Environmental and health education viewed from an action‐oriented perspective: a case from Denmark

Abstract

The paper describes the action‐competence approach used in environmental and heath education in Denmark. This approach implies students' genuine participation and actions, as well as interdisciplinarity. The concept of action is often described in vague terms with the implication that the action concept is ambiguous in educational practice and discussion. Here I distinguish ‘action’ from ‘behavioural change’ and ‘activity’. I outline different forms of action and explore the issue of knowledge about environmental and health issues from an action‐oriented perspective. Three case studies illustrate the approach.