| 1. |
- 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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| 2. |
- 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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| 3. |
- 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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| 4. |
- 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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| 5. |
- 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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| 6. |
- 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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