Swiss elementary school teachers' attitudes toward forest education

Journal of Environmental Education

Volumn 42, Issue 3, 2011, Pages 152-167

  Lindemann Matthies, Petra ^a   Knecht, Sarah ^a  

^a UNIVERSITY OF ZURICH   (Switzerland)

Author keywords

benefits; challenges; conceptions; elementary schools; forest education; interviews; survey

Indexed keywords

EID: 79952806039     PISSN: 00958964     EISSN: 19401892     Source Type: Journal    
DOI: 10.1080/00958964.2010.523737     Document Type: Article

References (30)

1. Balmford, A., Clegg, L.,Coulson, T.,&Taylor, J. (2002).Why conservationists should heed Pokemon. Science, 295(5564), 2367. (Pubitemid 34270227)
2. Barker, S., Slingsby, D., & Tilling, S. (2002). Teaching biology outside the classroom. Is it heading for extinction? Shresbury, UK: Field Studies Council Occasional Publication 72.
3. Berthold, M., & Ziegenspeck, J. W. (2002). Der Wald als erlebnispädagogischer Lernort für Kinder [The forest as a place for children's experiential learning]. Lüneburg, Germany: Edition Erlebnispädagogik.
4. Bögeholz, S. (2006). Nature experience and its importance for environmental knowledge, values and action: recent German empirical contributions. Environmental Education Research, 12, 65-84.
5. Bolay, E., & Reichle, B. (2007). Waldpädagogik. Handbuch der waldbezogenen Umweltbildung [Forest education. Handbook of forest-related environmental education]. Hohengehren, Germany: Schneider Verlag.
6. Chawla, L. (1998). Significant life experiences revisited: a review of research on sources of environmental sensitivity. Environmental Education Research, 4, 369-382.
7. Crawley, M. J. (2005). Statistics. An introduction using R. Chichester, UK: Wiley.
8. Dillon, J., Rickinson, M., Teamey, K., Morris, M., Choi, M. Y., Sanders, D., & Benefield, P. (2006). The value of outdoor learning: Evidence from research in the UK and elsewhere. School Science Review, 87(320), 107-111.
9. Fjørtoft, I. (2004). Landscape as playscape: The effects of natural environments on children's play andmotor development. Children, Youth, and Environments, 14, 21-44.
10. Hüttenmoser, M. (1995). Children and their living surroundings: Empirical investigations into the significance of living surroundings for the everyday life and development of children. Children's Environment, 12, 1-17.
11. Kassas, M. (2002). Environmental education: Biodiversity. The Environmentalist, 22, 345-351. (Pubitemid 35337407)
12. Lindemann-Matthies, P. (2002). The influence of an educational program on children's perception of biodiversity. The Journal of Environmental Education, 33, 22-31.
13. Lindemann-Matthies, P., & Ranft, M. (2004). Wahrnehmungs- und Bewegungsförderung in Kindergärten. Ergebnisse einer empirischenUntersuchung im Kanton Zürich [Promotion of sensual experiences, perception of nature andmotion in kindergartens. Results of an empirical study in the canton of Zurich]. In B. Gugerli-Dolder, M. Hüttenmoser, & P. Lindemann-Matthies (Eds.), Was Kinder beweglich macht [What makes children active and moving?] (pp. 10-58). Zürich, Switzerland: Verlag Pestalozzianum.
14. Lindemann-Matthies, P. (2006). Investigating nature on the way to school: Responses to an educational programme by teachers and their pupils. International Journal of Science Education, 28, 895-918. (Pubitemid 43878950)
15. Lock, R. (1998). Fieldwork in the life sciences. International Journal of Science Education, 20, 633-642. (Pubitemid 128692323)
16. Louv, R. (2006). Last child in the woods. Saving our children from nature-deficit disorder. Chapel Hill, NC: Algonquin Books of Chapel Hill.
17. Luft, J. (2007). Minding the gap: Needed research on beginning/newly qualified science teachers. Journal of Research in Science Teaching, 44, 532-537. (Pubitemid 46643969)
18. Mackett, R. L., Lucas, J., Paskins, J., & Turbin, J. (2004). The therapeutic value of children's everyday travel. Transportation Research Part A: Policy and Practice, 39, 205-219.
19. Malone, K., & Tranter, P. J. (2003). School grounds as sites for learning: making the most of environmental opportunities. Environmental Education Research, 9, 283-303.
20. McKendrick, J. H., Bradford,M. G., & Fielder, A. V. (2000). Time for a party!Making sense of the commercialisation of leisure space for children. In S. L. Holloway, & G. Valentine (Eds.), Children's geographies: Playing, living, learning (pp. 100-116). London, England: Routledge.
21. O'Brien, L., & Murray, R. (2007). Forest school and its impacts on young children: Case studies in Britain. Urban Forestry & Urban Greening, 6, 249-265. (Pubitemid 47595296)
22. Palmberg, I. E.,&Kuru, J. (2000).Outdoor activities as a basis for environmental education. The Journal of Environmental Education, 31, 32-36.
23. Prezza, M., Alparone, F. R., Cristallo, C., & Luigi, S. (2005). Parental perception of social risk and of positive potentiality of outdoor autonomy for children: The development of two instruments. Journal of Environmental Psychology, 25, 437-453. (Pubitemid 43329448)
24. Rickinson, M., Dillon, J., Teamey, K., Morris, M., Choi, M. Y., Sanders, D., & Benefield, P. (2004). A review of research on outdoor learning. Shresbury, UK: National Foundation for Educational Research and King's College London.
25. Shaffer, D. R., & Kipp, K. (2009). Developmental psychology. Childhood and adolescence (8th ed.). Belmont, CA, Wadsworth.
26. Simmons, D. (1998). Using natural settings for environmental education: Perceived benefits and barriers. The Journal of Environmental Education, 29, 23-31.
27. Swarbrick, N., Eastwood, G., & Tutton, K. (2004). Self-esteem and successful interaction as part of the forest school project. Support for Learning, 19, 142-146.
28. Tilling, S. (2004). Fieldwork in UK secondary schools: Influences and provision. Journal of Biological Education, 38, 54-58. (Pubitemid 38403280)
29. Thomas, G., & Thompson, G. (2004). A child's place: Why environment matters to children. London, England: Green Alliance.
30. Valentine, G., & McKendrick, J. (1997). Children's outdoor play: Exploring parental concern about children's safety and the changing of nature of childhood. Geoforum, 28, 219-235.