| 1. |
- Aksland, Charlotte, et al.
(författare)
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5th-10th-grade in-service teachers' pedagogical content knowledge (PCK) for sustainable development in outdoor environment
- 2020
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Ingår i: Journal of Adventure Education and Outdoor Learning. - : Informa UK Limited. - 1472-9679 .- 1754-0402. ; 20:3, s. 274-283
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Tidskriftsartikel (refereegranskat)abstract
- Teachers' experiences and attitudes play a critical role in outdoor education. In this study, we aim to explore how 5th-10th-grade (10-15 years-old students) teachers use the natural environment in their teaching practices, with special attention to the link to sustainable development (SD). In total, 42 in-service teachers were invited to participate in the study. The data collection was based on the participating teachers' individual written texts concerning their previous outdoor teaching practices, the link to SD and the related assessments. Based on content analysis, three main themes emerged from the data, including (1) teaching biology/ecology concepts, (2) exploring visible pollution and (3) applying a context- and inquiry-based approach. However, we found that outdoor teaching was scarcely linked to SD. The research results' implications for outdoor education and teachers' professional development are discussed in this paper.
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| 2. |
- Almers, Ellen, 1961-, et al.
(författare)
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Children’s preferences for schoolyard features and understanding of ecosystem service innovations – a study in five Swedish preschools
- 2021
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Ingår i: Journal of Adventure Education and Outdoor Learning. - : Taylor & Francis. - 1472-9679 .- 1754-0402. ; 21:3, s. 230-246
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Tidskriftsartikel (refereegranskat)abstract
- This study was carried out within a project to promote health and ecosystem services, ?the benefits people obtain from ecosystems?, in preschools in Sweden. The paper applies the concept ?affordance? to capture the functional meaning that children assign to different material aspects of their schoolyards before and after the installation of additional environmental features. The findings from walk-and-talks with 23 preschool children highlight what features children preferred in their yards and why. Few children showed spontaneous attention to the installed features, e.g. insect hotels. This might be more because children were not enough involved within the schoolyard development and experienced little guided exploration of environmental affordances, rather than a lack of interest per se. Given this, we suggest that development projects to upgrade schoolyards for improved ecosystem services should involve children in the design of the ecosystem services promoting features throughout the development work, and thereby, integrally, promote ecological literacy.
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| 3. |
- Andersson, Karin, 1972-, et al.
(författare)
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Moral relations in encounters with nature
- 2015
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Ingår i: Journal of Adventure Education and Outdoor Learning. - Oxon, United Kingdom : Routledge. - 1472-9679 .- 1754-0402. ; 15:4, s. 310-329
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Tidskriftsartikel (refereegranskat)abstract
- The overall aim of this article is to develop in-depth knowledge about the connection between outdoor experiences and moral attitudes towards nature. The study focuses on processes in which moral relations are at stake in encounters between students and nature. The purpose is to identify such events, describe their specific circumstances and clarify how moral relations are established in these events. The empirical material consists of video-recordings of activities in three different outdoor education practices. In order to identify and categorise moral situations, an analytical tool called the ethical tendency is used. This tool is based on Wittgenstein’s language game method. The findings show that in the investigated outdoor education practices, moral relations towards nature are established in several different ways. The article concludes with four educational implications: responsibility when dealing with moral reactions; bring- ing ethical questions to the fore; different educational conditions create different encounters with nature; and the consequences of different language games.
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| 4. |
- Backman, Erik, 1972-
(författare)
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What controls teaching of friluftsliv? Analysing a pedagogic discourse in Swedish PE
- 2011
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Ingår i: Journal of Adventure Education and Outdoor Learning. - : Taylor & Francis. - 1472-9679 .- 1754-0402. ; 11:1, s. 51-65
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Tidskriftsartikel (refereegranskat)abstract
- Research indicates that outdoor teaching practices within a physical education (PE) context are controlled by several factors with the potential to weaken or strengthen PE teachers' communication of pedagogic messages. Drawing on 12 qualitative interviews with PE teachers in compulsory schools in Sweden, the findings in this study suggest that factors claimed to control teachers' pedagogic communication of friluftsliv (the Scandinavian equivalent to outdoor education) are based on the construction of a dominating pedagogic discourse for outdoor teaching in Swedish schools. Inspired by Basil Bernstein's theoretical concepts of the pedagogic device, the analysis of this discourse indicates that Swedish PE teachers and PE teacher education appear to reproduce friluftsliv as a teaching practice carried out in a remote wilderness setting involving specific equipment, financial resources and a certain amount of risk. In relation to these results, alternative ways to think of outdoor teaching in relation to the achievement of the national aims in Swedish PE are discussed.
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| 5. |
- Backman, Erik
(författare)
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What frames teaching of friluftsliv? : Analysing a pedagogic discourse within Swedish PE through framing and the pedagogic device
- 2011
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Ingår i: Journal of Adventure Education and Outdoor Learning. - 1472-9679 .- 1754-0402.
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Tidskriftsartikel (refereegranskat)abstract
- Research indicates that outdoor teaching practices within a Physical Education (PE) context are framed by several factors with the potential to weaken or strengthen PE teachers’ control of pedagogic messages. Drawing on 12 qualitative interviews with PE teachers in compulsory schools in Sweden, the findings in this study suggest that factors claimed to control teachers’ pedagogic communication of friluftsliv (Scandinavian equivalent to outdoor education) is based on the construction of a dominating pedagogic discourse for outdoor teaching in Swedish schools. Analysing the constitution of this discourse through Bernstein’s theoretical concepts of framing and the pedagogic device, Swedish PE teachers and PE teacher education appear to reproduce friluftsliv as a teaching practice carried out in a remote wilderness setting involving specific equipment, financial resources and a certain amount of risk. In relation to these results, alternative ways to think of outdoor teaching in relation to the achievement of the national aims in Swedish PE are discussed.
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| 6. |
- Backman, Erik, 1972-
(författare)
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What frames teaching of friluftsliv? : Analysing a pedagogic discourse within Swedish PE through framing and the pedagogic device
- 2024
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Ingår i: Journal of Adventure Education and Outdoor Learning. - London : Taylor & Francis. - 1472-9679 .- 1754-0402.
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Tidskriftsartikel (refereegranskat)abstract
- Research indicates that outdoor teaching practices within a Physical Education (PE) context are framed by several factors with the potential to weaken or strengthen PE teachers’ control of pedagogic messages. Drawing on 12 qualitative interviews with PE teachers in compulsory schools in Sweden, the findings in this study suggest that factors claimed to control teachers’ pedagogic communication of friluftsliv (Scandinavian equivalent to outdoor education) is based on the construction of a dominating pedagogic discourse for outdoor teaching in Swedish schools. Analysing the constitution of this discourse through Bernstein’s theoretical concepts of framing and the pedagogic device, Swedish PE teachers and PE teacher education appear to reproduce friluftsliv as a teaching practice carried out in a remote wilderness setting involving specific equipment, financial resources and a certain amount of risk. In relation to these results, alternative ways to think of outdoor teaching in relation to the achievement of the national aims in Swedish PE are discussed.
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| 7. |
- Brodin, Jane, 1942-
(författare)
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Inclusion through access to outdoor education: Learning in Motion (LIM)
- 2009
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Ingår i: Journal of Adventure Education and Outdoor Learning. - : Informa UK Limited. - 1472-9679 .- 1754-0402. ; 9:2, s. 99-113
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Tidskriftsartikel (refereegranskat)abstract
- Learning in Motion was a European project involving seven partners in five countries: Sweden, Finland, Latvia, Germany and Greece. The project focused on inclusion and access to outdoor education and was financed by the European Commission within the framework of the Socrates-Grundtvig Programme. The aim of the project was to explore if and how outdoor education can be used for physical and sensitivity training of children, adolescents and adults with intellectual disabilites and to develop, examine and disseminate ideas on this topic. The resutl showed that inclusion is still a faraway concept, especially for many adults with intellectual disabilities. The results also showed that the municipalities were interested in increasing out door education for the target group but the main obstacles were a lack of educated staff and the present financial climate.
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| 8. |
- Carlman, Peter, Senior Lecturer, 1976-, et al.
(författare)
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Outdoor excursions in Swedish school-age educare centres
- 2024
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Ingår i: Journal of Adventure Education and Outdoor Learning. - : Routledge. - 1472-9679 .- 1754-0402.
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Tidskriftsartikel (refereegranskat)abstract
- Societal changes during the last few decades have given rise to the expansion of extended systems in nations across the world. Despite differences regarding age groups and relations to compulsory school, the task of extended education is primarily to provide participants with possibilities to learn general or specific content and foster their' socioemotional and academic development and learning. In Sweden, the great majority of the younger pupils attend extended education in terms of the school-age educare centres (SAEC), where they meet teaching connected to four different central content defined in the curricula, of which one relates to games, physical activities and outdoor excursions. This study aims to explore and understand how outdoor excursions in school-age educare can be understood in terms of human practising. Based on observations and the philosophy of human practising four themes are discussed: meaningful challenges, content to learn, standards of excellence and time.
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| 9. |
- Fägerstam, Emilia
(författare)
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High school teachers' experience of the educational potential of outdoor teaching and learning
- 2013
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Ingår i: Journal of Adventure Education and Outdoor Learning. - : Taylor & Francis. - 1472-9679 .- 1754-0402. ; 14:1, s. 56-81
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Tidskriftsartikel (refereegranskat)abstract
- This is a longitudinal case study where teachers from different disciplines were interviewed before and after an outdoor teaching project in a Swedish junior high school. The school grounds were used regularly as an area for teaching and learning in different subjects. The purpose of this study was to explore how teachers from different disciplines experienced regular school-based outdoor teaching and learning. The study also aimed at comparing the teachers' perceptions of outdoor teaching and learning before and after the one-year project. Thematic analysis was used to analyse the interviews. Teachers' perceptions of the educational potential of outdoor teaching included increased motivation, communication and participation among students. Another perception was that the shared experiences in the outdoor environment could become a valuable starting point for subsequent indoor learning and that outdoor teaching could expand upon and strengthen indoor teaching. Challenges with outdoor education were also perceived, such as the fact that the students needed time to adjust to the new learning environment.
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| 10. |
- Fägerstam, Emilia, 1968-, et al.
(författare)
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Learning biology and mathematics outdoors : effects and attitudes in a Swedish high school context
- 2013
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Ingår i: Journal of Adventure Education and Outdoor Learning. - : Informa UK Limited. - 1472-9679 .- 1754-0402. ; 13:1, s. 56-75
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Tidskriftsartikel (refereegranskat)abstract
- This research suggests that learning biology in an outdoor environment has a positive cognitive and affective impact on 13–15-year-old, Swedish high school pupils. Eighty-five pupils in four classes participated in a quasi-experimental design. Half the pupils, taking a biology course in ecology or diversity of life, had several lessons outdoors and the other half were taught indoors. All of the classes, but one, also had mathematics lessons outdoors once a week. Twenty-one pupils were interviewed five months after the course and all were positive towards the new learning environment they had experienced outdoors in biology and/or mathematics. They also valued the higher degree of interaction among the pupils. Other findings from the interviews were that the pupils from the outdoor classes showed a higher degree of long-term knowledge retention. They remembered both activities and contents better than the pupils in the indoor classes. An essay-type question assessing their biological understanding qualitatively according to the Structure of Observed Learning Outcome taxonomy revealed no differences between the groups. The results are discussed in the light of neurocognitive models of long-term memory.
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