The development of an interdisciplinary theoretical framework for Forest School in the United Kingdom.
Saved in:
| Title: | The development of an interdisciplinary theoretical framework for Forest School in the United Kingdom. |
|---|---|
| Authors: | Knight, Sara, Coates, Janine Kim, Lathlean, Judith, Perez‐del‐Aguila, Rossana |
| Source: | British Educational Research Journal. Apr2024, Vol. 50 Issue 2, p905-922. 18p. |
| Subjects: | Quality of life, Outdoor education, Constructivism (Education), Experiential learning, Learning |
| Abstract: | A growing evidence base has demonstrated the value of Forest School as an outdoor learning approach which supports a range of benefits including improved physical, social and mental wellbeing, increased confidence and self‐esteem and the development of problem‐solving skills. However, critics of Forest School have argued that a lack of theoretical coherence and detail risks the misinterpretation of Forest School and its pedagogy by both practitioners and researchers. This paper responds to these concerns, establishing a comprehensive and detailed theoretical framework for Forest School. Through a thorough examination of evidence supporting Forest School delivery, we examine the theoretical keystones of this pedagogical approach to inform an interdisciplinary theoretical understanding of Forest School. We argue that Forest School is a particular socially constructed approach to outdoor education, which is informed by social constructivist experiential learning theory. This is driven by two core components. First, play‐pedagogy, which includes the opportunity to experience risk and be creative. Next, biophilic interaction, which examines the human innate desire to be in nature. This is informed by the cultural origins of Forest School development as underpinned by Nordic notions of friluftsliv and by theories of place attachment. Taken together, this theoretical framework considers the breadth of knowledge that underpins Forest School and recognises its growing evidence base, which positions it as a rich and valuable pedagogical approach. [ABSTRACT FROM AUTHOR] |
| Copyright of British Educational Research Journal is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
|
Full text is not displayed to guests.
Login for full access.
|
|
| FullText | Links: – Type: pdflink Text: Availability: 1 |
|---|---|
| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 176335061 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: The development of an interdisciplinary theoretical framework for Forest School in the United Kingdom. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Knight%2C+Sara%22">Knight, Sara</searchLink><br /><searchLink fieldCode="AR" term="%22Coates%2C+Janine+Kim%22">Coates, Janine Kim</searchLink><br /><searchLink fieldCode="AR" term="%22Lathlean%2C+Judith%22">Lathlean, Judith</searchLink><br /><searchLink fieldCode="AR" term="%22Perez‐del‐Aguila%2C+Rossana%22">Perez‐del‐Aguila, Rossana</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22British+Educational+Research+Journal%22">British Educational Research Journal</searchLink>. Apr2024, Vol. 50 Issue 2, p905-922. 18p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Quality+of+life%22">Quality of life</searchLink><br /><searchLink fieldCode="DE" term="%22Outdoor+education%22">Outdoor education</searchLink><br /><searchLink fieldCode="DE" term="%22Constructivism+%28Education%29%22">Constructivism (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Experiential+learning%22">Experiential learning</searchLink><br /><searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: A growing evidence base has demonstrated the value of Forest School as an outdoor learning approach which supports a range of benefits including improved physical, social and mental wellbeing, increased confidence and self‐esteem and the development of problem‐solving skills. However, critics of Forest School have argued that a lack of theoretical coherence and detail risks the misinterpretation of Forest School and its pedagogy by both practitioners and researchers. This paper responds to these concerns, establishing a comprehensive and detailed theoretical framework for Forest School. Through a thorough examination of evidence supporting Forest School delivery, we examine the theoretical keystones of this pedagogical approach to inform an interdisciplinary theoretical understanding of Forest School. We argue that Forest School is a particular socially constructed approach to outdoor education, which is informed by social constructivist experiential learning theory. This is driven by two core components. First, play‐pedagogy, which includes the opportunity to experience risk and be creative. Next, biophilic interaction, which examines the human innate desire to be in nature. This is informed by the cultural origins of Forest School development as underpinned by Nordic notions of friluftsliv and by theories of place attachment. Taken together, this theoretical framework considers the breadth of knowledge that underpins Forest School and recognises its growing evidence base, which positions it as a rich and valuable pedagogical approach. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of British Educational Research Journal is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=176335061 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1002/berj.3953 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 18 StartPage: 905 Subjects: – SubjectFull: Quality of life Type: general – SubjectFull: Outdoor education Type: general – SubjectFull: Constructivism (Education) Type: general – SubjectFull: Experiential learning Type: general – SubjectFull: Learning Type: general Titles: – TitleFull: The development of an interdisciplinary theoretical framework for Forest School in the United Kingdom. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Knight, Sara – PersonEntity: Name: NameFull: Coates, Janine Kim – PersonEntity: Name: NameFull: Lathlean, Judith – PersonEntity: Name: NameFull: Perez‐del‐Aguila, Rossana IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 01411926 Numbering: – Type: volume Value: 50 – Type: issue Value: 2 Titles: – TitleFull: British Educational Research Journal Type: main |
| ResultId | 1 |
