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Falling into LINE: school strategies for overcoming challenges associated with learning in natural environments (LINE)
Faculty of Arts & Humanities, Plymouth Institute of Education, Plymouth University, Plymouth, United Kingdom.
Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER). Faculty of Arts & Humanities, Plymouth Institute of Education, Plymouth University, Plymouth, United Kingdom.ORCID iD: 0000-0003-2561-612X
2018 (English)In: Education 3-13, ISSN 0300-4279, E-ISSN 1475-7575, Vol. 46, no 1, p. 49-63Article in journal (Refereed) Published
Abstract [en]

As the benefits of outdoor learning have become of increasing interest to the education sector, so the importance of understanding and overcoming challenges associated with this pedagogy has gained greater significance. The Natural Connections Demonstration Project recruited primary, secondary, and special schools across south-west England with a view to stimulating and supporting ‘learning in the natural environment’ across the region. This research paper examines qualitative data obtained from case study visits to 12 of these schools. The results from teaching staff interviews and focus groups show that schools face many and varied challenges to embedding outdoor learning, and a raft of strategies are presented for tackling these challenges and integrating learning in the natural environment into much of the current curriculum. 

Place, publisher, year, edition, pages
Taylor & Francis, 2018. Vol. 46, no 1, p. 49-63
Keywords [en]
barriers, curriculum learning, learning in the natural environment, learning outside the classroom, natural connections, Outdoor learning, school grounds
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Didactics
Identifiers
URN: urn:nbn:se:hj:diva-41858DOI: 10.1080/03004279.2016.1176066ISI: 000428727100005Scopus ID: 2-s2.0-84965057158Local ID: HLKLPSISOAI: oai:DiVA.org:hj-41858DiVA, id: diva2:1256521
Available from: 2018-10-17 Created: 2018-10-17 Last updated: 2018-10-17Bibliographically approved

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Waite, Sue

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