The extent and dissemination of udeskole in Danish schools (original) (raw)

Increased provision of udeskole in Danish schools: An updated national population survey

Keywords: Education outside the classroom Green space management Policy Teaching and learning outside the classroom Teacher training a b s t r a c t Education outside the classroom (EOtC) has the potential to increase children's learning, physical activity, social relations, school motivation, and well-being. In Denmark, EOtC has undergone a rapid development from a grassroots movement to part of a top-down reform in public schools. It is therefore pertinent to provide an update of the survey conducted by Bentsen et al. (2010) and a baseline to serve as the basis for evaluating future effects of policy intervention on EOtC. Based on a nationwide telephone survey of school leaders, this study shows an increase in Danish school classes practicing EOtC on a weekly or biweekly basis, from at least 14% of public and private/independent schools in 2007 to at least 17.9% of all public schools and 19.4% of all independent and private schools today. While the new school act appears to promote EOtC, we believe that teachers who are not familiar with this practice may lack the necessary competence to practice it. We argue that the widespread use of green space and nearby environment in teaching should be reflected in initial teacher training, connecting educational planning and green space management.

Green Space as Classroom: Outdoor School Teachers’ Use, Preferences and Ecostrategies

Landscape Research, 2013

More and more Danish teachers have started introducing curriculum-based outdoor learning as a weekly or biweekly 'outdoor school' day for school children. This move towards schooling in non-classroom spaces presents a challenge for green space managers. Basic managerial knowledge related to what, who, when and where has thus far only been supported by anecdotal evidence, but seems fundamental to the decision-making of a range of green space providers. The present study aims to describe, characterise and discuss outdoor teachers' use, preferences and ecostrategies in relation to green space. A nationwide survey was conducted among Danish teachers practising outdoor teaching (107 respondents), and it showed that a majority used and preferred forest areas. The outdoor teachers used mainly school grounds and local green space for their outdoor teaching with a majority using the same place or mostly the same place and preferring natural environments with easy access. We recommend that green space managers try to accommodate the ecostrategy preferred by outdoor teachers, i.e. visits to local and well-known places.

Comparing apples and pears?: a conceptual framework for understanding forms of outdoor learning through comparison of English Forest Schools and Danish udeskole

Using a conceptual model focused on purposes, aims, content, pedagogy, outcomes, and barriers, we review and interpret literature on two forms of outdoor learning: Forest Schools in England and udeskole in Denmark. We examine pedagogical principles within a comparative analytical framework and consider how adopted pedagogies reflect and refract the culture in which they are embedded. Despite different national educational and cultural contexts, English Forest Schools and Danish udeskole share several commonalities within a naturalistic/ progressive pedagogical tradition; differences appear in the degree of integration within national educational systems. Global calls for increased connection to nature and recent alignment of results-driven school systems in both countries influence their foundational principles, perhaps leading to greater convergence in the future. We argue that close attention to pedagogical principles are necessary to ensure better alignment of purpose and practice to elicit specific outcomes and enable comparison between different types.

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

Education 3-13, 2009

In the past decade, an increasing number of Danish public, private and independent schools have introduced regular compulsory education outside the classroom for children aged 7–16 as a weekly or biweekly ‘outdoor school’ day – known in Danish as udeskole. An analysis of this form of outdoor education, its impacts and provision has been undertaken. Findings suggest that udeskole can

‘Let's go outside’: Icelandic teachers' views of using the outdoors

Education 3-13, 2014

This article discusses the views of 25 Icelandic preschool and compulsory school teachers who were interviewed on the role of the outdoor environment in children's learning. The teachers reported not being afraid to take children outside. These teachers valued the learning potentials of the outdoors more than they feared the possible risks. They believed that the outdoors could provide opportunities for (a) enhancing children's play and learning (b) promoting children's health, well-being, and courage, and (c) affecting children's views, knowledge, and actions towards sustainability.

Inside We Learn, outside We Explore the World – Children's Perception of a Weekly Outdoor Day in German Primary Schools

The observable new attention for space in social and educational sciences since the 1990s (spatial turn) exhibits an increasing focus on the spatial constitution of children's learning and living spaces. In particular, the classroom as a learning environment is of relative importance, but the discourse about the socio-spatial opening of school also brings extracurricular educational facilities into focus. Two perspectives, however, remain largely neglected: 1) The children's point of view concerning lessons at extracurricular learning places and 2) The analysis of the children's practices of appropriation of the (outdoor) school space. The present article uses approaches of spatial and activity theory as well as group conversations with primary school children as an empirical basis in order to shed light on this topic by analyzing the children's practices of appropriating space during regular instruction at extracurricular learning places in the German outdoor school (Drau ßenschule).

Teaching with the sky as a ceiling : A review of research about the significance of outdoor teaching for children’s learning in compulsory school

This research review has been produced at the request of Utenavet-the National Network for Promoting Outdoor-based Learning in Sweden. Utenavet distributes knowledge and inspiration about outdoor education and nature guidance and works for an introduction of outdoor education into the Swedish educational system on all levels. Utenavet communicates good examples of outdoor space based education, and one of its major intentions is to demonstrate how experiences in nature and cultural heritage can contribute to the achievement of curricular goals. In addition, Utenavet regularly arranges conferences for teachers, pedagogues, city and public health planners in Sweden and the Nordic countries.