Health Education The 4th European Conference on Health Promotion Schools Equity Education and Health 79 October 2013 Odense DK Karen Wistoft professor PhD university of Greenland amp University ID: 224337
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Gardening, Cooking and Passion in Outdoor Health EducationThe 4th European Conference on Health Promotion Schools Equity, Education and Health 7-9 October 2013 Odense, DKKaren Wistoft, professor PhDuniversity of Greenland & University of Aarhus, Denmark
The D
esire
to
LearnSlide2
‘Gardens for Bellies’ Setting: organic farm in DenmarkResearch and evaluation: Environmental and Health Education, Department of Education, Aarhus University, Campus Copenhagen, DK Research management:Karen Wistoft Slide3
Public school students 0-6.th. gradeSlide4
‘Gardens for Bellies’13.000 students
has participated in the programme
(2006-2013)
From April
to October
school classes
visit the site 8
times (schools days) together with their
teachers
Each
class
is given its own plot of land
for
gardening
To
encourage
parental
involvement
students bring their vegetables and recipes back homeSlide5
Educators at siteA gardener teaches the students to grow organic vegetablesIn outdoor kitchens they cook together with a chefSlide6
Organic agriculture A farmer take the students in to the fields to explain about organic farming: food production and agriculture Slide7
Nature explorer and adventureA nature guide organizes adventure activities in the forest to explore the local natureSlide8
Three didactic componentsSlide9
Our evaluationObservations of what and how the students learn, and whether they can use what they have learned about farming, gardening and cooking outside the ‘Gardens for Bellies’ setting
Do
the teachers
organize
lessons that take into account the type of learning processes that develop
the students’
subject relevant concepts
based
on their
actions and experiences
?
The
extent to which
‘Gardens for Bellies’
can be integrated into school
subjects and health education
Do the students relate their
knowledge to other concrete
health promotion actions
or
concepts
?Slide10
Evaluation methodA. Literature review Green & Outdoor Education, Life Science Education, Health EducationB. Qualitative data Field observations during 8 months Individual
interviews
with p
rincipal
organisers and consultants
Focus group interviews
:
Teachers and pupils from 4 schools (N=98)
Professional instructors (N=5)
Parents (N=16)
Workshops observations
:
Programme managers and instructors
C. Quantitative data
Questionnaire
study of the parents
views and knowledge about the outdoor education
programme
(N=195
)
analyzed
in SPSS
(IBM, 2011
)Slide11
Selected findingsThe evaluation shows that the outdoor learning presents a number of specific applications within outdoor health educationConsequently, it also offers a variety of possibilities regarding differing perceptions of food (vegetable) quality and taste, as well as offering different options for the students
It offers
tools and professional competencies (as farmer, nature guide, gardener and chef) which can support the pupils in their active participation in
outdoor teaching and learningSlide12
Outdoor health educationThe evaluation confirms the knowledge concerning action competence development and outdoor learning that is already reportedNonetheless, it affirms an example of an unusual combination of nature, gardens, food and healthSlide13
Dedicated teachingAccording to the pupils and parents dedicated teaching in this setting stimulate the desire to participate and learn among students – irrespective of gender, social background and school gradeSlide14
Comprehention?What reasonable explanation can be given of the observed motivation for learning that pupils and parents attributes?How can the dedication of teaching and learning in this setting be comprehended?Slide15
Systems-theoretical interpretationPossible explanations about the students’ desire to learn:Links between action and experience based teaching (
Luhmann
, 1995)
‘
P
assion of love’
(
Luhmann,1986; Andersen
& Born, 2001)Slide16
Love for what they do…The desire to learn and the learning outcome of the pupils is clearly linked to the strong commitment of the educatorsThere is strong claim to suggest that these effects follow from the educator’s love for what they doThe educators do not just tell about their love of what they do; they act to ensure that the pupils experience things in particular ways
(according to
Luhmann’s
code of love)Slide17
The educator’s identityThe educators’ passion is doubled by the passion to communicate their passion, as one instructor says: “my passion for showing the pupils my passion”Way of life and passion are brought together, that the most important elements in the educators’ identityIt promote desire to learn among the students and meaningful partnerships
The educators are not only authentic but passionateSlide18
ConclusionsStudents participated in the ‘Gardens for Bellies’ have highly motivation and desire to learnA number of the competencies they develop relate directly to the subject of health, as well as other school subjectsDedicated teaching on site provides an explanation as to why the desire to learn is stimulated among the pupils
Interpreted
in a systems-theoretical
perspective:
t
hey
are welcomed into a space of communicative action where their experiences are
central,
and the teaching
is passionate