Citations (79)
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Read on this site (29)
Ziad F. Dabaja. (2023) Exploring an unfamiliar territory: a study on outdoor education in Lebanon. Journal of Adventure Education and Outdoor Learning 23:4, pages 379-393.
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Melanie Mackinder. (2023) A balancing act: a constructivist perspective of the adult’s role in Forest School in England and Forest Kindergarten in Denmark. Education 3-13 0:0, pages 1-14.
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Gidi Tal, Gideon Dishon & Dana Vedder-Weiss. (2023) ‘I know how to say it, but I still don’t know it in my hands’: examining practices and epistemology in Forest Education. Environmental Education Research 0:0, pages 1-13.
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Pia Sjöblom, Gunilla Eklund & Petra Fagerlund. (2023) Student teachers’ views on outdoor education as a teaching method−two cases from Finland and Norway. Journal of Adventure Education and Outdoor Learning 23:3, pages 286-300.
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Gabriele Russo & Andrea Ceciliani. (2023) Exploring the involvement of Italian primary and secondary school teachers in related outdoor education and scouting activities: findings from a survey. Journal of Adventure Education and Outdoor Learning 0:0, pages 1-14.
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Juliana de Paula Figueiredo, Wihanna Cardozo de Castro Franzoni, Lais Mendes Tavares & Alcyane Marinho. (2023) Family relations during adventure in nature activities. Journal of Adventure Education and Outdoor Learning 0:0, pages 1-13.
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Angela Garden & Graham Downes. (2023) New boundaries, undecided roles: towards an understanding of forest schools as constructed spaces. Education 3-13 0:0, pages 1-12.
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Øystein Winje & Knut Løndal. (2023) ‘Wow! is that a birch leaf? In the picture it looked totally different’: a pragmatist perspective on deep learning in Norwegian ‘uteskole’. Education 3-13 51:1, pages 142-155.
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Victoria A. Whincup, Linda J. Allin & Joanna M.H. Greer. (2023) Challenges and pedagogical conflicts for teacher-Forest School leaders implementing Forest School within the UK primary curriculum. Education 3-13 51:1, pages 1-12.
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Michael Francis Norwood, Ali Lakhani & Elizabeth Kendall. (2022) ‘Almost pooped on — dislike!’: student and teacher reactions to nature-based learning and resulting practical advice for implementing in secondary schools. Journal of Adventure Education and Outdoor Learning 22:4, pages 298-312.
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Tracey J. Dickson & Tonia L. Gray. (2022) Nature-based solutions: democratising the outdoors to be a vaccine and a salve for a neoliberal and COVID-19 impacted society. Journal of Adventure Education and Outdoor Learning 22:4, pages 278-297.
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Margaret Boyd & Graham W. Scott. (2022) An expert-led outdoor activity can have a lasting impact on the environmental knowledge of participating pupils and adults. Education 3-13 50:5, pages 696-706.
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Ziad F. Dabaja. (2022) The Forest School impact on children: reviewing two decades of research. Education 3-13 50:5, pages 640-653.
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Katherine Brookfield. (2022) ‘Nature-enhanced learning’ and geography education. Journal of Geography in Higher Education 46:3, pages 327-342.
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Kerstin Helker & Matthias Rürup. (2022) ‘What a bad idea to camp next to a train station’ – student-reported outcomes and evaluations of the outdoor adventure project ‘challenges’. Journal of Adventure Education and Outdoor Learning 22:2, pages 101-116.
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Heather Prince & Sue Waite. (2021) Child, place, and others: interactions that support outdoor learning. Journal of Adventure Education and Outdoor Learning 21:1, pages 96-97.
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Nicola Kemp. (2020) Views from the staffroom: forest school in English primary schools. Journal of Adventure Education and Outdoor Learning 20:4, pages 369-380.
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Katherine Mycock. (2020) Forest schools: moving towards an alternative pedagogical response to the Anthropocene?. Discourse: Studies in the Cultural Politics of Education 41:3, pages 427-440.
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Pia Sjöblom & Maria Svens. (2019) Learning in the Finnish outdoor classroom: Pupils’ views. Journal of Adventure Education and Outdoor Learning 19:4, pages 301-314.
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Karthigeyan Subramaniam. (2019) An exploratory study of student teachers’ conceptions of teaching life science outdoors. Journal of Biological Education 53:4, pages 399-411.
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Dylan Adams & Gary Beauchamp. (2019) Spiritual moments making music in nature. A study exploring the experiences of children making music outdoors, surrounded by nature. International Journal of Children's Spirituality 24:3, pages 260-275.
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Nicola Kemp & Alan Pagden. (2019) The place of forest school within English primary schools: senior leader perspectives. Education 3-13 47:4, pages 490-502.
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Jan-Erik Romar, Ida Enqvist, Janne Kulmala, Jouni Kallio & Tuija Tammelin. (2019) Physical activity and sedentary behaviour during outdoor learning and traditional indoor school days among Finnish primary school students. Journal of Adventure Education and Outdoor Learning 19:1, pages 28-42.
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Camilla R. Otte, Mads Bølling, Peter Elsborg, Glen Nielsen & Peter Bentsen. (2019) Teaching maths outside the classroom: does it make a difference?. Educational Research 61:1, pages 38-52.
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Michelle A. Smith, Ally Dunhill & Graham W. Scott. (2018) Fostering children’s relationship with nature: exploring the potential of Forest School. Education 3-13 46:5, pages 525-534.
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Marie Claire Murphy. (2018) ‘Exploring the “Construction” strand in the Irish Primary School Visual Arts Curriculum through the Forest School approach’. Journal of Adventure Education and Outdoor Learning 18:3, pages 257-274.
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Sarah Sahrakhiz, Marius Harring & Matthias D. Witte. (2018) Learning opportunities in the outdoor school–empirical findings on outdoor school in Germany from the children’s perspective. Journal of Adventure Education and Outdoor Learning 18:3, pages 214-226.
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Jennifer Masters & Leanne Grogan. (2018) A comparative analysis of nature kindergarten programmes in Australia and New Zealand. International Journal of Early Years Education 26:3, pages 233-248.
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Ellen Almers, Per Askerlund & Sofia Kjellström. (2018) Why forest gardening for children? Swedish forest garden educators' ideas, purposes, and experiences. The Journal of Environmental Education 49:3, pages 242-259.
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FİLİZ AYDEMİR & Vahide YİĞİT GENÇTEN. (2023) The Connection Between Forest School and Preschool Programs: A Comparison Study. Journal of Qualitative Research in Education:36, pages 243-260.
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Mads Bølling, Lærke Mygind, Peter Elsborg, Paulina S. Melby, Karen S. Barfod, Jan Christian Brønd, Charlotte Demant Klinker, Glen Nielsen & Peter Bentsen. (2023) Efficacy and mechanisms of an education outside the classroom intervention on pupils’ health and education: the MOVEOUT study protocol. BMC Public Health 23:1.
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Joanna Hume. 2023. Establishing Child Centred Practice in a Changing World, Part B. Establishing Child Centred Practice in a Changing World, Part B
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Edgar A. Burns, Bahar Manouchehri & Sina Davoudi. (2022) A narrative photographic approach: opening day ceremonies for Iran’s Nature Schools. Journal of Outdoor and Environmental Education 26:1, pages 23-47.
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Jan Ellinger, Filip Mess, Joachim Bachner, Jakob von Au & Christoph Mall. (2023) Changes in social interaction, social relatedness, and friendships in Education Outside the Classroom: A social network analysis. Frontiers in Psychology 14.
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Jan Höper, Kirsti Marie Jegstad & Kari Beate Remmen. (2022) Student teachers’ problem-based investigations of chemical phenomena in the nearby outdoor environment. Chemistry Education Research and Practice 23:2, pages 361-372.
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Luca Petrigna, Federico Roggio, Bruno Trovato, Marta Zanghì & Giuseppe Musumeci. (2022) Are Physically Active Breaks in School-Aged Children Performed Outdoors? A Systematic Review. Sustainability 14:7, pages 3713.
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Nóra Fűz. (2017) Iskolán kívüli színterek az általános iskolai oktatásban. Magyar Pedagógia 117:2, pages 197-220.
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