Don’t ask how outdoor education can be integrated into the school curriculum; ask how the school curriculum can be taught outside the classroom

Barfod, Karen Seierøe; Bentsen, Peter

doi:10.1007/s41297-018-0055-9

Cited by 13 publications

(13 citation statements)

References 22 publications

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“…Scandinavian countries are considered by many to be leaders in LOTC (Barfod & Bentsen, 2018;Gray, 2018). The educational philosophy of 'udeskole' (outdoor school) fits well with the broader Scandanavian culture of 'friluftsliv' (outdoor living), where enjoying natural environments is encouraged irrespective of the weather (Bentsen et al, 2009).…”

Section: Learning Outside the Classroom (Lotc)-emerging Pedagogies Fo...mentioning

confidence: 90%

“…It wasn't until the advent of mass-schooling in the 19th century that the place of learning was moved inside to a schoolroom (Joyce, 2012). In recent decades, however, curriculum-based learning in settings other than the classroom have received more interest in many industrialised countries (Barfod & Bentsen, 2018). LOTC can be broadly described as taking curriculum learning outdoors, and making academic learning experiential and practical.…”

Section: Learning Outside the Classroom (Lotc)-emerging Pedagogies Fo...mentioning

confidence: 99%

“…Danish teachers have a large degree of autonomy in both curriculum content and pedagogical approach, however 'udeskole' has been encouraged through government funding and mandated daily physical activity (Passy et al, 2019). Despite this 'grass roots' momentum towards LOTC and supportive government policies, only one fifth of Danish schools actually choose to implement regular sessions of LOTC (Barfod & Bentsen, 2018;Bentsen et al, 2010).…”

Section: Learning Outside the Classroom (Lotc)-emerging Pedagogies Fo...mentioning

confidence: 99%

“…Crowded curriculum is similarly a challenge for teachers wanting to utilise LOTC (Passy et al, 2019). LOTC is typically scheduled within regular school hours, however fitting extended lessons into a busy school timetable can be difficult (Barfod & Bentsen, 2018). Scandinavian countries with a broadly defined curriculum allow more autonomy for teachers to adopt LOTC (Bentsen et al, 2009), however the curriculum is tightly defined in many countries which leaves teachers feeling that they have no time for creative pedagogies like LOTC (Becker et al, 2017;Waite et al, 2016).…”

Section: Challenges For Bringing Outdoor Learning Into Schoolsmentioning

confidence: 99%

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Rediscovering the Potential of Outdoor Learning for Developing 21st Century Competencies

Mann

Gray

Truong

2022

High-Quality Outdoor Learning

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In this century characterised by rapid change and unprecedented challenges, most education systems have acknowledged the importance of developing interpersonal and intrapersonal skills alongside technical knowledge. This chapter describes how two approaches to outdoor learning develop these 21st century competencies, through the lens of experiential education. Outdoor Adventure Education is an established pedagogical vehicle for developing psycho-social skills. Learning Outside the Classroom is a rising movement of teaching subject content while simultaneously promoting interpersonal, communication, teamwork, critical thinking, and conflict resolution skills, creativity and connection with nature. The chapter concludes with a discussion of the potential of outdoor environments to foster transformative competencies, and the inherent challenges for integration into regular school experiences.

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Section: Learning Outside the Classroom (Lotc)-emerging Pedagogies Fo...mentioning

confidence: 90%

Section: Learning Outside the Classroom (Lotc)-emerging Pedagogies Fo...mentioning

confidence: 99%

Section: Learning Outside the Classroom (Lotc)-emerging Pedagogies Fo...mentioning

confidence: 99%

Section: Challenges For Bringing Outdoor Learning Into Schoolsmentioning

confidence: 99%

See 2 more Smart Citations

Rediscovering the Potential of Outdoor Learning for Developing 21st Century Competencies

Mann

Gray

Truong

2022

High-Quality Outdoor Learning

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“…When used in drama and reader's theatre, fairy tales encourage positive social interactions for developing reading skills, whilst also improving the affective and physiological dimensions of language learning (Bland, 2015;Worthy & Prater, 2002). Barfod and Bentsen (2018) point to the positive influence on pupils' academic performance, physical activity, social skills and well-being when immersing children in fairy tale stories in natural outdoor settings where fairy tales often take place. "Thus, in choosing teaching methods for enhancing pupils' opportunity to get these positive benefits during the school day, udeskole (outdoor education) can be seen as a promising model, teaching school curriculum outside the classroom during ordinary school time" (Barfod & Bentsen, 2018, p.151).…”

Section: Multiple Subjects-cross Curriculummentioning

confidence: 99%

Searching for a happily ever after: using fairy tales in primary classrooms to explore gender, subjectivity and the life-worlds of young people

Saxby

2022

AJLL

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Fairy tales are ubiquitous in Australian primary schools. Drawing on a review of key literature, this paper aims to determine the implications of teaching fairy tales in the twenty-first-century primary classroom. Research points to the benefits of including fairy tales as a tool to improve all subject areas of the curriculum. Fairy tales present opportunities to positively engage students through the teaching of social justice and the development of emotional intelligence. The review of literature found that teachers need to be cautious and critical when teaching traditional fairy tales which often perpetrate an outdated, gender-ignorant representation of society, and allow students an opportunity to confront these ideas. The book form of Disney fairy tales can be problematic, particularly the earlier versions, which are criticised for being domesticated, sentimental and overly simplistic. The review has also found that multicultural fairy tales have enormous potential to increase cultural equity in the contemporary classroom, but unfortunately, they do not appear to be easily accessible in Australia. The fairy tale is constantly being reinvented and reimagined to fit into modern society, which has led to the emergence of the fractured fairy tale genre, where a traditional fairy tale is subverted. This review found that when used in a critical and inclusive manner, fairy tales have the potential to be an effective resource to teach primary school students in the contemporary classroom.

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Fostering 21st Century Skills Through Autonomy Supportive Science Education Outside the Classroom

Dettweiler

Lauterbach

Mall

et al. 2022

High-Quality Outdoor Learning

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The development of 21st century skills in or rather through science teaching is on the agenda of many national and international school reforms aiming at creating so-called 21st century classrooms. In this context autonomous learning and practical relevance of science classes have been identified as important features, and education outside the classroom (EOtC) has been described as one way of providing such enriched classroom settings. We explore the relative importance of the four basic psychological needs (BPN), “perceived autonomy support”, “perceived competence support”, “student-teacher relatedness” and “student-student relatedness”, for the perceived practical relevance of the content (PRC) in science class in secondary school. We applied the same measures in normal and EOtC science classes, both in a short-term cross-sectional within-subject design study (A) and in a longitudinal between-subject design study (B). In order to account for the theoretical and empirical non-independence of the four BPN-explanatory variables, we used Bayesian ridge regression techniques. Our findings suggest that PRC in EOtC contexts is perceived higher than in normal classroom settings, both in the short-term as well as in the long-term designs. This can be best explained by the degree of perceived autonomy support by the students. In the short-term design, this holds true for both, the normal and the EOtC teaching contexts. In the long-term design, the relative importance of autonomy support can only be deemed statistically credible in the EOtC context. Perceived competence support and relatedness have no relative importance in the EOtC context. This suggests that science classes outside the classroom are less contingent on teacher-reliant or peer-related basic needs satisfaction. Thus, we can conclude that science teaching in EOtC fosters 21st century skills through more flexible, autonomous and collaborative settings and by being less teacher-centred.

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Don’t ask how outdoor education can be integrated into the school curriculum; ask how the school curriculum can be taught outside the classroom

Cited by 13 publications

References 22 publications

Rediscovering the Potential of Outdoor Learning for Developing 21st Century Competencies

Rediscovering the Potential of Outdoor Learning for Developing 21st Century Competencies

Searching for a happily ever after: using fairy tales in primary classrooms to explore gender, subjectivity and the life-worlds of young people

Fostering 21st Century Skills Through Autonomy Supportive Science Education Outside the Classroom

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