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Reconnecting Pupils with Nature through udeskole - Subject-Specific Teaching Practices Supporting naturdannelse and Sustainability Education in Primary Schools

Hansson, Mathilde Gleerup LU (2025) HEKM51 20251
Department of Human Geography
Human Ecology
Abstract
This thesis investigates how the concept of naturdannelse, a nature-oriented Bildung process can be realised through udeskole, curriculum-based teaching outside the classroom, in primary school Language and Science education. Through a qualitative, practice-based intervention co-developed with two teachers, the study explores how five pathways to naturdannelse; experiential, emotional, cognitive, philosophical, and material, were activated through different teaching activities and environments. Findings show that the pathways emerged in subject-specific ways: In the case of the Science subject teaching activities, signs of the experiential, cognitive, and material connections were visible through sensory observation, ecological reasoning,... (More)
This thesis investigates how the concept of naturdannelse, a nature-oriented Bildung process can be realised through udeskole, curriculum-based teaching outside the classroom, in primary school Language and Science education. Through a qualitative, practice-based intervention co-developed with two teachers, the study explores how five pathways to naturdannelse; experiential, emotional, cognitive, philosophical, and material, were activated through different teaching activities and environments. Findings show that the pathways emerged in subject-specific ways: In the case of the Science subject teaching activities, signs of the experiential, cognitive, and material connections were visible through sensory observation, ecological reasoning, and investigative inquiry. Language teaching cultivated emotional, philosophical, and experiential connections via expressive writing, ethical discussion, and metaphorical reflection. Rather than competing with subject learning objectives, naturdannelse enriched them by grounding curricular goals in meaningful, place-based experiences. The study concludes that udeskole offers favourable pedagogical conditions for realising naturdannelse, and should be viewed as a legitimate method for both disciplinary learning and sustainability education. While limited by scale and context, the findings highlight the potential for schools to utilize udeskole to reconnect pupils with nature. (Less)
Please use this url to cite or link to this publication:
author
Hansson, Mathilde Gleerup LU
supervisor
organization
course
HEKM51 20251
year
type
H2 - Master's Degree (Two Years)
subject
language
English
id
9201943
date added to LUP
2025-07-31 11:23:27
date last changed
2025-07-31 11:23:27
@misc{9201943,
  abstract     = {{This thesis investigates how the concept of naturdannelse, a nature-oriented Bildung process can be realised through udeskole, curriculum-based teaching outside the classroom, in primary school Language and Science education. Through a qualitative, practice-based intervention co-developed with two teachers, the study explores how five pathways to naturdannelse; experiential, emotional, cognitive, philosophical, and material, were activated through different teaching activities and environments. Findings show that the pathways emerged in subject-specific ways: In the case of the Science subject teaching activities, signs of the experiential, cognitive, and material connections were visible through sensory observation, ecological reasoning, and investigative inquiry. Language teaching cultivated emotional, philosophical, and experiential connections via expressive writing, ethical discussion, and metaphorical reflection. Rather than competing with subject learning objectives, naturdannelse enriched them by grounding curricular goals in meaningful, place-based experiences. The study concludes that udeskole offers favourable pedagogical conditions for realising naturdannelse, and should be viewed as a legitimate method for both disciplinary learning and sustainability education. While limited by scale and context, the findings highlight the potential for schools to utilize udeskole to reconnect pupils with nature.}},
  author       = {{Hansson, Mathilde Gleerup}},
  language     = {{eng}},
  note         = {{Student Paper}},
  title        = {{Reconnecting Pupils with Nature through udeskole - Subject-Specific Teaching Practices Supporting naturdannelse and Sustainability Education in Primary Schools}},
  year         = {{2025}},
}