Show simple item record

dc.contributor.authorWinje, Øystein
dc.contributor.authorLøndal, Knut
dc.coverage.spatialNorwayen_US
dc.date.accessioned2022-03-01T09:28:26Z
dc.date.available2022-03-01T09:28:26Z
dc.date.created2021-07-09T17:39:22Z
dc.date.issued2021-06-15
dc.identifier.citationJournal of Outdoor and Environmental Education (JOEE). 2021, 24 (2), 133-150.en_US
dc.identifier.issn2206-3110
dc.identifier.issn2522-879X
dc.identifier.urihttps://hdl.handle.net/11250/2981979
dc.description.abstractThis study investigates teachers’ intentions and practices related to teaching outside the classroom. We report on three months of feldwork consisting of participatory observations and qualitative interviews of teachers in two Norwegian primary schools practising weekly uteskole [outdoor school]. We fnd that the teachers’ intentions for uteskole are to facilitate frst-hand experiences for their pupils. The teachers organise and teach uteskole in two distinct ways: 1) friluftsliv activities [outdoor living activities] and 2) theoretical learning activities. The connections between friluftsliv activities and theoretical learning activities are seldom emphasised. Furthermore, the teachers rarely organise theoretical learning activities that entail pupils’ transacting with their surroundings. We discuss how the teachers’ work can be understood through the Romantic and the Pragmatist perspectives of experiential education and through the representational epistemology of traditional schooling. We outline how a transactional epistemology, operationalised as the “multi-modal model of knowing”, can support teachers in facilitating transaction between the pupils and the environment outdoors and aid in establishing continuity between learning activities outdoors and indoors. We argue that these are important factors that can enhance uteskole as a teaching method for facilitating deep learning in Norwegian primary education.en_US
dc.description.sponsorshipOpen access funding provided by OsloMet - Oslo Metropolitan University.en_US
dc.language.isoengen_US
dc.publisherSpringeren_US
dc.relation.ispartofseriesJournal of Outdoor and Environmental Education;24 (2021)
dc.rightsNavngivelse 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.no*
dc.subjectUteskoleen_US
dc.subjectPrimary schoolen_US
dc.subjectTeachers’ intentionsen_US
dc.subjectTeachers’ practicesen_US
dc.subjectEpistemologyen_US
dc.subjectFriluftsliven_US
dc.titleTheoretical and practical, but rarely integrated: Norwegian primary school teachers’ intentions and practices of teaching outside the classroomen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.rights.holder© The Author(s) 2021en_US
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1
dc.identifier.doihttps://doi.org/10.1007/s42322-021-00082-x
dc.identifier.cristin1921247
dc.source.journalJournal of Outdoor and Environmental Education (JOEE)en_US
dc.source.volume24en_US
dc.source.pagenumber133-150en_US


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record

Navngivelse 4.0 Internasjonal
Except where otherwise noted, this item's license is described as Navngivelse 4.0 Internasjonal