| 1. |
- Dahlgren, Lars-Ove, 1946-, et al.
(författare)
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アウトドア教育入門
- 2011
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Bok (övrigt vetenskapligt/konstnärligt)
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| 2. |
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| 3. |
- 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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| 4. |
- Nilsson, Susanna, et al.
(författare)
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Exploring Place and Direction : Mobile Augmented Reality in the Astrid Lindgren Landscape
- 2012
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Ingår i: OzCHI '12 Proceedings of the 24th Australian Computer-Human Interaction Conference. - New York : Association for Computing Machinery (ACM). - 9781450314381 ; , s. 411-419
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Konferensbidrag (refereegranskat)abstract
- This paper describes the design process and user evaluation of an outdoor educational mobile augmented reality application. The main goal was to enhance and augment the experience of a visit to a culturally significant place, the childhood home of the children's book author Astrid Lindgren. Visiting sites of historical significance is not limited to the cultural experience itself, but can be seen as an opportunity for learning and exploring a place as it is now and as it has been in past times. By investigating the two design dimensions place and time, our application was conceived as a treasure hunt, where users activate content by moving between places and pointing the mobile device in different directions or at different markers. The application was field tested with mixed groups of children and adults. The evaluation indicates that the prototype did encourage both learning and exploring, which also was the design objective.
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| 5. |
- Szczepanski, Anders, 1954-, et al.
(författare)
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Lärares uppfattningar av lärande och undervisning utomhus
- 2011
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Ingår i: Didaktisk Tidskrift. - 1101-7686. ; 20:1, s. 21-48
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- I denna artikel redovisas lärares uppfattningar av begreppet utomhuspedagogik.Inledningsvis belyses utomhuspedagogiken utifrån ett teoretiskt perspektiv,med en översikt över tidigare forskning inom området. Denna empiriskastudie visar att begreppet är mångfacetterat med tydliga kopplingartill platsen för lärandet, objektet för och sättet att lära, men även till miljöoch hälsa. Alla respondenter anger vikten av autenticitet, det vill säga avupplevelser av fenomen i sin rätta miljö – kroppen, materien, naturen blirdirekta objekt för lärandet. Behovet av integrering av kroppsrörelse ochsinnlig erfarenhet i skolans ämnen exempelvis matematik och naturorienteringframhålls i respondenternas didaktiska exempel på lärande och undervisningutomhus.
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| 6. |
- Szczepanski, Anders, 1954-
(författare)
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Platsens betydelse för lärande och undervisning : ett utomhuspedagogiskt perspektiv
- 2013
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Ingår i: NorDiNa. - : Naturfagsenteret. - 1504-4556 .- 1894-1257. ; 9:1, s. 3-17
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Tidskriftsartikel (refereegranskat)abstract
- The study describes how 19 teachers linked to preschool and comprehensive school experience the importance of place for learning and teaching in an outdoor educational context. The methodological approach is phenomenographic. The semi-structured interviews are based on pictorial material intended to illustrate different physical learning environments. Nine categories and four place-related perspectives can be distinguished. The result shows that there is sometimes a didactic uncertainty around places for teaching and learning outside the classroom walls. The availability of different places in the outdoors, a woodland environment and natural materials is seen as meaningful complements in teaching. Town settings, parks and industrial landscapes are to a lesser degree perceived as learning environments. The study shows the experience of teachers using other contexts for learning and teaching than the classroom. Outdoor education is experienced as a place-related toolkit with opportunities to integrate different subjects and anchor teaching in the real world.
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