Outdoor education in Finnish schools and universities

Background Due to the electronic media the amount of time that children spend in nature has declined in the recent time. However, it is important for children to learn about nature and it is also healthy for children to spend time in nature (Kuo, 2010). An empathic relation to nature (Palmberg & Kuru, 1998), nature sensitivity (Nykänen & Kinnunen, 1992), environmental awareness, attitudes, and conceptions can be fostered by repeated nature experiences (Gilbertson, 1990) and long-term nature education (Palmberg, 1989). Students who have had a meaningful experience in nature are more likely to prefer spending time outdoors, express concern about environmental issues, consider themselves strong environmentalists, and express interest in studying the environment or pursuing an environmental career (The Nature Conservancy, 2011). Pupils’ knowledge can be built up by concrete experiences, interests, emotions, and values through outdoor education (OdE) (Bogner, 1998). OdE includes the study of both natural and artificial environments (Knapp, 1996). Gair (1997) defines the concept as all activity that includes education in the outdoors. McRae (1990) has divided OdE into knowledge focused outdoor teaching and learning, ecologically focused outdoor EE and outdoor leisure education focusing on personal growth. Advantages with OdE are its deductiveness (Dahlgren & Szczepanski, 1997) and hands-on activities (Kolb, 1999). Nundy (2001) explains activation of different senses as reinforcement between the affective and the cognitive domain where one influences the other and provides a bridge to higher learning. First hand experiences and interactive learning situations are important in forming of personal opinions, attitudes, and values (Balschweid, 2002). The benefits of OdE include improved interpersonal and intrapersonal skills; environmental awareness and stewardship ethics; physical, mental, and social health; and ability to learn and concentrate (Cottrell & Raadik-Cottrell, 2010). Positive attitudes of pupils toward environment have also been found to increase in OdE (Mittelsteadt et al., 1999). In order to encourage the promotion of Environmental Education (EE) and Sustainable Development Education (SDE) in Finland, a national strategy for EE (A National Strategy for..., 1991) has been created, as well as a strategy for SDE (Loukola et al., 2002). EE, SDE and OdE take place in a large variety of applications in formal (schools and universities) and informal educational institutions in youth work and social services in the public and private sectors. Next we will first explain how EE, SDE and OdE are arranged at schools. After that the description of nature and environmental schools and universities will follow.