with preliminary analyses of the relation between pupils’ tests result and their participating in EotC. Our hypothesis is that children’s academic level will increase after one year of practicing outdoor education on regular basis. We also believe that children who are a part of EOtC develop a more positive attitude, towards the school.

References

• Bentsen, P., Mygind, E., & Randrup, T. B. (2009). Towards an understanding of udeskole: education outside the classroom in a Danish context. Education 3-13, 37(1), 29-44. Retrieved from http://www.tandfonline.com/doi/abs/10.1080/03004270802291780 • Bentsen, P., Søndergaard Jensen, F., Mygind, E., & Barfoed Randrup, T. (2010). The extent and dissemination of udeskole in Danish schools. Urban forestry & urban greening, 9(3), 235-243. Retrieved from http://www.sciencedirect.com/science/article/pii/S1618866710000130 • Csikszentmihalyi, M. 1975. Beyond Boredom and Anxiety – Experiencing Flow in Work and Play (25th Anniversary Edition, 2000) San Francisco: Jossey-Bass Inc. Publishers. ISBN: 0-340-73973-8 • Fägerstam & Blom (2012): Learning biology and mathematics outdoors: effects and attitudes in a swedish high school context. Journal of Adventure Education & Outdoor Learning, pp. 1-20 • Illeris, K. (2006). Læring [Learning]. Roskilde Universitetsforlag. • Jordet, A. N. (2007). En undersøkelse om uteskolens didaktikk i et danningsteoretisk og erfaringspedagogisk perspektiv.[A study of outdoor education didactics in a formation (buildung) theory and experience educational perspective] Doctor thesis. Oslo: Det utdanningsvitenskapelige Fakultet, Universitetet i Oslo. • Jordet, A. N. (2008). Outdoor schooling in Norway - research and experiences [The classroom outside: Adapted education in an extended space of learning]. Healthier, Wiser and Happier Children. Outdoor Education - learning with mind, heart and body. Branbjerg University College, Jelling, 24th-25th January. • Mygind, E. (2009). A comparison of childrens' statements about social relations and teaching in the classroom and in the outdoor environment. Journal of Adventure Education & Outdoor Learning, 9(2), 151-169. Retrieved from http://www.tandfonline.com/doi/abs/10.1080/14729670902860809 • Onwuegbuzie, A. J., & Johnson, R. B. (2004). Mixed method and mixed model research. In R.B. Johnson & L. B. Christensen (Eds.), Educational Research: Quantitative, Qualitative, and Mixed Approaches. Needham Heights, MA: Allyn and Bacon, pp. 408-431. • Rickinson, Dillon, Teamey, Morris, Choi, Sanders & Benefield (2004) • Wistoft, K. (2013). The desire to learn as a kind of love: gardening, cooking, and passion in outdoor education. 13(2), 125-141. Retrieved from http://www.tandfonline.com/doi/abs/10.1080/14729679.2012.738011

Author Information

Camilla Roed Otte (presenting / submitting)

Department of Geosciences and Natural Resource Management, University of Copenhagen

Peter Bentsen

Health Promotion Research, Steno Diabetes Center

Glen Nielsen

Department of Nutrition, Exercise and Sports, University of Copenhagen

Niels-Ejbye Ernst Ernst

Department of Geosciences and Natural Resource Management, University of Copenhagen

Erik Mygind