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