liu.seSök publikationer i DiVA
Ändra sökning
RefereraExporteraLänk till posten
Permanent länk

Direktlänk
Referera
Referensformat
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Teaching with the Sky as a Ceiling: A review of research about the significance of outdoor teaching for children’s learning in compulsory school
Proactivity AB.
Linköpings universitet, Institutionen för kultur och kommunikation, Avdelningen för kultur och estetik. Linköpings universitet, Utbildningsvetenskap.ORCID-id: 0000-0003-4715-232X
Institutionen för stad och land, Sveriges lantbruksuniversitet.
Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
2018 (Engelska)Rapport (Övrigt vetenskapligt)
Abstract [en]

The present review is built on results and conclusions from scientific and systematic overviews, where the authors have studied and analysed research, which illustrates how academic performance among comprehensive school students is affected by outdoor teaching, by regular physical activities and/or contact with nature.

The review demonstrates that the evidence is strong enough to ascertain that outdoor education has a positive effect, directly as well as indirectly, on academic performance and achievements. Very few studies indicate a correlation between outdoor education and negative effects on students’ learning, teachers’ work situation, or the school situation in general.

It is therefore concluded that there is sufficient evidence for recommending more outdoor education in everyday school activities – as incidents of teaching in combination with being outdoors generate a number of positive effects on students’ learning, health, physique, as well as their personal and social development. In sum, this overview demonstrates the following:

  • outdoor education leads to a number of positive effects for school age children, e.g., improved learning (better cognitive abilities, concentration, working memory, and motivation for studies),
  • sufficient evidence for the possibility to introduce more outdoor-based elements in teaching among children and youth in the whole educational system,
  • sufficient evidence for positive effects of outdoor education on cognition, which makes it worthwhile to strengthen existing as well as new national efforts that could enhance outdoor education, physical activities, and contact with nature in compulsory school, e.g., by involving teacher education institutions in a comprehensive development project at a national level,
  • outdoor education is in line with modern pedagogical models of school development, teaching and learning.

Support for improved goal achievement and good public health

Research shows that outdoor education with regular physical activities and contact with nature can have positive and meaningful effects, both directly and indirectly, on learning, academic performance, health and wellbeing, as well as on students’ personal and social development.

The statistical effects (effect measures) are typically at a rather low to medium level. However, at a social level they could potentially be most relevant from a public health and school perspective, as they contribute to better goal achievement in the compulsory school, preschool and leisure-time centre. The conditions are, that programmes and competence-raising measures are taken to initiate outdoor teaching on a large scale and that they are long-term endeavours. According to research long-lasting and more extensive programmes are more effective, physically, socially as well as cognitively, than shorter ad-hoc educational initiatives.

Strong evidence for factors that indirectly influence school performance

Research shows that regular physical activity with mobility and contact with nature during the school day has overall positive effects on learning ability, academic performance and a number of other factors that are important for students’ development and for teaching. Essential scientific arguments exist, that outdoor teaching, compared to classroom teaching using more or less traditional teaching methods, promotes factors that have indirect effects on academic performance, such as, improved concentration, working memory, and personal and social development. According to the research this, in turn, could lead to increased study motivation, better self-confidence, self-control and impulse control, creativity, ability to collaborate, and intentions for a healthier lifestyle (physical exercise and eating habits). A high degree of physical activities, together with contact with nature during the school day and in teaching, correlates with academic performance and with a number of factors that have an indirect, positive impact on school results among students.

More time in teaching theoretical subjects does not lead to better results

Research indicates that increased physical activities during the school day or more Physical Education (PE) lessons do not have a negative influence on the results in theoretical subjects. On the contrary, most of the research indicates that more physical activities seem to have positive effects on students’ achievements in theoretical subjects, even if more research is needed in this area. Nor is there any proof that an increase in the amount of teaching hours in theoretical subjects, at the expense of e.g., physical education, has any positive effects on the results in theoretical subjects. Several researchers and systematic overviews indicate that more classroom teaching in theoretical subjects can raise the risk of physical and mental ill health among students.

More longitudinal research is needed

In order to increase goal achievement, improve academic results and promote sound everyday habits among children and youth, there is enough strong evidence in the research review for considering a systematic implementation of outdoor education in compulsory school. However, a great deal of the research consists of short-term evaluations, which makes it more difficult to draw conclusions as regards outdoor activities in school and how they can contribute to a purposeful school development that will positively influence academic achievements in the long run. In other words, more longitudinal studies are needed in a Swedish school context.

The overall layout of the research review

The present review of research literature is divided into three main sections, according to the effects of outdoor education on academic performance, physical activities, and contact with nature, respectively.

Ort, förlag, år, upplaga, sidor
Linköping: Linköping University Electronic Press, 2018. , s. 67
Serie
Skrifter från Forum för ämnesdidaktik, Linköpings universitet ; 11
Nationell ämneskategori
Didaktik Lärande
Identifikatorer
URN: urn:nbn:se:liu:diva-151717DOI: ct9gISBN: 9789176851913 (tryckt)OAI: oai:DiVA.org:liu-151717DiVA, id: diva2:1253050
Anmärkning

Johan Faskunger, main author)

Anders Szczepanski,  co-author

Petter Åkerblom,  editorial processing

Tillgänglig från: 2018-10-03 Skapad: 2018-10-03 Senast uppdaterad: 2018-10-19Bibliografiskt granskad

Open Access i DiVA

Teaching with the Sky as a Ceiling: A review of research about the significance of outdoor teaching for children’s learning in compulsory school(754 kB)220 nedladdningar
Filinformation
Filnamn FULLTEXT02.pdfFilstorlek 754 kBChecksumma SHA-512
4e18dcf8625d2b1d607dc7cba04bb7bea5d0f2b6656e13b38c3cb894c18663f39f3911b3a4ad11397e1c1d26d5590f552861f56d001151fc9ad154ae0f624276
Typ fulltextMimetyp application/pdf
Beställ online >>

Övriga länkar

Förlagets fulltextLink to the Swedish version

Personposter BETA

Szczepanski, AndersPersson, Ulla-Britt

Sök vidare i DiVA

Av författaren/redaktören
Szczepanski, AndersPersson, Ulla-Britt
Av organisationen
Avdelningen för kultur och estetikUtbildningsvetenskapPedagogik och didaktik
DidaktikLärande

Sök vidare utanför DiVA

GoogleGoogle Scholar
Totalt: 484 nedladdningar
Antalet nedladdningar är summan av nedladdningar för alla fulltexter. Det kan inkludera t.ex tidigare versioner som nu inte längre är tillgängliga.

doi
isbn
urn-nbn

Altmetricpoäng

doi
isbn
urn-nbn
Totalt: 1764 träffar
RefereraExporteraLänk till posten
Permanent länk

Direktlänk
Referera
Referensformat
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf