learning in local outdoor environments for …...learning in local outdoor environments for...
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Learning in local outdoor
environments for sustainable
development
A study of Norwegian practice
Anja Gabrielsen
Telemark University College
Faculty of Art, Folk Culture and
Teacher education.
Norway
Content
• Background
- Approach to education for sustainable development
- Policy and theory
• Study
- Teachers rationales and barriers to the use of outdoor
local learning arena
• Discussion and implications
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Main aim and research question
Main aim: How can the local environment function
as a learning arena for education for sustainable
development?
RQ1: What are the teachers' rationales for the use of local
learning arenas in education for sustainable development?
RQ2: What are the teachers' perceived barriers to outdoor
teaching?
National policy documents
The National Curriculum (LK06); • Core curriculum;
the environmentally-aware human being
• Subjects
Strategy plans
International policy documents on education
for sustainable development (ESD)
UN report; Shaping the Education of
Tomorrow (2012)
– need for locally relevant interpretations, learning
processes and change mechanisms
– requires understanding local contexts, including
traditional knowledge
UN report; Shaping the Future we want
(2014)
– ESD is grounded in local experience and actions
– reinforcing the importance and benefits of
providing a local context for ESD
The Sustainable backpack
Main aim;
increase awareness, understanding and
competencies in and for sustainable development
School projects focus on; • inquiry-based teaching
• inter- or multi-disciplinary teaching
• alternative learning arenas (outside
classroom)
• collaboration with external, local
partners
Organization
Regions and participating schools
A school project
Healthy and sustainable cooking
from the sea and shoreline
• Inter-disciplinary
• Aim - Learn about local unutilized resources
- Find recipes with local sustainable ingredients
- Harvest ingredients
- Cook food
- Write a cookbook
Page 2;
“Sustainable development
is development that meets
the needs of the present
without compromising the
ability of future generations to
meet their own needs.”
(United Nations; 1987)
Product;
Cookbook with local
sustainable ingredients
A school project
Outdoor teaching affords ‘authentic and real-life’ contexts
supporting meaningful and motivating learning opportunities
with an affective dimension
Theory
(Szczepanski et al., 2007; Jordet 2010, Waite 2011; Fägerstam 2012; Dewey 1938/2000; Chen-Hsuan Cheng, J., & Monroe, M. 2010; Chawla 2007; Sandell & Öhman, 2010; Gibson 1979; Manni et al., 2013)
Connection between outdoor, local teaching and environmental and sustainability education
(Chawla 2007; Sandell & Öhman, 2010, 2013; Fägerstam 2012; Jordet 2010; Rickinson et al. 2004; Hutchinsons 2004; Greenwood 2013; Breiting 2009; McInemy, Smyth and Down 2011; Norðdahl & Jóhannesson, 2014)
Theory
Teachers' experiences and perspectives of ESD and the use of outdoor local learning arenas are poorly investigated
(McNaughton, 2012; Norðdahl & Jóhannesson 2014)
Data, sampling and analyses
Purposeful sampling:
• 8 teachers from 6th to 10th grade
• Different school projects
• Experienced in ESD and participating in the Sustainable
backpack
Data collection:
• Document analysis of teachers' reports
• Semi structured interview with teachers
Analyses:
• Qualitative approach; constructivistic Grounded Theory (Glaser & Strauss,1967; Strauss & Corbin 2008; Charmaz 2014)
Use of local environment
in ESD
Findings RQ 1: What are the teachers' rationales for the
use of local learning arena?
Authentic and concrete
learning
Opportunity to act
Affective impact
Exemplify various
perspectives
Better learning
environment in general
Use of local environment
in ESD
Authentic and concrete
learning
- Authentic environmental challenges
- Concrete examples and activities
- Local people
«Use local venues and make it relevant»
Findings RQ 1: What are the teachers' rationales for the
use of local learning arena?
Use of local environment
in ESD
Exemplify various
perspectives
Increased opportunity to illuminate ESD perspectives;
- environmental, social, economic
- local-global
- the past-present-future
«Pupils do not feel responsible for what is far away in time and place»
Findings RQ 1: What are the teachers' rationales for the
use of local learning arena?
Use of local environment
in ESD
Opportunity to act
- Experience that it is possible to do something
- Experience the local-democracy
- Ownership to the project
«When it's in their environment, they can experience that it's useful»
Findings RQ 1: What are the teachers' rationales for the
use of local learning arena?
Use of local environment
in ESD
Affective impact
- Enjoy nature and the local community
- More personal
- Multisensory experiences
- Proud of their local nature and community
«It is more personal… and easier to be influenced»
Findings RQ 1: What are the teachers' rationales for the
use of local learning arena?
Use of local environment
in ESD
Better learning
environment in general
«Getting out of the classroom has great effect, and gives a completely different learning environment»
- Better relations
- Varied teaching and learning
Findings RQ 1: What are the teachers' rationales for the
use of local learning arena?
Use of local environment
in ESD
Authentic and concrete
learning
Opportunity to act
Affective impact
Exemplify various
perspectives
Better learning
environment in general
Findings RQ 1: What are the teachers' rationales for the
use of local learning arena?
Curriculum
Teacher competence
School leadership
Practical considerations
Findings RQ 2: What are the teachers' perceived
barriers to outdoor teaching?
Curriculum
- Overcrowded
- Unclear; ESD and outdoor, local
- Clear competence-aims in subjects
Findings RQ 2: What are the teachers' perceived
barriers to outdoor teaching?
Teacher competence
- Themes/subjects
- Subject specific pedagogy
- Outdoor
- Local
Findings RQ 2: What are the teachers' perceived
barriers to outdoor teaching?
School leadership
Practical considerations
Findings RQ 2: What are the teachers' perceived
barriers to outdoor teaching?
Discussion and implications
Main aim: How can the local environment
function as a learning arena for education
for sustainable development?
- Teachers' perspective
- Use of local outdoor learning arena in ESD
- Rationales and barriers
Broader implications
References • Breiting, S. et al., 2009. Action competence, conflicting interests and environmental education -
the MUVIN programme, Research Programme for Environmental and Health Education.
DENMARK
• Charmaz, K. (2014). Constructing Grounded Theory (2. utg.). London: SAGE
• Corbin, J., & Strauss, A. (2008). Basics of Qualitative Research: Techniques and Procedures for
Developing Grounded Theory. (3. utg.). Thousand Oaks: SAGE Publications, Inc. (online
version).
• Chawla, L., & Flanders Cushing, D. (2007). Education for strategic environmental behaviour.
Environmental Education Research, 13(4), 437–452.
• Chen-Hsuan Cheng, J., & Monroe, M. (2010). Connection to nature: Children’s affective attitude
toward nature. Environment and Behavior, 44(1), 31-49.
• Dahlgren L-O., Sjölander, S., Szczepanski, A., & Strid, J-P. (2007). Utomhuspedagogik som
kunskapskälla: närmiljö blir lärmiljö. [Outdoor education as a source of knowledge: learning in the
nearby environment]. Lund: Studentlitteratur.
• Dewey, J. 1916/1966. Democracy and Education: An Introduction to the Philosophy of
Education. New York: Macmillan.
• Fägerstam, E. (2012). Space and Place. Perspectives on outdoor teaching and learning. PhD,
Linköping University
• Glaser, B.G., & Strauss, A.L. (1967). The Discovery of Grounded Theory: Strategies for
qualitative research. New York: Aldine de Gruyter.
• Hutchinson, D. (2004). A Natural History of Place in Education. New York: Teachers College
Press, Columbia University.
References • Jordet. A. (2010). Klasserommet utenfor. Tilpasset opplaering i et utvidet laeringsrom. [The
classroom outdoors. Education in an extended context]. Latvia: Cappelen Damm AS.
• KD 2012, Kunnskap for en felles framtid. Revidert strategiplan. Kunnskapsdepartementet
• Manni, A., Ottander, C., Sporre, K., Parchmann, I. (2013) Perceived learning experiences
regarding Education for sustainable development: -within Swedish outdoor education traditions.
NorDiNa: Nordic Studies in Science Education, 9(2): 187-205
• McInerney, P., Smyth, J., & Down, B. (2011). ‘Coming to a place near you? The politics and
possibilities of critical pedagogy of place-based education. Asia-Pacific Journal of Teacher
Education, 39(1), 3-16.
• McNaughton, M. J. (2012). Implementing education for sustainable development in schools:
learning from teachers’ reflections. Environmental Education Research, 18(6), 765-782
• Norðdahl, K. & Jóhannesson, I.Á. (2014): ‘Let's go outside’: Icelandic teachers' views of using
the outdoors, Education 3-13: International Journal of Primary, Elementary and Early Years
Education
• Rickinson, M., Dillon, J., Teamy, K., Morris, M., Choi, M-Y., Sanders, D., & Benefield, P. (2004).
A Review of Research on Outdoor Learning. National Foundation for Educational Research and
King´s College London.
• Sandell, K., and J. Öhman. 2010. “Educational Potentials of Encounters with Nature: Reflections
from a Swedish Outdoor Perspective.” environmental Education Research 16 (1): 113–132.
• Sandell, K., & Öhman, J. (2013). An educational tool for outdoor education and environmental
concern. Journal of Adventure Education and Outdoor Learning, 13:1, 36-55
References • Szczepanski, A., Malmer, K., Nelson, N., Dahlgren, L-O. (2007). Utomhuspedagogikens särart
och möjligheter ur ett lärarperspektiv. En interventionsstudie bland lärare i grundskolan. [The
nature and potential of outdoor education from a teacher perspective. An intervention study in
compulsory school]. Didaktisk tidskrift, Jönköping: Jönköping University Press.
• The sustainable backpack. Den naturlige skolesekken. Retrieved from
http://www.natursekken.no/artikkel/vis.html?tid=2104906, 29.04.2015.
• UN 2012, Shaping the education of tomorrow; Report on the UN Decade of Education for
Sustainable Development, Abridged
• UN 2014. Shaping the Future we want. Report on the UN Decade of Education for Sustainable
Development, Abridged
• Waite, S. (2011). Teaching and learning outside the classroom: personal values, alternative
pedagogies and standards. Education 3-13: International Journal of primary, Elementary and
Early Years Education, 39(1), 65-82.
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