Programme and abstracts - GIH

Abstracts, Thursday June 6 th , 10.00-11.00, Oral paper presentationsTitle:Targeting different individuals: how teaching in informal learning settings develops pupil’sknowledgeAuthor/s:Rikke Hartmeyer, Aarhus University, Denmark and Peter Bentsen Steno Health PromotionCentre, Denmark.Abstract:In science education various urban out-of-classroom settings are increasingly used as asupplement to classroom teaching. Learning activities in such settings often include practicalwork and physical activity which seem to target and integrate various groups of pupils.Although research in out-of-class-room education is growing, little is still known about theactual development of the pupils’ knowledge. This paper focuses on pupils’ conceptualdevelopment in Natural Science/Technology in Danish Primary School. Specifically, we followthree classes taught in a variation of out-of-classroom settings: a science center, a forest, anda school ground. The study draws on personal meaning mapping (PMM) as an approach toexplore pupils’ conceptual development and understanding. This is done by first generatingdata about the pupils’ knowledge prior to a specific lesson - before interacting with the setting,and second by generating data about the pupils’ development of knowledge andunderstanding after the lesson - and the interaction with the setting. The data are analyzedaccording to four semi-independent dimensions: Extent, Breadth, Depth, and Mastery. Thisstudy contributes with knowledge on how different out-of classroom settings may support thedevelopment of certain forms of knowledge, and how these settings can be applied as asupplement to classroom teaching to facilitate pupils’ learning and to target different groups ofpupils.Title:Freedom, flow and fairness: exploring how children develop socially at school through outdoorplayAuthor/s:Sue Rogers, University of London; Sue Waite, Plymouth University and Julie Evans,University of St Mark and St John.Abstract:Play-based learning shifts to subject teaching for children as young as five in the UK, followingage-related guidance in the National Curriculum. In our Economic and Social ScienceResearch Council study of transition between Foundation Stage (ages 4 and 5) and Year 1(ages 5 and 6), we examined how pedagogies are shaped by context, postulating that outdoorcontexts might extend play-based learning. In this paper, we focus particularly on micro-levelsocial interactions enacted in fluid outdoor learning spaces in two urban primary schools.These spaces were conceived of as extensions of the indoor classroom, as spaces forlearning and play.Our methodology was centred around the children; our methods moved with them andcaptured their social interactions through mobile audio recording. We argue that ourmethodological approach supported access to negotiations beyond adult gaze whilstacknowledging some associated ethical and practical dilemma. Outdoor contexts werecharacterised by lower levels of adult presence and control and were associated with freedomto engage in sustained inter-child play and interaction. We theorise how opportunities topractice pro-social behaviour contribute to children’s social cohesion in the classroom andwhat adults can learn from such instances in order to support children’s social developmentand learning within inclusive pedagogies. Children’s conversations are analysed throughconceptual lenses of cultures of play, schooling and society.14