Towards an understanding of<i>udeskole</i>: education outside the classroom in a Danish context

Bentsen, Peter; Mygind, Erik; Randrup, Thomas B.

doi:10.1080/03004270802291780

Cited by 88 publications

(72 citation statements)

References 11 publications

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“…In Sweden, Szczepanski (2012) provides an analysis of teachers' perceptions of outdoor practice showing, inter alia, that they afford eventful opportunities for free discovery and sensory experience. Research on 'Udeskole' in Denmark has found that natural settings were a catalyst for pedagogical change in teachers' approaches (Bentsen et al, 2009;Mygind, 2009). In a Scottish context, when teachers' took their outdoor learning into natural nature reserves, it was found that teachers' curriculum planning was influenced by place and encounters with 'more-than-human' elements such as other species, the weather and the challenging terrain (Mannion, Fenwick and Lynch, 2013).…”

Section: Introductionmentioning

confidence: 99%

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Enacting a place-responsive research methodology: walking interviews with educators

Lynch

Mannion

2016

Journal of Adventure Education and Outdoor Learning

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Place-based and place-responsive approaches to outdoor learning and education are developing in many countries but there is dearth of theoretically-supported methodologies to take a more explicit account of place in research in these areas. In response, this article outlines one theoretical framing for place-responsive methodologies for researching outdoor learning and education. We exemplify how this might work in practice with data and analysis from one suggested place-responsive research method: the walking interview. Implications and consequences are explored for how outdoor learning might be researched more widely

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Section: Introductionmentioning

confidence: 99%

“…Place: a preeminent concern F o r P e e r R e v i e w O n l y 3 2002Beames, Higgins and Nicol, 2012;Bentsen, Mygind and Randrup, 2009;Brookes, 2002;Harrison, 2010;Higgins and Wattchow, 2012;Mannion, Fenwick and Lynch, 2013;Mygind, 2009;Somerville et al, 2009Somerville et al, , 2011Stewart, 2008;Waite 2011;Wattchow and Brown, 2011).…”

Section: Introductionmentioning

confidence: 99%

Enacting a place-responsive research methodology: walking interviews with educators

Lynch

Mannion

2016

Journal of Adventure Education and Outdoor Learning

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“…Conceptually, EOTC is defined as regularly held education outside the classroom in natural and cultural settings [20, 22]. In order to operationalize this concept into measurable criteria, we defined EOTC school classes as school classes that practise teaching outside the classroom and school buildings for an average of at least five hours a week over the school year.…”

Section: Design and Methodsmentioning

confidence: 99%

“…EOTC often involves innovative teaching methods, child-led approaches to problem-solving, experimentation, cooperation, PA, and play [19–21]. It is an educational approach characterized by action-centred and thematic learning processes involving outdoor activities [22], with the aim of promoting learning through practical observation and the use of one’s body and senses in authentic situations, and through the interaction between one’s actions and thoughts [22, 23]. …”

Section: Introductionmentioning

confidence: 99%

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A quasi-experimental cross-disciplinary evaluation of the impacts of education outside the classroom on pupils’ physical activity, well-being and learning: the TEACHOUT study protocol

et al. 2016

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BackgroundEducation Outside the Classroom (EOTC) is a teaching method that aims to promote schoolchildren’s learning, physical activity (PA), social relations, motivation, and well-being. EOTC activities are characterized by teachers using the local environment in their teaching, and involve innovative teaching methods, child-led approaches to problem-solving, experimentation, cooperation, PA, and play. EOTC has become common practice for many teachers in Scandinavia; however, only case studies have evaluated its impacts.The TEACHOUT study aims to evaluate the impacts of EOTC on Danish schoolchildren’s PA, social relations, motivation, well-being, and learning.MethodsTEACHOUT is a quasi-experimental, cross-disciplinary study. Sixteen schools participated, containing 19 EOTC school classes and 19 parallel non-EOTC classes, with a total of 834 children aged 9 to 13 years. Measures of the children’s social relations, motivation for school, well-being, and academic performance were collected at the beginning and end of the school year. Data on PA levels were collected over ten-day periods during the school year using accelerometers. The amount and characteristics of the actual EOTC provided in both EOTC and non-EOTC classes were monitored day-to-day throughout the school year, using an online teacher survey platform. The effects of EOTC are mainly analysed by comparing EOTC pupils to non-EOTC (i.e. control) pupils based on their scores on the outcome variables (i.e. school performance, well-being, motivation, and social relations) at the end of the school year, adjusting for the baseline values (from the beginning of the year). The impacts of EOTC on PA are evaluated by comparing the total as well as context-specific amounts of PA of children participating in EOTC to those of children in their parallel non-EOTC classes. Furthermore, the interdependencies between PA, social relations, well-being, motivation, and learning are explored using path analysis. To help describe and understand the processes that have led to the quantitative outcomes, qualitative case observations of children’s practices and interactions in EOTC as well as classroom teaching were carried out and combined with qualitative interviews about children’s perceptions of these practices.DiscussionThe TEACHOUT study represents a holistic multidisciplinary approach to educational and school health-promotion research through its study design and combination of scientific disciplines and methods, as well as its focus on the interdependent relations between learning, PA, social relations, well-being, and motivation. This will result in a comprehensive picture of school health promotion and children’s health and well-being, which will broaden the understanding of the potential benefits of EOTC in school health promotion and primary education. These results can be used to inform and guide future policy and practice.

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School Teaching in Germany Between Tradition and Innovation: The Concept of the Outdoor School

Sahrakhiz

Harring

Witte

2019

Studies in Systems, Decision and Control

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Towards an understanding ofudeskole: education outside the classroom in a Danish context

Cited by 88 publications

References 11 publications

Enacting a place-responsive research methodology: walking interviews with educators

Enacting a place-responsive research methodology: walking interviews with educators

A quasi-experimental cross-disciplinary evaluation of the impacts of education outside the classroom on pupils’ physical activity, well-being and learning: the TEACHOUT study protocol

School Teaching in Germany Between Tradition and Innovation: The Concept of the Outdoor School

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