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Informal and Formal Learning and the Pursuit of Environmental Education in Young Children: the Role of Forest School

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Informal and Formal Learning and the Pursuit of Environmental Education in Young Children: the Role of Forest School Informal and formal learning and the pursuit of environmental education in young children: the role of Forest School Suguna Nair UCL Institute of Education Master of Philosophy in Education 1 ‘I, Suguna Nair, confirm that this research study and the work presented in this thesis are my own. Where information has been obtained from other sources for the purpose of this study, appropriate references have been made in the thesis.’ Signed: 2 Abstract The continuing conflict between formal and informal education processes has many scholars divided in relation to the impact on learning and learner development. Though formal education, often characterised as ‘traditional’, usually has a distinct, set boundaries and curriculum ‘subjects’, whereas informal education spans from adventure and discovery activities to field work with the emphasis on holistic ‘experience’. Formal education focuses on specialist subject knowledge whilst informal learning can potentially nudge learners to take risks and inform themselves through their own experiences. When it comes to environmental education, informal learning occurring outside the classroom and possibly in natural environments claims to connect learners to nature and its elements in a manner that is elusive to formal education occurring within classrooms and laboratories. This research focuses on the dissimilarities between the formal and informal education in interest of environmental education through the case study of Forest School. Forest School, as a concept, exposes young learners to the natural at regular intervals and allows them to learn through experiences and child-led and initiated activities. This study examines through case study techniques Dewey’s notion of experiential learning and ways in which this is valued by various participants. Through participatory observation, photographs and interviews of children, practitioners, school teachers and parents, this pilot study has endeavoured to establish a relation between formal and informal learning, with the focus on environmental education. This study has prompted discussions on the potential of Forest Schools to further raise environmental sensitivity and awareness in children. In the event of incorporating Forest School into formal education, the concept may have to change the manner in which it is perceived, designed and organised. This is to be regarded as a pilot study which has the potential to grow into a research with data generated from a larger sample to pave way to a well-organised and multi-disciplinary environmental education. 3 Acknowledgements I dedicate my thesis to my supervisor Prof. David Lambert, who has been a pillar of strength during this challenging journey. His able guidance is sincerely appreciated. I thank my parents (S K Nair & Parimala Nair) for their wholehearted support and encouragement, even though I did not give into arranged marriage. I am grateful to Ben Hammond and Trishna Gautama for being my family in the UK, Dr. Susan McGrath for her unending love and Dr. Jessica Hayton for endless glasses of wine and laughter. Friends who have supported me from across the pond - Aishwerya Krishnaswamy, Varsha Seshan, B. Nandini and Amit Prakash and my cousins Gowri and Shankari for fighting my battle back home. I cannot thank my ‘hiking girls’ Nicole, Delphine and Esther enough for their love, support and encouragement. Finally, I acknowledge the support of many of my colleagues at UCL and IOE and many other friends and well-wishers who have shown faith in me. 4 Impact statement This research aims to contribute to the wider discussion on effective environmental education. With the current need in environmental consciousness and sensitivity in individuals across the globe and therefore to take appropriate actions, education plays an important role in bringing about this desired change. The study explores the relationship between formal and informal learning to facilitate environmental education in primary school. The focus is on young children who are more amenable and open to their experiences and learning. When exposed to frequent experiences in the natural environment, the likelihood of appreciating nature and its elements is high. This research also aims to be a platform for further research in this area to influence the curriculum and educational policies across the world. I personally would like to work in the field of education innovation to take classroom learning outside with due time allocated to specialised knowledge within the classroom, to make learning interesting, ‘fun’ and in nature. My prime aim is to contribute to environmental and climate change education through learning outside the classroom and developing a sense of being one with nature. I intend to work with schools and government agencies to this effect. Another significant impact of this research is to further build this work in countries like India where informal learning is still in its nascent stage. This could pave the way to a new, interactive, active learning experience for young children with added benefits to inculcating environmental sensitivity. The key element for this research to focus on is making environmental education multi-disciplinary in nature. Environmental education can be refreshed by taking various subject matters and extra-curricular activities outside the classroom and using natural elements such as rocks, fallen leaves and flowers where appropriate in activities of learning. 5 Table of contents Chapter One: Introduction to the study .................................................................... 10 1.1. Introduction ................................................................................................. 10 1.2. My story ...................................................................................................... 10 1.3. Contextualising my research ....................................................................... 12 1.4. Significance of my research ........................................................................ 16 1.5. Summary of the chapter .............................................................................. 22 Chapter Two: Review of the literary context ............................................................. 23 2.1. Introduction .................................................................................................... 23 2.2. Traditional and Progressive learning ............................................................. 23 2.3. Constructivism ............................................................................................... 29 2.4. Experiential learning ...................................................................................... 33 2.4.1. The story so far ....................................................................................... 33 2.4.2 John Dewey ............................................................................................. 35 2.4.3. Kurt Lewin ............................................................................................... 36 2.4.4. Jean Piaget ............................................................................................. 38 2.4.5. David Kolb ............................................................................................... 38 2.4.6. Significance of Experiential Learning ...................................................... 39 2.5. Characteristics of Learning ............................................................................ 44 2.6. Summary of the chapter ................................................................................ 51 Chapter 3: Environmental Education .................................................................... 52 3.1. Introduction .................................................................................................... 52 3.2. Situated Learning ........................................................................................... 52 3.3. Environmental Education ............................................................................... 55 3.3.1. Education about Environment ................................................................. 57 3.3.2. Education for Environment ...................................................................... 63 3.3.3. Education in Environment ....................................................................... 65 6 3.4. Outdoor Learning ........................................................................................... 67 3.5. Summary of the chapter ................................................................................ 77 Chapter Four: Understanding Forest School ............................................................ 78 4.1. Introduction .................................................................................................... 78 4.2. Forest School: a brief history ......................................................................... 78 4.3. About Forest School ...................................................................................... 79 4.4. Pedagogical concepts underpinning Forest School .................................... 83 4.5. Towards a sceptical view of Forest School ................................................. 87 4.6. Other aspects of Forest School ................................................................... 90 4.6.1. Forest School and Sustainability .......................................................... 90 4.6.2. Forest School and Social & Emotional Aspects of Learning
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