Swings and roundabouts? Pupils’ experiences of social and academic well-being in education outside the classroom
Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt
Standard
Swings and roundabouts? Pupils’ experiences of social and academic well-being in education outside the classroom. / Jørring, Anna Holm; Bølling, Mads; Nielsen, Glen; Stevenson, Matt P; Bentsen, Peter.
I: Education 3-13, Bind 48, Nr. 4, 2020, s. 413-428.Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt
Harvard
APA
Vancouver
Author
Bibtex
}
RIS
TY - JOUR
T1 - Swings and roundabouts? Pupils’ experiences of social and academic well-being in education outside the classroom
AU - Jørring, Anna Holm
AU - Bølling, Mads
AU - Nielsen, Glen
AU - Stevenson, Matt P
AU - Bentsen, Peter
N1 - CURIS 2020 NEXS 115
PY - 2020
Y1 - 2020
N2 - We investigated how pupils experience education outside the classroom (EOtC) as it relates to their social and academic well-being. A Danish 6th grade class were taught twice a week for nine months using EOtC. We sampled five academically low- and five high-achieving pupils from the class and conducted qualitative observations and interviews with those pupils. We found that EOtC can positively influence pupils’ social well-being regardless of academic level; however, the learning environment and required autonomy in EOtC may distract low-achieving pupils, particularly boys. Pupils’ academic level in the classroom was related to their academic well-being in EOtC and EOtC might strengthen academic exclusion. Therefore, we conclude that EOtC may not have an unambiguously positive influence on pupils’ social and academic well-being.
AB - We investigated how pupils experience education outside the classroom (EOtC) as it relates to their social and academic well-being. A Danish 6th grade class were taught twice a week for nine months using EOtC. We sampled five academically low- and five high-achieving pupils from the class and conducted qualitative observations and interviews with those pupils. We found that EOtC can positively influence pupils’ social well-being regardless of academic level; however, the learning environment and required autonomy in EOtC may distract low-achieving pupils, particularly boys. Pupils’ academic level in the classroom was related to their academic well-being in EOtC and EOtC might strengthen academic exclusion. Therefore, we conclude that EOtC may not have an unambiguously positive influence on pupils’ social and academic well-being.
KW - Faculty of Science
KW - Mental health
KW - Qualitative case study
KW - Academic motivation
KW - School-based outdoor learning
KW - Udeskole
U2 - 10.1080/03004279.2019.1614643
DO - 10.1080/03004279.2019.1614643
M3 - Journal article
VL - 48
SP - 413
EP - 428
JO - Education 3-13
JF - Education 3-13
SN - 0300-4279
IS - 4
ER -
ID: 217661716