Evaluation of the non‐formal forest education sector in the state of North Rhine‐Westphalia, Germany: organisations, programmes and framework conditions

Grimm, Anne; Mrosek, T.; Martinsohn, Anna; Schulte, Andreas

doi:10.1080/13504621003602577

Cited by 4 publications

(6 citation statements)

References 6 publications

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“…Access may depend on proximity and/or cost to get to it, but also safety, parental concerns, and time available among the demands of school and after-school clubs and activities (Holloway and Pimlott-Wilson 2014;Malone 2007). School-based environmental education and outdoor learning initiatives offer opportunities for children to access experiences in natural environments (Hunt, Burt, and Stewart 2015;Grimm et al 2011;Kudryavtsev, Stedman, and Krasny 2012;Otto and Pensini 2017). Öhman and Sandell (2016) view outdoor learning in nature as fostering pro-environmental behaviour.…”

Section: Encounters With Nature and Environmental Behaviourmentioning

confidence: 99%

“…There is a long history of forest education (Grimm et al 2011), with many non-formal programmes of forest education developed to support formal schooling. Some are focussed on nature kindergartens, while others aim toward primary school and lower secondary school children.…”

Section: Forest Schoolmentioning

confidence: 99%

“…Some have a particular focus on ecological knowledge (e.g. Marks et al 2017), whereas others take a broader view of learning, and include a desire to promote eco-sensitive attitudes (Grimm et al 2011).…”

Section: Forest Schoolmentioning

confidence: 99%

“…In the UK, forest school is a growing movement offering children regular time in nature at a specific place, so becoming both forest-based and place-based outdoor learning. Although school based, it is generally separate from the national curriculum and so non-formal or extra-curricular (Grimm et al 2011). One of the 6 principles of forest school states explicitly that forest school aims "to support the development of a lifelong relationship between the learner and the natural world" and the Forest School Association elaborates this as "to foster a relationship with nature through regular personal experiences in order to develop long-term, environmentally sustainable attitudes and practices in staff, learners and the wider community."…”

Section: Forest Schoolmentioning

confidence: 99%

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Developing a relationship with nature and place: the potential role of forest school

Harris

2021

Environmental Education Research

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Outdoor learning provides an opportunity for schools to foster children's engagement with nature. This paper focusses on forest school practitioners' perceptions of children's development of a relationship with nature and the place where forest school occurs, through interviews with forest school activity leaders. Reflecting on literature, the analysis of interviews sought to identify the processes through which attachment to place or connection to nature occurs. The findings suggest that through regular and repeated activities in a natural setting at forest school, children become more relaxed, overcome any fears, have fun, connect with nature as they come to know it better, and develop an affinity for the location.Further, they develop a sense of ownership and concern for the forest school setting and desire to protect it. For some forest school practitioners, fostering a relationship with nature and place, and developing proenvironmental behaviour, is a fundamental part of their practice.

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Section: Encounters With Nature and Environmental Behaviourmentioning

confidence: 99%

Section: Forest Schoolmentioning

confidence: 99%

Section: Forest Schoolmentioning

confidence: 99%

Section: Forest Schoolmentioning

confidence: 99%

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Developing a relationship with nature and place: the potential role of forest school

Harris

2021

Environmental Education Research

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“…Centra environmentálního vzdělávání bývají jen málokdy předmětem samostatného výzkumu. Grimm et al (2011) zkoumali centra nabízející ve spolkové zemi Porýní-Westfálsko programy lesní pedagogiky. Podle jejich výzkumu hrají tato centra důležitou roli, která je současně omezena nedostatečnými finančními zdroji, personálním zabezpečením a někdy i málo inovativními metodami.…”

Section: úVodunclassified

Centra environmentálního vzdělávání z pohledu učitelů

Činčera

Havliček

2016

Envigogika

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The study presents a survey conducted at the set of teachers (N=165) participating in the network for instructional support in environmental education M.R.K.R.V. and Mrkvička. The survey was focused on the meaning of the centers for the respondents and the reasons for choosing some of the offered services. The results suggest that teachers interpret the role of the environmental education centers as irreplaceable and that they highly appreciate the level of the offered services. They use mainly the short educational programs, they use their services repeatedly in a year, and their choice is based by their previous good experience, its cost, and distance. The study also discusses some of the issues associated with these results.

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Forest education as contribution to education for environmental citizenship and non-anthropocentric perspectives

Kowasch

Oettel

Bauer

et al. 2022

Environmental Education Research

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Forest ecosystems play a fundamental role in mitigating global environmental changes.The development of environmentally sound behavior, and inter-and intragenerational equity, can help counteracting counteract these global changes. One type of formal and non-formal environmental education is forest education, which aims to promote the achievement of sustainable development in forest-related ecosystems. We conducted an empirical study among forest educators in Austria, using a mixed-method approach, to investigate the potential of forest education to promote education for environmental citizenship. Our findings suggest that forest education and encounters with nature can lead to increased self-responsibility and contribute to critically reflect experience-based changes in behaviour. In conclusion, forest education is a useful tool for environmental citizenship education that contributes to improved understanding of forest ecosystems and non-anthropocentric perspectives for future development. However, forest education lacksis lacking funding, integration into formal education curricula, and the harmonization of framework conditions in non-formal education.

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Evaluation of the non‐formal forest education sector in the state of North Rhine‐Westphalia, Germany: organisations, programmes and framework conditions

Cited by 4 publications

References 6 publications

Developing a relationship with nature and place: the potential role of forest school

Developing a relationship with nature and place: the potential role of forest school

Centra environmentálního vzdělávání z pohledu učitelů

Forest education as contribution to education for environmental citizenship and non-anthropocentric perspectives

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