/
Gardening, Cooking and Passion in Outdoor Gardening, Cooking and Passion in Outdoor

Gardening, Cooking and Passion in Outdoor - PowerPoint Presentation

alexa-scheidler
alexa-scheidler . @alexa-scheidler
Follow
387 views
Uploaded On 2016-02-19

Gardening, Cooking and Passion in Outdoor - PPT Presentation

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

health students outdoor education students health education outdoor learn pupils teaching learning passion gardens desire nature bellies

Share:

Link:

Embed:


Presentation Transcript

Slide1

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