Research
Print page Print page
Switch language
The Capital Region of Denmark - a part of Copenhagen University Hospital
Published

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

Research output: Contribution to journalJournal articleResearchpeer-review

  1. Associations between previous sport and exercise experience and physical literacy elements among physically inactive Danes

    Research output: Contribution to journalJournal articleResearchpeer-review

  2. The Association between Education Outside the Classroom and Physical Activity: Differences Attributable to the Type of Space?

    Research output: Contribution to journalJournal articleResearchpeer-review

  3. På vej mod en sundere og bedre behandlet befolkning?

    Research output: Contribution to journalComment/debateCommunication

  4. Velfærdsnetværk: Skab en fælles mission og gør velfærdsinnovation effektfuld

    Research output: Other contributionNet publication - Internet publicationCommunication

View graph of relations

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.

Original languageEnglish
JournalEnvironmental Education Research
Volume22
Issue number6
Pages (from-to)868-892
Number of pages25
ISSN1350-4622
DOIs
Publication statusPublished - 17 Aug 2016
Externally publishedYes

    Research areas

  • comparative, culture, outdoor education, pedagogy, policy, practice

ID: 52049471