Outdoor Education, continuation course, 15 ECTS Credits, 2014 2015 - - PDF document

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Outdoor Education, continuation course, 15 ECTS Credits, 2014–2015 (Utomhuspedagogisk fördjupningskurs med didaktisk inriktning)

Welcome to the Outdoor education and didactics course, as a part of the second year Master programme in Outdoor education at Linköping University. The first part of the course starts

• n Monday 8th and finishes Friday 12th September 2014, with the first week in the outdoors

around Linköping University and then in the county of Östergötland. The second week is between 18th and 22nd May 2015. The course ends 21st–22nd May with outdoor field activities and the final examination (the place for this is not decided yet). Course contents The course is organised as two full time campus and field weeks and 16 weeks off campus. During the two campus/field weeks you will take part in outdoor education in practice, seminars and lectures. In between you are working individually and in groups with a web- based platform. Obligatory Literature *Spencer, C., & Blades, E. (Editors) 2006. Children and their Environments: Learning, Using and Designing Spaces. Amazon ISBN 0-521-54682-6 (paperback) 0-521-83778-2 (hardback) *Orr, DW. 2004. Earth in Mind – On Education, Environment, and the Human Prospect. Connecticut: Island Press. ISBN 1-55963-295-X * Articles available on line from Liu University Library see below. You can also read on the National Centre for Outdoor Education website, before the summer vacation and collect four scientific papers that you need and read them before we meet in

• September. Look at the National Centre for Outdoor Education website:

www.liu.se/ikk/ncu. I also add a leaflet of empirical arguments (55). Recommended literature Dahlgren, LO., Sjölander, S., Strid, JP., & Szczepanski, A. 2007. Utomhuspedagogik som kunskapskälla. Lund: Studentlitteratur. ISBN 978-91-44-04559-7 Davis, J. 2010. Young Children and the Environment. Early Education for Sustainability. Cambridge: Cambridge University Press. ISBN 978-0-521-73612-1 Gruenewald, D. A., & Smith, G. 2008. Place-Based Education in the Global Age. New York:

• Routledge. ISBN 0-8058-5864-4

Knapp, C.E. 1992. Lasting Lessons – A Teacher´s Guide to Reflecting on Experience. Charleston: ERIC. ISBN 1-880785-06-4 Knapp, S.E. 1996. Just Beyond the Classroom. Charleston: ERIC. ISBN 1-880785-15-3 Louv, R. 2008. Last Child in the Woods. Chapel Hill, North Carolina: Algonquin Books. ISBN 978-1-56512-605-3 Louv, R, 2011, The Nature Principle – Reconnecting with Life in a Virtual Age. New York: Algonquin Books. ISBN 978-1-61620-141-8 Rickinson, M., Lundholm, C., & Hopwood, N. 2009. Environmental Learning – Insights from Research into the Student Experience. Springer. ISBN 978-90-481-2955-3 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. Sobel, D. 2008. Place-Based Education: Connecting Classrooms and Communities. Great Barrington, MA: The Orion Society.

2 Wickenberg, P. 2004. Learning to Change our World? Swedish Research on Education and Sustainable Development. Lund: Studentlitteratur. ISBN 91- 44-03566 -7 Recommended literature for Swedish speaking students Jensen, M (red) 2011. Lärandets grunder – teori och perspektiv. Lund: Studentlitteratur. ISBN 978-91-44-06850-3 Hägerstrand, T. 2009. Tillvaroväven. Stockholm: Forskningsrådet Formas. ISBN 978-91-540- 6033-7 Jordet, A.N. 2010. Klasserommet Utenfor – Tilpasset opplaering i et utvidet laeringsrom. Oslo: Cappelen Akademisk Forlag. ISBN 978-82-02-28629-3 Mygind, E. 2005. Udeundervisning i folkeskolen. København: Museum Tusculanums Forlag. ISBN 87-635-0370-0 Kvernbekk, T. (red) 2011. Humaniorastudier I Pedagogik – Pedagogisk filosofi og historie Oslo: Abstract forlag. ISBN 978-82-7935-306-5 Szczepanski, A. 2008. Szczepanski, A. (2008). Handlingsburen kunskap: Lärares uppfattningar om landskapet som lärandemiljö. Licentiate dissertation, Linköping: Linköpings universitet Institutionen för beteendevetenskap och lärande, Institutionen för kultur och kommunikation, Estetiska avdelningen. Assignments There are three assigned aspects designed to support your learning. The first relates to your participation throughout the course, comprising postings, reflections, comments and

• interaction. You need to be active and visit the course platform. All participants need to be

contributing to the group discussions. The second and third are written assignments; a presentation of an academic work in this field and a course report. The second assignment should also be presented orally. Do not view them as separate tasks as they are all related. The reading and discussing you do in assignment 1 help you manage writing assignment 3. The dissertation you need to read and present in assignment 2 could of course be part of you reference list in assignment 3.

Assignment 1

Group discussions on the web-based platform The course is partly distance based with 3 tasks. Each task requires reparation by reading literature and participation in group discussions on line. You are most welcome to introduce

• ther relevant readings to your peers. The lists are just suggestions of readings.

Week 38 to week 41 Task 1 – The diversity of outdoor education. In this task you are asked to reflect on historical and cultural aspects on outdoor education. You are also asked to try to define outdoor education as a pedagogical tradition in relation to

• ther nearby traditions as place-based education and education for sustainable development.
• What does outdoor education mean to you, in your particular context?
• Do you use the outdoors as a learning environment? If so, in what ways and

what are your objectives?

• How do you understand the concept of place in outdoor education?
• What are your “critical issues” in the field?

3 Step 1: Write down your initial understanding of what role outdoor education plays in your

• wn practice or from a more theoretical point of view. You do not need to post this text but

should post some reflections or questions you want elaborate further during this course in the group discussion forum on the web-based platform. Due 10th October. Step 2: Read the literature with the aforementioned questions in mind. Is there something from the literature you particularly want to discuss? Has your initial understanding been challenged in any way? Do you agree or disagree with the authors? Do you see cultural differences in the use of the outdoors as a learning environment? How would you describe the relation between outdoor education, place-based education and education for sustainable development? Post your reflections and continue to discuss on the web-based platform. Brookes, A. 2002. Lost in the Australian Bush: Outdoor Education as Curriculum. Journal of Curriculum Studies. 34 (4), 405-425. Dopico, E., & Garcia-Vazquez. 2010. Leaving the Classroom: a Didactic Framework for Education in Environmental Sciences. Cultural Studies of Science Education. In press, published on line 07 May 2010. Gruenewald, D. 2003. The Best of both Worlds: a Critical Pedagogy of Place. Educational

• Researcher. 32 (4), 3-12.

Kahn, P., & Kellert, S. Chapter 4, 5. 2002. Children and Nature. Cambridge: Massachusetts Institute of Technology. Martin, P., & Ho, S. 2009. Seeking Resilience and Sustainability: Outdoor Education in

• Singapore. Journal of Adventure Education and Outdoor Learning. 9 (1), 79-92.

Maeda, K. 2005. Community-Based Outdoor Education using a Local Approach to

• Conservation. Australian Journal of Outdoor Education. 9 (1), 40-47.

Manteaw, B. O. 2010. Education in Global Environmental Politics: why the Discourse of Education for Sustainable Development needs Attention. International Journal of Environment and Sustainable Development. 9(1,2,3), 74-90. Nicol, R. 2002. Outdoor Education: Research Topic or Universal Value? part one. Journal of Adventure Education and Outdoor Learning. 2 (1), 29-41. Nicol, R. 2002. Outdoor Education: Research Topic or Universal Value? part two. Journal of Adventure Education and Outdoor Learning. 2 (2), 85-99. Nicol, R. 2003. Outdoor Education: Research Topic or Universal Value? part three. Journal of Adventure Education and Outdoor Learning. 3 (1), 11-28. Nespor, J. 2008. Education and place: a review essay. Educational Theory. 58 (4), 475-489. Stevenson, R. 2008. A Critical Pedagogy of Place and the Critical Place(s) of Pedagogy. Environmental Education Research. 14 (3), 353-360. Week 45 to 47 Task 2 – What role does nature play in education and identity formation? Our relation to nature can be viewed from a social constructivist perspective (e.g Halldén and Gullestad) or from a more evolutionary psychological perspective (e.g Kahn & Kellert). How do you view human relationships with nature? What is your rationale for bringing children/students outdoors? Read the literature and use also your own experiences and understanding to answer the

• questions. Write a short paragraph and post in Task 2 forum on the web-based platform.

4 Due 21st November. Read each others texts and discuss for example if nature plays different roles in different outdoor education contexts. Chawla, L., & Flanders Cushing, D. 2007. Education for Strategic Environmental Behaviour, 13 (4), 437-452. Gillespie, C. 2010. How Culture Constructs our Sense of Neighbourhood: Mental Maps and Children’s Perceptions of Place. Journal of geography, 109: 18-29. Kahn, P., & Kellert, S. Chapter 8, 9, 12. 2002. Children and Nature. Cambridge: Massachusetts Institute of Technology. Sandell, K., & Öhman, J. 2010. Educational Potentials of Encounters with Nature: Reflections from a Swedish Outdoor Perspective. Environmental Education Research, 16 (1), 113-132. Soper, K. 2003. Naturalised Identities and the Identification of Nature: a Realist and Humanist Perspective. In: Pedersen, K., & Viken, A. 2003. Nature and Identity. Essays on the Culture of Nature. Kristiansand: Hoyskoleforlaget AS. Recommended literature Halldén, G. 2009. Naturen som symbol för den goda barndomen. Falun: Carlsson förlag. Mitchell, D., & Mueller, M. 2010. A Philosophical Analysis of David Orr’s Theory of Ecological Literacy: Biophilia, Ecojustice and Moral Education in School Learning Communities. Cultural Studies of Science Education. In press, published

• nline 16 June 2010.

Week 48 to 50 Task 3 – Outdoor education and health aspects What does research say about the outdoors and health aspects? Use the literature below and/or

• ther relevant articles. Are there any obvious results? Are there findings that are more

ambiguous? What are your experiences? Discuss your reading and questions that come to mind when reading the articles. What is your conclusion about the health effects of outdoor education? *Anderman, E. 2002. School Effects on Psychological Outcomes during Adolescence. Journal of Educational Psychology. 94(4), 795-809. Antonovski, A. 1996. The Salutogenic Model as a Theory to Guide Health Promotion. Health Promotion International. 11 (1), 11-18. Björk, J., Albin, M., Grahn, P., Jacobsson, H., Ardö, J., Wadbro, J., Östergren, P-O. & Skärbäck, E. 2008. Recreational Values of the Natural Environment in Relation to Neighbourhood Satisfaction, Physical Activity, Obesity and Wellbeing. Journal of Epidemical Community Health. 62. Boldeman, C., Blennow, M., Dahl, H., Mårtensson, M., Raustorp, A., Yuen, K., & Wester, U.

• 2006. Impact of Preschool Environment upon Children’s Physical Activity and

Sun Exposure. Preventive Medicine. 42, 301-308. Fjørtoft, I. 2004. Landscape as Playscape: the Effects of Natural Environment on Children’s Play and Motor Development. Children, Youth and Environments. 14 (2), 21-44. Hartig, T., Evans, G., Jamner, L., Davis, D. & Gärling, T. 2003. Tracking Restoration in Natural and Urban Field Settings. Journal of Environmental Psychology. 23, 109- 123. Kahn, P., & Kellert, S. Chapter 2, 10. 2002. Children and Nature. Cambridge: Massachusetts Institute of Technology.

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• Kaplan. S. 1995. The Restorative Benefits of Nature: toward an Integrative Framework.

Journal of Environmental Psychology. 15: 169-182. Mohen, K., Bakke, H., Bakke, Ø., & Fors, E. 2007. Preschool Children’s Sickness Absenteeism from Norwegian Regular and Outdoor Day Care Centres: a Comparative Study. Scandinavian Journal of public Health, 35:490-496. Nature Assisted Health Care: www.nahc.se Nordh, H., Grahn, P,. & Währborg, P. 2009. Meaningful Activities in the Forest, a Way Back from Exhaustion and Long-Term Sick Leave. Urban Forestry & Urban Greening,8: 207-219. *Sheard, M., & Golby, J. 2006. The Efficacy of an Outdoor Adventure Education Curriculum on Selected Aspects of Positive Psychological Development. Journal of Experiential Education. 29(2), 187-209. Shanahan, L., Mcallister, L., & Curtin, M. 2009. Wilderness Adventure Therapy and Cognitive Rehabilitation: Joining Forces for Youth with TBI. Brain Injury. 23 (13-14), 1054-1064. Taylor, A., & Kuo, F. 2009. Children with Attention Disorder Deficits Concentrate better after Walk in the Park. Journal of Attention Disorders. 12 (5), 402-409. Recommended literature Louv, R. 2008. Last Child in the Woods. Part 2. Chapel Hill, North Carolina: Agonquin

• Books. ISBN 978-1-56512-605-3

Before week 21, 2015

Learning at zoos, botanical gardens, museums and other out-of-school settings. Read the literature (before week 21) and use your own experiences and reflections to answer the questions below. Questions to discuss in your study group: 1) How do you value different out-of-school environments in relation to outdoor education tradition, are some better than others? In what way? 2) What opportunities for interplay between sensory experiences and reflection do they provide? 3) What are the benefits and pitfalls with out-of-school experiences in supporting learning? Ballantyne, R,. & Packer, J. 2005. Promoting Environmentally Sustainable Attitudes and Behaviour through Free-Choice Learning Experiences: what is the State of the Game? Environmental Education Research. 11(3), 281-295. Bamberger, Y., & Tal, T. 2008. Multiple Outcomes of Class Visits to Natural History Museums: the Student’s View. Journal of Science Education and Technology, 17: 274-284. Braund, M. & Reiss, M. 2006. Towards a more Authentic Science Curriculum: the Contribution of out-of-school Learning. International Journal of Science Education, 28 (12), 1373-1388. Openshaw, P., & Whittle, P. (1993). Ecological Field Teaching: how can it be made more Effective? Journal of Biological Education, 27(1). Kahn, P., & Kellert, S. Chapter 1, 6, 12. 2002. Children and Nature. Cambridge: Massachusetts Institute of Technology. Russel-Ciardi, M. 2006. Place-Based Education in an Urban Environment. Museum International, 58 (3), 71-77.

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Assignment 2

Choose a doctoral/licentiate dissertation or three peer reviewed papers in the field, apart from the literature list, and prepare an oral individual presentation/summary, duration 15-20 minutes, to present 21st–22nd May 2015. Some suggestions of dissertations Cele, S. (2006): Communicating Place – Methods for Understanding Children’s Experience

• f Place, PhD - diss. Stockholm: Stockholms universitet.

Ericsson, I. (2003): Motorik, koncentrationsförmåga och skolprestationer – En interventionsstudie i skolår 1–3, PhD - diss. i pedagogik, Malmö: Malmö Högskola. Hyllested, T. (2007): Når læreren tager skolen ud af skolen – en analyse af naturskolebesøg

• g andre ud af skolen aktiviteter med fokus på lærernes formål med att tage ud og

deres interaktion med eleverne i forhold til at opimere betingelserne for elevernes læring, PhD - diss. Aarhus: Danmarks pædagogiske Universitetsskole, Aarhus. Jordet, A. (2007): ”Nærmiljøet som klasserum” – En undersøkelse om uteskolens didaktikk i et danningsteoretisk og erfaringspedagogisk perspektiv, PhD - diss. Universitetet i Oslo. Lindholm, G. (1995): Skolgården – vuxnas bilder – barnens miljö, PhD - diss. Stad & Land

• 129. Institutionen för landskapsplanering: Alnarp: SLU/Movium.

Magntorn, O. (2007): Reading Nature – Developing Ecological Literacy through Teaching, PhD - diss. Linköpings University. Linköping: Studies in Science and Technology Education No 6. Mårtensson, F. (2004): Landskapet i leken – En studie av utomhusleken på förskolegården, PhD - diss. Agraria 464 Alnarp: SLU. Nicol, R. (2001): Outdoor Education for Sustainable Living? – An Investigation into the Potential of Scottish Local Authority Residential Outdoor Education Centres to Deliver Programmes Relating to Sustainable Living, PhD - diss. Edinburgh: University of Edinburgh. Nilsson, L. (2003): Hälsoarbete möte med skola i teori och praktik, PhD - diss. Örebro universitet: Örebro Studies in Education 7. Ottosson, J. 2007. The Importance of Nature in Coping. Creating Increased Understanding of the Importance of Pure Experiences of Nature to Human Health. Alnarp: Sveriges

• Lantbruksuniversitet. Acta Universitatis agricultarae Sueciae nr 2007: 155.

Rantatalo, P. (2002): Den resande eleven – Folkskolans skolreserörelse 1890–1940, PhD -

• diss. Umeå: Institutionen för historiska studier, Umeå universitet.

Sandberg, A. (2002): Vuxnas lekvärld – En studie om vuxnas erfarenheter av lek, PhD - diss. Göteborg: Göteborg Studies in Educational Sciences 189, Acta Universitatis Gothoburgensis. Sandberg, A. (2012): De är inte ute så mycket – den bostadsnära naturkontaktens betydelse

• ch utrymme i storstadsbarns vardagsliv. Göteborg: Gothenburg University

School of Business, Economics and Law. ISBN 91-86472-69-0 Stigsdotter, U. 2005. Landscape Architecture and Health: Evidence-Based Health-Promoting Design and Planning. Alnarp: Sveriges Lantbruksuniversitet. Acta Universitatis Szczepanski, A. 2008. Szczepanski, A. 2008. Handlingsburen kunskap: Lärares uppfattningar om landskapet som lärandemiljö. Licentiate dissertation, Linköping: Linköpings universitet Institutionen för beteendevetenskap och lärande, Institutionen för kultur och kommunikation, Estetiska avdelningen. Wilhelmsson, B. 2012. Teachers’ Intentions for Outdoor Education: Conceptualizing

7 Learning in Different Domains. Licentiate dissertation, Umeå: Umeå University. ISBN 978-91-7459-448-5 Åkerblom, P. (2005): Lära av trädgård – Pedagogiska, historiska och kommunikativa förutsättningar för skolträdgårdsverksamhet, PhD - diss. Uppsala: SLU/Alnarp. agricultarae Sueciae nr 2005: 55.

Assignment 3

In the final course report you are asked to write down your understanding of the specific nature of outdoor education and how it is identified in the literature. Are there different rationales in different contexts/cultures? How is human relation with the natural and cultural landscape discussed in the literature? What is the relation between outdoor education and education for sustainable development? What are the arguments from a health perspective in going outdoors? Are they clear-cut or ambiguous? What do you think are the pros and cons with outdoor education? These are some questions you could discuss but you are welcome to discuss others as well. A final version is to be handed in at latest 1st March 2015. Post at assignment forum due 1st April 2015. The two first authors posting their assignments read each other’s text and prepare feedback to be presented in the seminar week 21 2015. The second pair of authors does the same etcetera. If there are an uneven number of students the course manager read the last submitted text. Each student needs to prepare a 15–20 minutes opposition and question(s) to discuss. Use APA or Harvard referencing formats. Line spacing 1,5 line, page length about 10 pages. Assume no common knowledge between reader and writer and make everything transparent and explicit. Teachers on the course: Anders Szczepanski, Director NCU ass prof, Fil lic Outdoor education Lars Björklund PhD in Pedagogy Thematic Didactic research school Other teachers will be involved as a part of the programme. Welcome to the course! Anders Szczepanski Director, ass prof Outdoor Education National Centre for Outdoor Education (NCU) Department of Culture and Communication Linköping University www.liu.se/ikk/ncu Phone +46 (0) 709 756803