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This study aimed to develop and test MyPL, a questionnaire that measures self-reported physical literacy (PL) among children and adolescents. First, the item pool was developed and adapted, and face validity was tested with cognitive interviewing. Then, factor structures were identified through multidimensional scaling and exploratory factor analyses in a sample of 951 children (ages 7-13). Then, the identified models were tested using confirmatory factor analyses (CFA) within a sample of 2861 children (ages 7-12) and a sample of 1518 children (ages 13-15). Finally, measurement invariance and predictive validity were investigated. CFA showed that the identified physical activity (PA) environment-based models fitted better with the data than the domain-derived model. Reliability analyses showed that the internal consistency of the total PL scale was good and that, the reliability of the identified scales, except the cognitive scale, of the two models based on PA environments was satisfactory. Additionally, MyPL also showed measurement invariance across gender. This study suggests that the type of PA and the environment in which PA occur is important to consider when designing PL measurement tools. This study indicated that MyPL can be used to measure children and young people's PL in large surveys.

The use of peer-to-peer approaches in health promotion interventions targeting youth seems to be a strategy with great potential. The aim of this study was to synthesize and assess the elements and conditions that contribute to the effectiveness of youth-led physical activity interventions. This was done using a scoping review addressing the following three research questions: What are the theoretical and intervention rationales behind peer-led physical activity interventions? What can be established regarding the effects of such interventions on participants and peer leaders? How can such interventions be strengthened? The review included 43 studies on the peer-to-peer approach, with youth in the role as peer leaders, in physical activity interventions. The identified studies suggest that youth peer leadership initiatives can increase physical activity for youth and children. However, the studies varied on a range of parameters and did not reveal any clear patterns of factors associated with impact.

An organic solar cell fabrication kit has been developed for demonstration in both undergraduate teaching classes and high school laboratories to promote the growing field of renewable energy and to facilitate empirical comprehension of solar technology. The laboratory focuses on fabricating organic photovoltaics (solar cells) and testing the efficiency of power generation. By restricting substances to nontoxic coating inks, and a Pb-free alloy for the cathode, chemical hazards are minimized. Usually, organic solar cell fabrication requires the use of expensive laboratory equipment only found in a university or an industry environment, such as fume hoods, large spin coaters, nitrogen glove boxes, and metal evaporation systems. Importantly, the solar cell kit has been specifically developed to remove the need for accessing this large and expensive equipment: nontoxic inks are used such that fume hoods are not necessary, a portable miniature spin coater has been developed such that large spin coaters with a vacuum connection are not required, and a low-melting-point (62°C) Pb-free alloy has been trialed such that access to high-vacuum metal evaporation equipment is not necessary. The exercise utilizes a pedagogical framework of preliminary predictive exercises, practical verification of device optimization and engineering to illuminate the key working principles of a solar cell, and a post-exercise quiz to provide feedback and assess embedded knowledge. This experiment is an introductory lesson in renewable energy and gives students exposure to the chemistry, physics, and materials science concepts of organic electronics.

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.

Background: Education Outside the Classroom (EOtC) is a teaching method that is gaining traction, aiming to promote learning and well-being. However, research on the association between EOtC and well-being is limited. Methods: This quasi-experimental trial involved pupils (9-13 years) from 16 Danish public schools which implemented EOtC in some classes. Pupils (N = 511) from 27 classes were regularly exposed to EOtC (2-7 hours per week), and pupils (N = 120) from 7 parallel comparison classes were much less exposed (less than 2 hours per week). The pupils' psychosocial well-being was measured at the beginning and end of the school year using the Strengths and Difficulties Questionnaire. The results were compared between the groups. Results: Pupils regularly exposed to EOtC showed the greatest improvement in prosocial behavior. Negative associations were seen between EOtC and hyperactivity-inattention and peer problems in pupils of low socioeconomic status (SES). The observed improvements were smaller when the EOtC was spread over a larger number of sessions. Results were independent of sex. Conclusions: Regular exposure to EOtC was found to promote social well-being, especially for pupils of low SES, and was most beneficial when concentrated in fewer, longer sessions.

Since children spend a large proportion of their time in institutional settings such as schools, health promotion researchers have identified this as an important setting to promote physical activity (PA). Apart from physical education, PA could be integrated into the school curriculum in other ways. Therefore, the aim of this study was to examine whether a school excursion to a museum can increase primary school students' PA and reduce sedentary time. One hundred and ten primary school students aged 12-13, from three Danish schools, wore accelerometers for four consecutive days, of which one consisted of an excursion day to a museum. While an increase in light physical activity and reduction in the amount of sedentary time was observed, students did not spend more time in moderate to vigorous PA (MVPA) during the visit to the museum than on a regular school day. However, over the full excursion day, the students accumulated more MVPA. One school used active transportation to and from the museum, which contributed to significantly more MVPA compared to the other schools. An excursion to a museum significantly reduced sedentary time, but was in itself not sufficient to increase MVPA.

In this study, we explored how teachers can take advantage of a 'place' in urban environments outside the school and thereby stimulate pupils' situational interest in science teaching. Drawing on the Sophos research method, we conducted a single case study including film-elicited interviews. The data consisted of transcribed interviews with 4 experienced teachers and 11 pupils. The interviews were elicited by films showing group work in science teaching in urban environments: a parking lot, a green public park and a zoo. We conducted individual interviews with science teachers, while the interviews with pupils were carried out in small groups. To analyse our data, we applied a hermeneutic content analysis. We identified seven place-conscious teaching methods that have the potential to stimulate pupils' situational interest. These methods included: (1) handling objects; (2) integrating new places; (3) alignment between the environment and task; (4) integrating minimal cultivated places; (5) providing a science perspective on everyday places; (6) disseminating historical or cultural knowledge of places; and (7) surprises. Starting from a discussion drawing on studies that explored triggers of pupils' situational interest, we argue that science teachers can draw on these seven place-conscious methods to stimulate interest in science teaching in urban environments.

In this paper, we present and discuss the results of a systematic review of concept mapping-based interventions in primary and secondary science education. We identified the following recommendations for science educators on how to successfully apply concept mapping as a method for formative assessment: firstly, concept mapping should be constructed in teaching, preferably on repeated occasions. Secondly, concept mapping should be carried out individually if personal understanding is to be elicited; however, collaborative concept mapping might foster discussions valuable for developing students' understanding and for activating them as instructional resources and owners of their own learning. Thirdly, low-directed mapping seems most suitable for formative assessment. Fourthly, technology-based or peer assessments are useful strategies likely to reduce the load of interpretation for the educator and are compatible with timely feedback. Finally, elaboration should be part of the feedback, activating students as the owners of their own learning.

Current research points to Personal Meaning Mapping (PMM) as a method useful in investigating students' prior and current science knowledge. However, studies investigating PMM as a method for exploring specific knowledge dimensions are lacking. Ensuring that students are able to access specific knowledge dimensions is important, especially in science teaching outside the classroom, where "hands-on" approaches and experiments are often part of teaching and require procedural knowledge, among other things. Therefore, this study investigates PMM as a method for exploring specific knowledge dimensions in formal science education integrating teaching outside the classroom. We applied a case study design involving two schools and four sixth-grade classes. Data were collected from six students in each class who constructed personal meaning maps and were interviewed immediately after natural science and technology lessons in the classroom, and again after experiencing teaching outside the classroom. Maps and interviews were analysed drawing on Bloom's revised taxonomy of educational objectives. Our findings show that PMM is highly useful for identifying and activating factual knowledge, conceptual knowledge and the subcategories of knowledge within these dimensions as well as metacognitive self-knowledge. However, as a method for identifying and activating procedural knowledge, it seems limited. Our analysis thus provides a novel understanding of the rigor of PMM for analysing students' science knowledge, which is of relevance for educators and researchers within science education.

Using a conceptual model focused on purposes, aims, content, pedagogy, outcomes, and barriers, we review and interpret literature on two forms of outdoor learning: Forest Schools in England and "udeskole" in Denmark. We examine pedagogical principles within a comparative analytical framework and consider how adopted pedagogies reflect and refract the culture in which they are embedded. Despite different national educational and cultural contexts, English Forest Schools and Danish "udeskole" share several commonalities within a naturalistic/progressive pedagogical tradition; differences appear in the degree of integration within national educational systems. Global calls for increased connection to nature and recent alignment of results-driven school systems in both countries influence their foundational principles, perhaps leading to greater convergence in the future. We argue that close attention to pedagogical principles are necessary to ensure better alignment of purpose and practice to elicit specific outcomes and enable comparison between different types.

Background and purpose: Research in formative assessment often pays close attention to the strategies which can be used by teachers. However, less emphasis in the literature seems to have been paid to study the application of formative assessment designs in practice. In this paper, we argue that a formative assessment design that we call "Eva-Mapping," which is developed on the principles of design-based research, can be a productive starting point for disseminating and further developing formative assessment practices in outdoor science teaching. Sample, design and methods: We conducted an evaluation of the design, based on video-elicited focus group interviews with two groups of experienced science teachers. Both groups consisted of teachers who taught science outside the classroom on a regular basis. These groups watched identical video sequences which were recorded during lessons in which teachers applied the formative assessment design. These sequences focused on formative assessment in pairs, in small groups, or in whole class sessions. Afterwards, the teachers discussed each sequence. These discussions were audio recorded and later transcribed. The transcriptions were analysed using content analysis. Findings: By analysing the interview data, we identified two categories of context-determining factors that influenced the formative assessment design (namely, "Resources or Lack of Resources" and "The Outdoors") and three mechanisms that influenced the assessment process (namely, "Teacher Involvement," "Structure in Peer Assessment" and "Knowledge Sharing"). Finally, we identified four perceived outcomes of the formative assessment design:" Enthusiasm," "Knowledge Application," "Acquirements" and "Insight into the Learning Processes." Conclusion: We suggest that knowledge within the identified categories can provide useful guidelines for the future development of formative assessment in science teaching that integrates the outdoors. This is because such knowledge forms part of teachers' perceptions regarding the acceptability and utility of the formative assessment design. In addition, our study contributes to evidence within an underexplored aspect of formal outdoor science education.

Purpose: Following increased interest in physical literacy (PL), development of appropriate tools for assessment has become an important next step for its operationalization. To forward the development of such tools, the objective of this study was to build the foundations of the Évaluation de la Littératie Physique (ELIP), designed to help reduce existing tensions in approaches to PL assessment that may be resulting in a low uptake into applied settings. Methods: We followed two steps: (1) the development of the first version of ELIP by deploying a Delphi method (n = 30); and (2) the modification of items through cognitive interviews with emerging adults (n = 32). Results: The expert consensus highlighted four dimensions of PL to be assessed--physical; affective; cognitive; and social--with new perspectives, including a preference for broad motor tests over fitness. Conclusion: Results offer new insights into the assessment of emerging adults' PL, but ELIP still requires further work concerning validity, reliability, and sensitivity. [ABSTRACT FROM AUTHOR]