| 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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| 11. |
- Gustafsson, Per E, et al.
(författare)
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Effects of an outdoor education intervention on the mental health of schoolchildren
- 2012
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Ingår i: Journal of Adventure Education and Outdoor Learning. - : Routledge. - 1472-9679 .- 1754-0402. ; 12:1, s. 63-79
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Tidskriftsartikel (refereegranskat)abstract
- This study aimed at examining the effects of an outdoor educational intervention on the mental health of schoolchildren. Two elementary schools participated (N = 230); one experimental school where the intervention was implemented, and the other a reference school. Demographic questions and the Strengths and Difficulties Questionnaire were completed by the parents. An outdoor educational intervention was implemented at the experimental school, and the data collection was repeated after one year. The results point towards a small but non-significant improvement in mental health at the experimental school while adjusting for demographics. However, this effect was significantly moderated by gender: boys generally fared better than girls at the intervention school, relative to the reference school. The results indicate that it may be important to address gender issues when educational programmes are implemented in schools.
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| 12. |
- Hammarsten, Maria, et al.
(författare)
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Developing ecological literacy in a forest garden : children’s perspectives
- 2019
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Ingår i: Journal of Adventure Education and Outdoor Learning. - : Taylor & Francis Group. - 1472-9679 .- 1754-0402. ; 19:3, s. 227-241
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Tidskriftsartikel (refereegranskat)abstract
- Today, cities become more dense, green spaces disappear and children spend less time outdoors. Research suggests that these conditions create health problems and lack of ecological literacy. To reverse such trends, localities are creating urban green spaces for children to visit during school time. Drawing on ideas in ecological literacy, this study investigates school children’s perspectives on a forest garden, a type of outdoor educational setting previously only scarcely researched. Data were collected through walk-and-talk conversations and informal interviews with 28 children aged 7 to 9. Many children in the study expressed strong positive feelings about the forest garden, the organized and spontaneous activities there, and caring for the organisms living there. We observed three aspects of learning in the data, potentially beneficial for the development of children’s ecological literacy: practical competence, learning how to co-exist and care, and biological knowledge and ecological understanding.
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| 13. |
- Isgren Karlsson, Andreas, 1982-, et al.
(författare)
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Exploring physical education teachers’ perceptions and attitudes towards digital technology in outdoor education
- 2023
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Ingår i: Journal of Adventure Education and Outdoor Learning. - : Informa UK Limited. - 1472-9679 .- 1754-0402. ; 23:4, s. 510-524
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Tidskriftsartikel (refereegranskat)abstract
- In the Swedish educational system, there has been a recent push for digital technology in different school subjects. This paper investigates what regulates Swedish physical education teachers’ perceptions of digital technology in outdoor education. The results is reflected in a number of rules that govern Swedish physical education teachers’ perceptions and use of digital technology in outdoor education. Findings suggest that teachers’ views on the relevance of digital technology in outdoor education depends partly on curriculum formulations, but of significant importance are also other factors such as: the addressed knowledge area, grade level, choice of digital device, needs of students, and teachers’ ideological beliefs. These rules are discussed in relation to the construction of outdoor education as knowledge area within physical education and in relation to the ways in which Swedish physical education teachers relate to curriculum changes.
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| 14. |
- Larsson, Anna, et al.
(författare)
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The spatial practice of the schoolyard : A comparison between Swedish and French teachers' and principals' perceptions of educational outdoor spaces
- 2021
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Ingår i: Journal of Adventure Education and Outdoor Learning. - : Routledge. - 1472-9679 .- 1754-0402. ; 21:2, s. 139-150
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Tidskriftsartikel (refereegranskat)abstract
- In this study French and Swedish teachers' and principals' opinions and everyday uses of the schoolyard is in focus: What do they perceive as desirable and undesirable in the schoolyard, what similarities and differences exist between the two groups of pedagogues, and how can these be understood? The study employs a cross-cultural design and is based on interviews with 10 pedagogues. The analysis highlights similarities and differences concerning what shall take place in the schoolyard and how this is to be achieved. Based on a theoretical framework from Lefebvre and Bernstein, the findings are discussed in relation to explicit ideas found in the school curricula and to nation-specific educational contexts and their cultural and organizational distinctiveness.
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| 15. |
- Mahon, Kathleen, 1966-, et al.
(författare)
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Moving beyond methodising theory in preparing for the profession
- 2019
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Ingår i: Journal of Adventure Education and Outdoor Learning. - : Taylor & Francis Group. - 1472-9679 .- 1754-0402.
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Tidskriftsartikel (refereegranskat)abstract
- For those preparing for outdoor education and related professions, formal theory has an important role to play in terms of informing professional practice and understandings of teaching-learning dynamics. Despite this, surprisingly little is understood about how pre-service outdoor educators (POEs) view and engage with it in their preparation courses. Drawing on findings of a case study in an Australian outdoor education teacher education (OETE) course, this article explores POE theory engagement focussing on a problematic tendency to methodise formal theory, that is, to treat theories as formula for action. The authors argue that this tendency is concerning because it ignores the complexity and problematic nature of both theory-practice relationships and outdoor education pedagogy. The discussion highlights contributing factors and implications for OETE, especially with respect to enabling aspiring outdoor educators in tertiary courses to move beyond methodising theory as they enter the outdoor profession.
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| 16. |
- Manni, Annika, 1971-, et al.
(författare)
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Young students’ aesthetic experiences and meaning making processes in an outdoor environmental school practice
- 2017
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Ingår i: Journal of Adventure Education and Outdoor Learning. - : Informa UK Limited. - 1472-9679 .- 1754-0402. ; 17:2, s. 108-121
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Tidskriftsartikel (refereegranskat)abstract
- This study uses John Dewey’s theoretical concept of ‘aesthetic experience’ in empirically exploring expressions of cognition and emotion in students’ meaning-making processes. A case study was conducted in one class of Grade 6 students during a single school semester. This article reports results from five outdoor days. The empirical material consists of observations, field notes, logbook entries, interviews and students’ written reflections. The students’ meaning-making processes were analyzed through the Deweyan theory of an initial phase involving anticipation, an activity phase with courses of actions and a concluding phase with reflections that serve as fulfillments. Expressions of aesthetic experience were identified in four important components of the students’ meaning-making processes: prior personal experiences; responses to environments and artifacts; social interaction; and situations allowing for responsibility, trust and independence. A more in-depth process-oriented analysis revealed that aesthetic experiences are vital in continuous meaning-making processes.
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| 17. |
- Mikaels, Jonas, et al.
(författare)
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In and out of place : exploring the discursive effects of teachers' talk about outdoor education in secondary schools in New Zealand
- 2016
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Ingår i: Journal of Adventure Education and Outdoor Learning. - : Informa UK Limited. - 1472-9679 .- 1754-0402. ; 16:2, s. 91-104
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this article is to explore and problematise teachers’ talk about outdooreducation in New Zealand. The focus is on what can be said, how it is said and thediscursive effects of such ways of speaking. The inquiry draws on Foucauldiantheoretical insights to analyse interview transcripts derived from semi-structured interviewswith eight outdoor education teachers who work at secondary schools in NewZealand. Findings suggest that different discourses co-exist and are intertwined in theparticipants’ talk. Associated with a dominating discourse of adventure are subdiscoursesof risk and safety, pursuit-based activities, skill and assessment. Connected to adiscourse of learning are subdiscourses of environment, sustainability and socialcritique. Resistance towards a dominating discourse of adventure with pursuit-basedactivities can be traced in a discourse of learning in the form of a more placeresponsivepedagogy.
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| 18. |
- Quennerstedt, Mikael, 1966-, et al.
(författare)
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Returning to the river : the salutogenic model as a theory to explore the relation between outdoor activities and health
- 2024
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Ingår i: Journal of Adventure Education and Outdoor Learning. - : Taylor & Francis. - 1472-9679 .- 1754-0402.
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Tidskriftsartikel (refereegranskat)abstract
- An ongoing discussion is a debate about the benefits of outdoor activities for health, where a narrowness regarding the benefits as a matter of curing or preventing disease has been questioned. Hence, there is an urgent need to theorize further the relationship between outdoor activities and health with robust theoretical frameworks that can guide research and practice, taking different aspects of human-nature relations into account. In the paper, a critique of pathogenic perspectives of health is forwarded, as well as a critique of an anthropocentric human centeredness of health. Instead, a salutogenic model and the metaphor of the swimmer in the river is used to discuss the relation without being restricted to health as the absence of disease or to human health and wellbeing. In the paper, seven different relations, or salutogenic questions, are provided, moving from the swimmer in the foreground, to swimmers in the river to finally foregrounding the river.
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| 19. |
- Sandell, Klas, et al.
(författare)
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An educational tool for outdoor education and environmental concern
- 2013
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Ingår i: Journal of Adventure Education and Outdoor Learning. - : Informa UK Limited. - 1472-9679 .- 1754-0402. ; 13:1, s. 36-55
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this paper is to suggest an outdoor education model that respects the need to critically discuss the general belief in a causal relationship between experiences of nature, environmentally-friendly attitudes and behavioural change, but that at the same time respects the legitimate claims on the part of outdoor education practice for concretisation and clarity. The foundation of this model consists of a combination of theoretical perspectives and models that have been generated through a number of Swedish interdisciplinary research projects concerning human interrelationships with the landscape during the last decade. The paper first focuses on the subtleties of environmental concern with the aid of an environmentally historic model of how care for nature and environmental protection successively developed during the last century. It then addresses different aspects of outdoor education by presenting two specific models: a model of two principally diverse motives for this education, and a model of three different approaches to the landscape when executing outdoor education. In the final section these models are assembled in a suggested model for outdoor education and environmental concern, and identify a handful of main educational paths. The paper concludes with a brief discussion about continued research and examples of what can be regarded as particularly important developments and additions to the suggested model.
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| 20. |
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| 21. |
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| 22. |
- Waite, Sue
(författare)
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Teaching the primary curriculum outdoors
- 2023
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Ingår i: Journal of Adventure Education and Outdoor Learning. - : Taylor & Francis. - 1472-9679 .- 1754-0402. ; 23:4, s. 553-554
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Recension (övrigt vetenskapligt/konstnärligt)
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| 23. |
- Öhman, Johan, 1961-, et al.
(författare)
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Outdoor recreation in exergames : a new step in the detachment from nature?
- 2016
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Ingår i: Journal of Adventure Education and Outdoor Learning. - Oxon, United Kingdom : Routledge. - 1472-9679 .- 1754-0402. ; 16:4, s. 285-302
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Tidskriftsartikel (refereegranskat)abstract
- A new teaching aid—exergames—is increasing in popularity in schools and is regarded as an interesting, varied and effective way of improving students’ fitness. These exercise television games often contain references to physical activities carried out in different outdoor landscapes. The purpose of this article is to examine the views of landscape and nature offered by the games and the consequences this may have for students’ relationships with nature and future environmental commitment. The methodological approach used is companion meaning analysis: the meaning of nature that follows when playing the games. The results show a controlled landscape that is perfectly arranged for the activity (functional specialisation). It is an obvious anthropocentric base and commands an instrumental value where nature is valuable because it satisfies our felt preferences (demand value). Exergames can thus be seen as a further step in an ongoing detachment process from the physical landscape (indoorisation).
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| 24. |
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