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

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Standard

Comparing apples and pears? A conceptual framework for understanding forms of outdoor learning through comparison of English Forest Schools and Danish udeskole. / Waite, Sue; Bølling, Mads; Bentsen, Peter.

I: Environmental Education Research, Bind 22, Nr. 6, 2016, s. 868-892.

Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt

Harvard

Waite, S, Bølling, M & Bentsen, P 2016, 'Comparing apples and pears? A conceptual framework for understanding forms of outdoor learning through comparison of English Forest Schools and Danish udeskole', Environmental Education Research, bind 22, nr. 6, s. 868-892. https://doi.org/10.1080/13504622.2015.1075193

APA

Waite, S., Bølling, M., & Bentsen, P. (2016). Comparing apples and pears? A conceptual framework for understanding forms of outdoor learning through comparison of English Forest Schools and Danish udeskole. Environmental Education Research, 22(6), 868-892. https://doi.org/10.1080/13504622.2015.1075193

Vancouver

Waite S, Bølling M, Bentsen P. Comparing apples and pears? A conceptual framework for understanding forms of outdoor learning through comparison of English Forest Schools and Danish udeskole. Environmental Education Research. 2016;22(6):868-892. https://doi.org/10.1080/13504622.2015.1075193

Author

Waite, Sue ; Bølling, Mads ; Bentsen, Peter. / Comparing apples and pears? A conceptual framework for understanding forms of outdoor learning through comparison of English Forest Schools and Danish udeskole. I: Environmental Education Research. 2016 ; Bind 22, Nr. 6. s. 868-892.

Bibtex

@article{62ce61b44bcd4f329f98f23e84f38659,
title = "Comparing apples and pears?: A conceptual framework for understanding forms of outdoor learning through comparison of English Forest Schools and Danish udeskole",
abstract = "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.",
author = "Sue Waite and Mads B{\o}lling and Peter Bentsen",
note = "CURIS 2016 NEXS 196",
year = "2016",
doi = "10.1080/13504622.2015.1075193",
language = "English",
volume = "22",
pages = "868--892",
journal = "Environmental Education Research",
issn = "1469-5871",
publisher = "Routledge",
number = "6",

}

RIS

TY - JOUR

T1 - Comparing apples and pears?

T2 - A conceptual framework for understanding forms of outdoor learning through comparison of English Forest Schools and Danish udeskole

AU - Waite, Sue

AU - Bølling, Mads

AU - Bentsen, Peter

N1 - CURIS 2016 NEXS 196

PY - 2016

Y1 - 2016

N2 - 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.

AB - 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.

U2 - 10.1080/13504622.2015.1075193

DO - 10.1080/13504622.2015.1075193

M3 - Journal article

VL - 22

SP - 868

EP - 892

JO - Environmental Education Research

JF - Environmental Education Research

SN - 1469-5871

IS - 6

ER -

ID: 143085648