Programme and abstracts - GIH

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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
Title:Recreational fishing in an educational intervention context promotes awareness andknowledge about nature in schoolchildrenAuthor/s:Jonas Ahnesjö and Tom Danielsson, Linnaeus University, Department of Sport sciences,Kalmar, Sweden.Abstract:Outdoor activities may be intuitively associated with interest for nature and environmentalconcern. However, most scientific studies suggest that no such correlation exists. In thisquantitative study we have used a questionnaire and explored the hypothesis that a one dayeducational intervention may be a successful tool in increasing environmental awareness,interest for nature and interest for recreational fishing. We present evidence suggesting thateducational interventions in which young people are exposed to natural environments in arecreational fishing context have positive effects on interest for nature and recreational fishing,knowledge about nature and environmental awareness. Our findings also reveal thatfrequency of nature visits does not correlate with self estimated interest for nature. We alsoshow that the observed effects of the educational intervention “Klassdraget” appear to belarger for the girls which are, by tradition, less interested in recreational fishing as compared toboys.Title:Markaskolen- a free educational program for all children in elementary schools of Oslo, wherethey work interdiciplinary in an outdoor environment.Author/s:Torstein Meissner Schau and Vegard Berentsen Markaskolan, Oslo, Norge.Abstract:Markaskolen is an educational center in Sørkedalen, approximately 20 km from downtownOslo. We are connected to Sørkedalen skole, a small ordinary elementary school in the forestsurrounding Oslo. The center is financed by the department of knowledge and education inthe city consul. Markaskolen has four teachers, and every year we have more than 3000pupils from the age of 10 to 13, visiting the center. The department of knowledge andeducation have over the past years a focus on mathematics, science and physical activity.Some of the goals from the national curriculum can be difficult to reach for teachers in urbanschools with limited access to nature. The idea is that these teachers can visit us with theirclasses to benefit our good access to nature and special knowledge and experience inscience and physical education. We have developed different programs fitting to the variousseasons which are being sent to all the schools of Oslo, and we receive their reply in order toattend with their class. All they have to do is bring their pupils by bus to us, and we do all theeducation with the proper equipment for the whole day. Different kinds of pre-/ and after workis optional and is accessible on Markaskolens homepages. All programs are free of charge.In the presentation we will talk more about these educational programs and how we try toreach goals from the national curriculum. We also enlighten some of the hidden learning thepupils achieve by being in an outdoor environment.15
Page 4 and 5: Map over GIH Campus and surrounding
Page 6 and 7: General information--------Name bad
Page 8 and 9: will keep the group together. Helme
Page 10 and 11: Mygind Erik Department of Exercise
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Page 24 and 25: Abstracts, Friday June 7 th , 10.00
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Programme and abstracts - GIH

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