Learning in local outdoor

environments for sustainable

development

A study of Norwegian practice

Anja Gabrielsen

Telemark University College

Faculty of Art, Folk Culture and

Teacher education.

Norway

Content

• Background

- Approach to education for sustainable development

- Policy and theory

• Study

- Teachers rationales and barriers to the use of outdoor

local learning arena

• Discussion and implications

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Main aim and research question

Main aim: How can the local environment function

as a learning arena for education for sustainable

development?

RQ1: What are the teachers' rationales for the use of local

learning arenas in education for sustainable development?

RQ2: What are the teachers' perceived barriers to outdoor

teaching?

National policy documents

The National Curriculum (LK06); • Core curriculum;

the environmentally-aware human being

• Subjects

Strategy plans

International policy documents on education

for sustainable development (ESD)

UN report; Shaping the Education of

Tomorrow (2012)

– need for locally relevant interpretations, learning

processes and change mechanisms

– requires understanding local contexts, including

traditional knowledge

UN report; Shaping the Future we want

(2014)

– ESD is grounded in local experience and actions

– reinforcing the importance and benefits of

providing a local context for ESD

The Sustainable backpack

Main aim;

increase awareness, understanding and

competencies in and for sustainable development

School projects focus on; • inquiry-based teaching

• inter- or multi-disciplinary teaching

• alternative learning arenas (outside

classroom)

• collaboration with external, local

partners

Organization

Regions and participating schools

A school project

Healthy and sustainable cooking

from the sea and shoreline

• Inter-disciplinary

• Aim - Learn about local unutilized resources

- Find recipes with local sustainable ingredients

- Harvest ingredients

- Cook food

- Write a cookbook

Page 2;

“Sustainable development

is development that meets

the needs of the present

without compromising the

ability of future generations to

meet their own needs.”

(United Nations; 1987)

Product;

Cookbook with local

sustainable ingredients

A school project

Outdoor teaching affords ‘authentic and real-life’ contexts

supporting meaningful and motivating learning opportunities

with an affective dimension

Theory

(Szczepanski et al., 2007; Jordet 2010, Waite 2011; Fägerstam 2012; Dewey 1938/2000; Chen-Hsuan Cheng, J., & Monroe, M. 2010; Chawla 2007; Sandell & Öhman, 2010; Gibson 1979; Manni et al., 2013)

Connection between outdoor, local teaching and environmental and sustainability education

(Chawla 2007; Sandell & Öhman, 2010, 2013; Fägerstam 2012; Jordet 2010; Rickinson et al. 2004; Hutchinsons 2004; Greenwood 2013; Breiting 2009; McInemy, Smyth and Down 2011; Norðdahl & Jóhannesson, 2014)

Theory

Teachers' experiences and perspectives of ESD and the use of outdoor local learning arenas are poorly investigated

(McNaughton, 2012; Norðdahl & Jóhannesson 2014)

Data, sampling and analyses

Purposeful sampling:

• 8 teachers from 6th to 10th grade

• Different school projects

• Experienced in ESD and participating in the Sustainable

backpack

Data collection:

• Document analysis of teachers' reports

• Semi structured interview with teachers

Analyses:

• Qualitative approach; constructivistic Grounded Theory (Glaser & Strauss,1967; Strauss & Corbin 2008; Charmaz 2014)

Use of local environment

in ESD

Findings RQ 1: What are the teachers' rationales for the

use of local learning arena?

Authentic and concrete

learning

Opportunity to act

Affective impact

Exemplify various

perspectives

Better learning

environment in general

Use of local environment

in ESD

Authentic and concrete

learning

- Authentic environmental challenges

- Concrete examples and activities

- Local people

«Use local venues and make it relevant»

Findings RQ 1: What are the teachers' rationales for the

use of local learning arena?

Use of local environment

in ESD

Exemplify various

perspectives

Increased opportunity to illuminate ESD perspectives;

- environmental, social, economic

- local-global

- the past-present-future

«Pupils do not feel responsible for what is far away in time and place»

Findings RQ 1: What are the teachers' rationales for the

use of local learning arena?

Use of local environment

in ESD

Opportunity to act

- Experience that it is possible to do something

- Experience the local-democracy

- Ownership to the project

«When it's in their environment, they can experience that it's useful»

Findings RQ 1: What are the teachers' rationales for the

use of local learning arena?

Use of local environment

in ESD

Affective impact

- Enjoy nature and the local community

- More personal

- Multisensory experiences

- Proud of their local nature and community

«It is more personal… and easier to be influenced»

Findings RQ 1: What are the teachers' rationales for the

use of local learning arena?

Use of local environment

in ESD

Better learning

environment in general

«Getting out of the classroom has great effect, and gives a completely different learning environment»

- Better relations

- Varied teaching and learning

Findings RQ 1: What are the teachers' rationales for the

use of local learning arena?

Use of local environment

in ESD

Authentic and concrete

learning

Opportunity to act

Affective impact

Exemplify various

perspectives

Better learning

environment in general

Findings RQ 1: What are the teachers' rationales for the

use of local learning arena?

Curriculum

Teacher competence

School leadership

Practical considerations

Findings RQ 2: What are the teachers' perceived

barriers to outdoor teaching?

Curriculum

- Overcrowded

- Unclear; ESD and outdoor, local

- Clear competence-aims in subjects

Findings RQ 2: What are the teachers' perceived

barriers to outdoor teaching?

Teacher competence

- Themes/subjects

- Subject specific pedagogy

- Outdoor

- Local

Findings RQ 2: What are the teachers' perceived

barriers to outdoor teaching?

School leadership

Practical considerations

Findings RQ 2: What are the teachers' perceived

barriers to outdoor teaching?

Discussion and implications

Main aim: How can the local environment

function as a learning arena for education

for sustainable development?

- Teachers' perspective

- Use of local outdoor learning arena in ESD

- Rationales and barriers

Broader implications

Thank you

Contact information:

Anja.Gabrielsen@hit.no

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