Uteskole research in Norway. Results and discussion

Key note presentation on the Conference:

Existing evidence about the effects of Udeskole, 7th-9th March, 2018.

Skovskolen, Fredensborg, Denmark

Bjørg Oddrun Hallås

Dosent/Professor in Physical EducationFaculty of Education, Arts and Sports, HVL

07.03.2018

Uteskole research in Norway – my approach

› What is Uteskole in Norway?

› In 2020: New National Curriculum

› Clarifying terms in english – is it possible?

› The search for the term Uteskole

› Uteskole research in Norway. Results and discussion

› Some research groups in Norway working with Uteskole

› Inland Norway University of Applied Sciences

› Nord University

› Norwegian University of Science and Technology (NTNU)

› Oslo Metropolitan University (OsloMet)

› University of Stavanger

› Western Norway University of Applied Sciences (HVL)

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What is Uteskole in Norway?

› A Didactic Practice

› Many Teachers’ Private Practices

› Implemented in Schools and in Teacher Education

› A mix of themes, methods, etc

› A variety of traditions and pedagogical principles

› A variety of opinions, understandings and practices taken /adapted from

various research fields, countries and cultures.

› The experiencing of an outdoor and/or out-of-school environment

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What is Uteskole in Norway?

› Working method or Teaching method› (Jordet, 1998, 2007, 2010; Grønningsæter, Hallås et al, 2007, Fiskum, 2015; Hallås & Odberg, 2015)

› Education outdoors in the local environment› (Jordet, 1998, 2007, 2010; Hallås, 2007, 2015)

› Education outdoors in the nature› (Vingdal & Hollekim, 2001; Fiskum et al 2012; Fiskum & Husby, 2014)

› Glocal Uteskole› (Hallås & Odberg, 2015)

› New perspectives?

› Second Language - Oral English, Speech Fluency (a specific subject)› (Myhre, phd)

› Deep learning (linked to our new curriculum)› (Winje, phd)

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What is Uteskole in Norway?

› Developing the complete Human Being

› Physically

› Motor skills

› Mental proficiency: social, emotional, intellectual

› Learning

› Links meaning and real life

› Serves as a meeting place for subjects and ordinary life

› Capitalizes on childrens’ interests and engagement (we need more knowledge)

› Affects how participants self-concept (selvoppfatning) (we need more knowledge)

› Involves different arena for learning

› Physical activity (has had a central position)

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What is Uteskole in Norway?

› Teaching

› Move areas of teaching to an outdoors classroom environment

› Norwegian National Curriculum:

› The Quality Framework (2006): › https://www.udir.no/globalassets/upload/larerplaner/fastsatte_lareplaner_for_kunnskapsloeftet/5/prinsipper_lk06_eng.pdf

› To clarify the responsibilities the school owners have: (Two of eleven instructions for use:)

› 1.Promoted adapted teaching and varied working methods.

› 2.Paved the way for meaningful local community involvment in education

› Interdisipinary

› Activating all school subjects

› Basic Skills

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Basic Skills

› Integrated in all subject curricula, in accordance with the characteristicsof each subject and the relevant levels.

› The Basic Skills › https://www.udir.no/in-english/Framework-for-Basic-

Skills/

› Oral skills

› Reading

› Writing

› Digital skills

› Numeracy

› The outdoor education terminological jungle› Davis, B., Rea, T. & White, S. (2006). The special nature of the outdoors: Its contribution to the education of children aged 3-11.

Australian Journal of Outdoor Education 10(2), 3.-12

› Bottom-up-process› Hare, R., Bruun, K., Regnarsson, I., Bentsen, P, Sundahl, M., Randrup, T.B., Stigsdotter, U. & Mygind, E. (2010). Læringsmiljø

Nærmiljø. Et tværvidenskabeligt forsknings- og udviklingsprojekt om uderom og udeundervisning i skolen. I Skov & Landskap,

København: København Universitet.

› Glocal Uteskole› Hallås, B.O. & Odberg, A-H. (2015). Glokal uteskole – Nordisk lærerutdanningssamarbeid. I B.O. Hallås & G. Karlsen Natur og

danning profesjonsutøvelse, barnehage og skole. (s. 217-233). Bergen, Fagbokforlaget.

› Global + Local = Glocal

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In 2020: New National Curriculum in Norway

› White Paper No. 28 (2015-2016) Subject – Major – Understanding – Renewal of the curriculum• Fag – Fordypning – Forståelse — En fornyelse av Kunnskapsløftet

› In 2020: New National Curriculum

› Will establish the core elements in the subjects (kjerneelement i fagene)

› Will encourage more Holistic Teaching

› Will require more interdisiplinary activity

› Will focus on the Whole Human Being – not only the subjects

› Will continue to stress the Basic Skills https://www.udir.no/in-english/Framework-for-Basic-Skills/

› Oral skills› Reading

› Writing

› Digital skills› Numeracy

› Three interdisciplinary themes

- Public health and life mastery (Folkehelse og livsmestring)

- Democracy and citizenship (Demokrati og medborgerskap)

- Sustainable development (Bærekraftig utvikling)

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Interdisciplinary themes (Tverrfaglige tema)

› The following interdisciplinaary themes ar to be prioritized in the renewal of the subjectsin the curriculum:

›

- Public health and life mastery (Folkehelse og livsmestring)

- Democracy and citizenship (Demokrati og medborgerskap)

- Sustainable development (Bærekraftig utvikling)

New General part – The schools’ «value enhancement» (‘Verdiløft’)https://www.regjeringen.no/no/dokumenter/verdier-og-prinsipper-for-grunnopplaringen/id2570003/

• Implicit in the terms interdisciplinary and cross-curricular(Flerfaglighet or tverrfaglighet) is the notion that the pupils shouldwork with research questions or themes that require them to employ knowledge and skills from several or all subjects. Very often, the aim is to raise their proficiency in relation to both the themesand the involved subjects.

• White Paper No. 28 (2015-2016)

– Stortingsmelding 28 (2015–2016). Meld. St. 28: Fag-fordypning-forståelse

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Clarifying terms in english, is it possible?

› Uteskole (Norway)

› Udeskole (Denmark)

› Utomhuspedagogik (Sweden)

› Utiskoli – Utikennsla (Iceland)

› Outdoor Education

› Outdoor Learning

› Outdoor School

› Education outside the classroom

› Teaching outside the classroom

› Learning outside the classroom

› Outdoor learning practices

› The Outdoors

› Forrest school

› Outdoor Pedagogy

› Outdoor Activities

› Use of the natural environment

› Outdoor Practices

› Outdoor Didactic Practices

› Nature-based Outdoor Recreation - Friluftsliv

› Nature-based Outdoor Recreation in the local

environment – Nærfriluftsliv

› School-camp - Leirskole

› Locally-based learning – Stedsbasert læring

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The search for the term Uteskole

› Bachelor Thesis

› Master Thesis

Design and Methods

› case studies

› literature studies

› qualitative studies

› English abstracts:

› Outdoor Education

• most common term

› Use of the natureal

environment

› Books

› Articles in magazines, news papers and

online

› «Stories» told by teachers, school

leaders, schools, parents, students,

journalists etc

› The Sustainable backpack

› https://www.artsforyoungaudiences.no/

› The Cultural School Bag

› https://www.artsforyoungaudiences.no/

Den naturlige skolesekken 2017/18The Sustainable backpack

2017/18

• 135 schools (44 is new)

Schools 2009 – 2018

• 620 shools

Barnetrinn Ungdomstrinn Videregående

% 48 31 20

0

20

40

60

https://www.natursekken.no/c2000610/artikkel/vis.html?tid=1996589

https://www.artsforyoungaudiences.no/

Uteskole research in Norway. Results and discussion

› The following researchers were contacted:

› Arne N. Jordet, Inland Norway University of Applied Sciences

› Tove Anita Fiskum, Nord University

› Øystein Winje, Oslo Metropolitan University, OsloMet

› Tone S. Myhre, Nord Univerity

› Egil G. Gjølme, Norwegian University of Science and Technology, NTNU

› Torbjørn Lundhaug, Western Norway University of Applied Sciences, HVL

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Inland Norway University of Applied SciencesArne Nikolaisen Jordet, Professor, arne.jordet@inn.no

Arne Nikolaisen Jordet

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› Doctoral thesis (2007)

› Didactic

› Cultural Formation (Bildung)

› Adapted learning (Tilpasset opplæring)

› Nærmiljøet som klasserom (1998).

› Nærmiljøet som klasserom (Dr. philos, 2007).

› Klasserommet utenfor (2010).

› He is still a Norwegian mentor, researcher, writer and is a leader figure in Norway

› Publications:

https://wo.cristin.no/as/WebObjects/cristin.woa/wa/fres?sort=ar&pnr=328304&la=no&a

ction=sok

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Nord UniversityTove Anita Fiskum Associated Professor (phd)

tove.a.fiskum@nord.no

Tove Anita Fiskum

› Doctoral Thesis (2015)

› Outdoor Education as an Alternative and Complementary Pedagogy – Acknowledging

the nature of children

› -explore whether outdoor education as an alternative and complementary pedagogy could

contribute to holistic learning and safeguard healthy development for the children involved.

› -the main focus has been on behavioral regulation, physical activity, communication and the

emotional state of the pupils, but additional variables such as increased learning in academic

situations, pupils’ well-being, and experiences with different school activities have also been

taken into account.

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› The engaged pupil: curiousity, investigatiion and activating teaching at school (2018)› Den engasjerte eleven: Undrende, utforskende og aktiviserende undervisning i skolen

› Opportunities and challenges associated with uteskole in primary school (2017)› Muligheter og utfordringer med uteskole på barnetrinnet

› Children with Reading Disabilities and Outdoor Education (2015)

› How Schools With good academic results justify their use of outdoor education (2015)

› Uteskole pedagogy. Moving the subjects outdoors. -Uteskoledidaktikk. Ta med fagene ut (2014).

› Individual Differences and Possible Effects from Outdoor Education: Long Term and Short Term Benefits (2012)

› Outdoor education gives fewer demands for action regulation and an increased variability of affordances (2012)

› Relation Between the School Environment and the Children's Behaviour (2012)

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› Fiskum, T.A., Gulaker, D. & Andersen, H.P. (Eds) (2018). Den engasjerte eleven: Undrende, utforskende og aktiviserende undervisning i skolen (In press)

› Fiskum, T. A. (2017). Muligheter og utfordringer med uteskole på barnetrinnet. In K. M. Lyngsnes & M. Rismark (Eds.), Didaktisk praksis, 1.-7. trinn (pp. 197-214). Oslo: Gyldendal akademisk.

› Fiskum, Tove Anita; Jacobsen, Karl Henry. (2015) Children with Reading Disabilities and Outdoor Education. International education research.vol. 3 (4).

› Skaugen, Randi; Fiskum, Tove Anita. (2015) How Schools With good academic results justify their use of outdoor education. International education research. vol. 3 (4).

› Fiskum, T.A. & Husby, J.A. (Eds) (2014) Uteskoledidaktikk – Ta med fagene ut. Cappelen Damm Akademisk

› Fiskum, Tove Anita; Jacobsen, Karl Henry. (2012) Individual Differences and Possible Effects from Outdoor Education: Long Time and Short Time Benefits. World Journal of Education. vol. 2 (4).

› Fiskum, Tove Anita; Jacobsen, Karl Henry. (2012) Outdoor education gives fewer demands for action regulation and an increased variability of affordances. Journal of Adventure Education and Outdoor Learning.

› Fiskum, Tove Anita; Jacobsen, Karl Henry. (2012) Relation Between the School Environment and the Children's Behaviour. The Open Education Journal. vol. 5.

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Nord UniversityTone Stuler Myhre, phd-student

tone.s.myhre@nord.no

› The Effects of Outdoor Education and Second Language (L2) Speech Fluency

› Outdoor education – Motivation - English speech fluency

› How might outdoor education help pupils increase their speech fluency in English?

›

› RQ 1: What motivates pupils for learning spoken English production, and how might outdoor education increase the pupils’ motivation for learning spoken English?

› RQ 2: How can outdoor education help pupils become active agents in their own learning of spoken English?

› RQ 3: How does outdoor education help different learners become active agents in their own learning of spoken English?

› RQ 4: Does outdoor education help different learners improve their speech fluency in English?

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OsloMetØystein Winje, phd-student oystein.winje@hioa.no

› Aim: How students and teachers perceptions and experiences in outdoor learning can

indicate deeper learning in primary schools.

› - inspiration from experiential pedagogy and focuses on the interaction in learning

processes between perceptions, experiences and practical actions in different places,

and the acquisition of theoretical knowledge.

› Main research question:

› Can outdoor-learning contribute to deep learning in primary school?

› Results.

› One review article with a focus on deep learning

› Two articles reporting on a fieldwork (observation and interview) on outdoor-

learning.

› Research question for review:

› “How is the term deep learning understood in research literature and how does it

communicate with or relate to other relevant pedagogical and didactical terms”?

› Research questions for fieldwork:

› - “How do students experience learning through oscillation between classroom and

outdoor learning?”

Øystein Winje

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University of StavangerUlrich Dettweiler, Associated professor ulrich.dettweiler@uis.no

› Becker, Christoph; Lauterbach, Gabriele; Spengler, Sarah;

Dettweiler, Ulrich; Mess, Filip (2017). Effects of regularclasses in outdoor education settings: A systematicreview on students? learning, social and healthdimensions. International Journal of Environmental Research and Public Health. ISSN 1660-4601. Volum 14. Hefte 5:485. s. 1-20. DOI: 10.3390/ijerph14050485.

› Dettweiler, Ulrich; Becker, Christoph; Auestad, Bjørn Henrik;

Simon, Perikles; Kirsch, Peter (2017). Stress in School. Some Empirical Hints on the Circadian Cortisol ofChildren in Outdoor and Indoor Classes. International Journal of Environmental Research and Public Health. ISSN 1660-4601. Volum 14. Hefte 5. DOI: 10.3390/ijerph14050475.

› Dettweiler, Ulrich; Lauterbach, Gabriele; Becker, Christoph; Simon,

Perikles (2017). A Bayesian Mixed-Methods Analysis ofBasic Psychological Needs Satisfaction throughOutdoor Learning and its Influence on MotivationalBehavior in Science Class. Frontiers in Psychology. ISSN 1664-1078. Volum 8. DOI: 10.3389/fpsyg.2017.02235.

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NTNU – Norwegian University of Science and TechnologyEgil G. Gjølme, Associated Professor egil.gjolme@ntnu.no

› Østern, Tone Pernille; Gjølme, Egil Galaaen. (2015)

› Outdoor Education as Aesthetic Pedagogical Design in Nature Space Understood as Thirdspace. Sport and Art. vol. 3 (1).

› Gjølme, Egil Galaaen; Sandvik, Lise Vikan. (2015)

› Uteskole as a pedagogical tool› Uteskole som pedagogisk verktøy. In Idrettspedagogikk.

› Gjølme, Egil Galaaen. (2014)

› The outdoor space as a classroom

› Uterommet som klasserom In Kroppsøving.

› Gjølme, Egil Galaaen; Østern, Anna-Lena. (2014)

› To relate to the reality in the reality - uteskolens dramaturgi in teacher education› Å forholde seg til virkeligheten i virkeligheten - uteskolens dramaturgi i

lærerutdanningen. In Dramaturgi i didaktisk kontekst.

NTNU – Norwegian University of Science and Technology

Eli Munkebye, Associated professor (phd) in Science eli.munkebye@ntnu.no

› Doctoral Thesis (2012)

› «Dialogue for learning. The investigative scientific conversation in uteskole»› «Dialog for læring. Den utforskende naturfaglige samtalen i uteskole»

› - Investigative conversations about science in outdoor school

› (utforskende naturfaglig samtale i uteskole)

› - Conversations between teachers and pupils

› (samtaler mellom lærer og elever)

› - The teacher’s roll in supporting pupils’ scientific understanding

› (lærerens rolle i å støtte elevenes naturfaglige forståelse)

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Western Norway University of Applied SciencesTorbjørn Lundhaug, Associated professor, now a phd-student torbjorn.lundhaug@hvl.no

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› Outside! Nature-based outdoor

recreation (Friluftsliv) - pedagogical,

historical and sociological perspectives› (In Higher Education)

› Sames’ cultural experiences with

outdoor play – a case study› (In Pre-school)

› Situational factors in nature – a case

study of flexible leadership in the

education of day-care and kindergarten

teachers

›

› Nature – the lived body conquores place› (space – place)

› (Merleu-Ponty)

› Course:

› Aesthetic and Outdoor Education

› HVL (campus Bergen) 30 ects

› Friluftsliv in Physical Education: At HVL

a part of bachelor in Physical Education

and Sports

› Some publications:

› Horgen, André, Fasting, Merete Lund, Lundhaug, Torbjørn, Magnussen, Leif Inge, Østrem, Ketil (2016). Ute!

Friluftsliv - pedagogiske, historiske og sosiologiske perspektiver. Fagbokforlaget.

› Lundhaug, Torbjørn (2016). Samiske kulturerfaringer i uteleken – en casestudie. In Mangfold i barnehagen : Fra

politisk vilje til flerkulturell. Fagbokforlaget. s. 127-139

› Lundhaug, Torbjørn (2015). Situasjonsfaktorer i naturen - en casestudie av fleksibel ledelse i

barnehagelærerutdanningen. In B.O. Hallås & G. Karlsen Natur og danning profesjonsutøvelse, barnehage og

skole. Fagbokforlaget. s. 155-173

› Lundhaug, Torbjørn, Sadownik, Alicja Renata (2015). Naturen - Den levde kroppen erobrer place. In B.O. Hallås &

G. Karlsen Natur og danning profesjonsutøvelse, barnehage og skole. Fagbokforlaget. Fagbokforlaget. s. 59-72

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Western Norway University of Applied SciencesBjørg Oddrun Hallås, Dosent/Professor in Physial Education boh@hvl.no

› From 1992 Many projects, courses, lectures, research, publications etc

› 2002-2006: COMENIUS project: Outdoor Learning – Healthy body Healthy mind

› 2003: The Stone Age: (An interdisiplinary project – The result – a film.)

› 2005-2007: Outdoor school and Physical Activity

› 2009-2015: Research projects:

› 1.The practical-esthetic subjects. 2. Teachers' teaching practices. 3. Basic Skills

4.Lesson Study

› In 2012: I established a research group and was the leader

› The Nature as an Arena for Cultural Formation

› In 2016: New research group with two leaders: B.O. Hallås and O.O. Sæle

› Formation – Nature, Body and Movement› https://www.hvl.no/en/research/group/dannkb/

› https://wo.cristin.no/as/WebObjects/cristin.woa/wa/presentasjonVis?pres=529472&type=GRUPPE

30

› Some projects about Outdoor School:

› Trainee teachers’ kajak padling - as part of their Master of Physical Activity and Diet in a

School Environment › (Lærerstudenters kajakkpadling)

› Professional practice related to nature and cultural development, in kindergartens and

schools› (Natur og danning profesjonsutøvelse, barnehage og skole)

› Physical work in the forrest (in Physical Education)› (Kroppsarbeid i skogen)

› The outdoor glocal school – Nordic collaboration in teacher education (Norway and

Iceland)› (Glokal uteskole – Nordisk lærerutdanningssamarbeid)

› The use of outdoor school in the practical-esthetic subjects in primary school› (Bruk av uteskole i de praktisk-estetiske fagene på barnetrinnet)

› Physical activity in school for 11-12-year-olds (2007)

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› Since 2015:

› I joined the research group:

› NaChiLitCul - Nature in Children’s Literature and Culture

› The Nature in Culture Matrix (fig 1. next page)

› Ecocritical dialogues in outdoor practices

› https://wo.cristin.no/as/WebObjects/cristin.woa/wa/presentasjonVis?pres=519007&type=GRUPPE

› http://blogg.hvl.no/nachilit/

› https://app.cristin.no/projects/show.jsf?id=454795

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Fig 1. The Nature in Culture Matrix (http://blogg.hvl.no/nachilit/)

› The Nature in Culture matrix

› (The NatCul Matrix)

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Fig 1. The Nature in Culture Matrix

› View of nature: a lower-secondary school day by, on and in the sea (2017)

› Natursyn en undervisningsdag på ungdomstrinnet – ved, på og i sjø.

› Hallås, B. O., Sæle, O. O. & Løtveit, K. (2017). Natursyn en undervisningsdag på ungdomstrinnet – ved, på og i sjø. Vann, 52(3),

307-317

› https://vannforeningen.no/wp-content/uploads/2018/01/Hall%C3%A5s-1.pdf

› This article (2017) presents a research project that studied an 8th-grade class nature-study excursion that was

spent in, on and by the sea.

› The investigation focused on how nature, in this case water, sea and the coast, was represented in the teaching

practices observed.

› The findings showed that teaching in which pupils experience closeness to nature was people-centered and the

perspective was anthropocentric; and that a celebration-of-nature view dominated.

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› Hallås, B.O. & Heggen, P.M. (2018). “We are all

nature” – young children’s statements about

nature. In N. Goga, L. Guanio-Uluru, B.O. Hallås

& A. Nyrnes Ecocritical Perspectives on Children’s

Texts and Cultures: Nordic Dialogues. (In press

Palgrave Macmillan)

› Goga, N., Guanio-Uluru, L., Hallås, B. O. &

Nyrnes, A. (2018). Ecocritical Perspectives on

Children’s Texts and Cultures: Nordic

Dialogues. (In press with Palgrave Macmillan UK)

› Some selected publications about Uteskole:

› Hallås, B.O. & Heggen, P.M. (2018). “We are all nature” – young children’s statements about nature. In N. Goga, L. Guanio-Uluru, B.O.

Hallås & A. Nyrnes Ecocritical Perspectives on Children’s Texts and Cultures: Nordic Dialogues. (In press Palgrave Macmillan)

› Goga, N., Guanio-Uluru, L., Hallås, B. O. & Nyrnes, A. (2018). Ecocritical Perspectives on Children’s Texts and Cultures: Nordic

Dialogues. (In press with Palgrave Macmillan UK)

› Hallås, B. O., Sæle, O. O. & Løtveit, K. (2017). Natursyn en undervisningsdag på ungdomstrinnet – ved, på og i sjø. Vann, 52(3), 307-

317.

› Sæle, O.O., Hallås, B.O., Løtveit, k. & Rise, R. (2016). Lærerstudenters kajakkpadling – en aristotelisk danningsreise. I Utmark

› Hallås, B.O. & Karlsen, G. Red. (2015). Natur og danning profesjonsutøvelse, barnehage og skole. Bergen, Fagbokforlaget. 293 s.

› Hallås, B.O. & Farestveit, C.H.H. (2015). Kroppsarbeid i skogen. s. 195-217). Bergen, Fagbokforlaget. I B.O. Hallås & G. Karlsen Natur

og danning profesjonsutøvelse, barnehage og skole. (

› Hallås, B.O. & Odberg, A-H. (2015). Glokal uteskole – Nordisk lærerutdanningssamarbeid. I B.O. Hallås & G. Karlsen Natur og

danning profesjonsutøvelse, barnehage og skole. (s. 217-233). Bergen, Fagbokforlaget.

› Holthe, A., Hallås, B.O. & Styve, Eldbjørg, T. (2015). Bruk av uteskole i de praktisk-estetiske fagene på barnetrinnet – en casestudie. I

B.O. Hallås & G. Karlsen Natur og danning profesjonsutøvelse, barnehage og skole. (s. 175-195). Bergen, Fagbokforlaget.

› Grønningsæter, I., Hallås, O., Kristiansen, T. & Nævdal, F. (2007). Fysisk aktivitet hos 11-12-åringar i skulen. Tidsskrift for Den norske

lægeforening, nr. 22, 127:2927-9.

› https://www.researchgate.net/publication/5821474_Physical_activity_in_school_for_11_-_12_year-olds/overview

› Grimsæth, G. & Hallås, O. (2013). Undervisningspraksis. Profesjonalitet i skolen. Oslo: Gyldendal Akademiske.

› Traavik, H., Hallås, O. & Ørvig, A.(Red). (2009). Grunnleggende ferdigheter i alle fag. Oslo: Universitetsforlaget.

› Hallås, B.O. & Grimsæth, G. (Red.) (2016). Lesson study i en nordisk kontekst. Oslo: Gyldendal Akademisk. ISBN 9788205490888.36