The study is of qualitative research method, where the interviews are the main material for the study. This study aims to analyze teachers and pupils perspectives on outdoor education in the early years of the elementary school. The main reason for this study is that all the literature in the area tends to lift up the positive aspects of the field. While the practice of education tends to go the other way, where the majority of our children’s classes takes place inside the classrooms. Thus we are left with a contradictory school environment. To examine the reasons why outdoor education gets the role (or lack of role) it gets I have formed these questions as guidelines: In what way does teachers use outdoor education? Where does the school board stand in the issue? How do teachers reflect on their own teacher training, and what role did outdoor education play? What do the students think about outdoor education? What perspectives of the term “learning” do the students have? The result of the study is that the lack of education for the teachers, and the fear of not having the time to do all that needs to be done lead to a culture in schools where outdoor education gets prioritized beneath other forms of learning, thus gets a lower status.

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Thesis (M.Ed.)--Regis University, Denver, Colo., 2007. / Title from PDF title page (viewed on Oct. 30, 2007). Includes bibliographical references.

Thesis (M.S.)--Oregon State University, 2000. / Typescript (photocopy). Includes bibliographical references (leaves 62-65). Also available on the World Wide Web.

The advent of the Scottish ‘Curriculum for Excellence’ created a new paradigm of outdoor education. The term ‘outdoor learning’ found more common parlance as a reflection of contemporary discourse with renewed focus on curricular breadth and progression in outdoor education. This thesis examines these changes through the lens of educational policy analysis. The study bridges the gaps between literature in the fields of outdoor education, public policy making and curriculum theory to present a broad and historical analysis of the processes for the policy development of outdoor learning in Scotland. The methodological approach is grounded in the philosophy of pragmatism, and combines desk based research with data analysis of thirteen interviews with key policy actors. The findings identify health as an early policy driver and a prelude to later policy agendas including ‘character training’, work and employment. The processes for change in outdoor education policy are influenced by ‘galvanising events’ and via a ‘policy corridor’ of outdoor education advocates. Post Scottish devolution, the work of advisory groups has been a key influence in resolving what is identified as a ‘policy squeeze’ on outdoor learning. The research has implications for effective lobbying and understanding the processes for policy growth in outdoor learning.

This study was conducted to examine the perceived development of the Wilderness Education Association's (WEA) 18-point curriculum by National Standards Program (NSP) course graduates. Nationally, there are no mandatory requirements to meet to become an outdoor leader or guide. Successful completion of the WEA NSP certifies the graduate as an Outdoor Leader through the WEA. Participants for this study were administered a survey requesting demographic information. The survey also consisted of a Lickert scale asking participants to what degree they perceived development of the WEA 18-point curriculum during the NSP course in which they participated. Results indicate that overall the curriculum was rated between "greatly developed" and "somewhat developed". The results also indicated that course structure might play a significant role in the development of the 18-point curriculum. While females ranked overall development the highest, there was not a statistical significant difference in the development of the WEA 18-point curriculum between males and females in this study.

Syftet med följande arbete är att undersöka betydelsen av utedag ur ett pedagogiskt perspektiv genom en studie av utedagar på min partnerskola, klass 2-3. Arbetet ger en teoretisk översikt över fenomenet utomhuspedagogik. Med hjälp av intervjuer ville jag undersöka elevers och pedagogers uppfattningar om utedagar ur ett lärandeperspektiv och koppla resultatet till teori. Sammanfattningsvis pekar resultaten av min undersökning på att pedagoger och elever har en positiv inställning till utedagar. Eleverna är medvetna om att en utedag innebär undervisning ute och upplever att de lär sig en mängd olika saker. Utedagar som ett komplement till övrig undervisning är värdefull för både pedagoger och elever i ett pedagogiskt perspektiv. / The aim of this essay is to study the importance of the outdoor classroom from a learning perspective thru a study of outdoor activities at my partnerschool, class 2-3. The essay gives a theoretical view on the phenomena outdoor education. I have thru inteviews examined teachers and pupils perceptions of outdoor activities from a learning perspective and connected the result to theory. The results of my examination show that pedagogues and pupils have a positive attitude towards outdoor education. The teachers experinced that they are able to widen the scientific understanding and experince of pupils. The pupils see a day with outdoor activities as a day with learning and teaching outdoors and experince that they learn a lot of different things. Informal, non-classroom-based contexts make an important contribution to learning for the pupils. The oputdoor classroom as a complement to the indoor classroom is valuable to both pedagogues and pupils in a learning perspective.

3 pp. / Finding foods to bring on a camping or hiking trip may seem challenging. Not only do they need to be nutritious, but they must also leave minimal waste so you can leave the environment just as you found it. Whole foods (such as fruits, nuts, and vegetables) tend to be better choices than processed foods (such as single-use yogurts or pre-packaged cereal bars) since they tend to be rich in nutrients and produce minimal waste. Finding reusable and recyclable ways to package your foods may also help cut down your impact on the environment.

Social researchers have independently investigated behaviors in voluntary association membership and participation in outdoor recreation activities. A small amount of scholarly work has theorized a link between activity in voluntary associations and recreation behavior. These studies have concentrated on the associational affiliations of outdoor recreationists, and their concern for the environment. The purpose of this study was to determine if differences exist between outdoor recreationists who are members of environmental/outdoor recreation voluntary associations, and those who are nonmembers. Organizational membership was designated as the dependent variable. Independent variables were designed to assess (1) incentives for voluntary association membership, (2) motivations for participation in outdoor recreation activities, (3) environmental concern, and (4) social class. A random sample of outdoor recreationists was drawn from the California membership of a large recreational equipment cooperative (R.E.I. Co-op). Data were collected by mail survey. Of the 1500 questionnaires sent, thirty-four were undeliverable, and 1085 were returned for a response rate of 74.0 percent. The sample reflected a substantially higher organizational membership level than the general population with a forty percent membership rate. Members were differentiated from nonmembers by significantly higher ratings on (1) instrumental incentives (public goods) for membership in voluntary associations, (2) intellectual motivations for participation in outdoor recreation, (3) environmental concern, and (4) age and education level. A discriminant function analysis identified instrumental incentives as the most powerful predictor of organizational membership. Results indicated public goods are a primary incentive for outdoor recreationists to join voluntary associations. This suggests a need to re-define instrumental benefits in light of the personal values associated with them. A common thread of intellectual pursuit distinguished members from nonmembers. Intellectual motivations for outdoor recreation, education level, age and environmental concern provided evidence that members are somewhat more oriented toward intellectual development, suggesting that environmental and outdoor recreation-related voluntary associations might benefit from focusing on the educational benefits of membership, and directing promotional communications through channels used by outdoor recreationists. Given the findings of a strong relationship between outdoor recreation and voluntary association membership, further scholarly work should concentrate on the instrumental and intellectual benefits of both behaviors to promote understanding of their synergy.

Flera forskningsrapporter visar att utomhusmatematik kan vara en effektiv och kompletterande metod till den traditionella matematikundervisningen. Vår erfarenhet är att utomhusmatematik inte tillämpas i så stor utsträckning i dagens skola. Syftet med studien är att undersöka lärarnas inställning till val av undervisningsmetod i matematik samt att få en ökad inblick i vilka faktorer som påverkar detta val. Frågeställningen som ligger till grund för studien är: Vilka faktorer påverkar om en lärare använder sig av eller inte använder sig av utomhusmatematik i sin undervisning? Internationella studier visar att svenska skolelevers resultat i matematik har försämrats. För att höja kvaliteten i matematikundervisningen och få en ökad måluppfyllelse bland eleverna pågår en satsning för matematikutveckling i svenska skolor. Vår studie utgår ifrån en enkätundersökning bland utbildade lärare i grundskolans tidigare år vid fyra skolor i två mindre kommuner. Resultatet visar att alla respondenter anser att utomhusmatematik såväl som traditionell matematikundervisning i klassrummet är effektiva metoder. De faktorer som respondenterna tog ställning till i enkäten och som visade sig påverka deras val av undervisningsmetod i hög grad var eget intresse och yrkeskompetens. Faktorer som påverkade lärarna i låg grad var föräldrarnas åsikter och skolledningens satsning. Vidare såg man att lärarnas utbildningsbakgrund inte hade någon avgörande betydelse för val av undervisningsmetod. Utmaningen framöver handlar om att få lärarna att känna sig trygga i sin yrkesroll för att våga pröva nya former i sin matematikundervisning. / Several research papers show that outdoor teaching in mathematics can be an effective and complementary method to traditional mathematic teaching. Our experience is that outdoor math does not apply much in today’s schools. The aim of this study is to investigate teacher’s attitudes towards the choice of teaching methods in mathematics and to get a greater insight into what factors influence this choice. The issue underlying the study is: What factors that affects whether a teacher uses or does not use outdoor mathematics in their teaching? International studies show that Swedish students results in mathematics have deteriorated. To improve the quality of mathematic teaching and get a greater fulfilment among students, an effort for mathematics development in Swedish schools is ongoing. Our study is based on a survey among trained teachers in primary school at four schools in two small municipalities. The result shows that all respondents consider that both outdoor mathematics as well as traditional mathematic teaching in the classroom are effective methods. The factors that affect respondents´ choice of teaching methods are very much personal interest and professional skills. Factors affecting teachers in low grade were the parents' view and school management initiative. Furthermore, it was seen that teachers' educational background not had a major influence on choice of teaching method. The challenge ahead is to get teachers to feel confident in their professional role for daring to try new forms in their teaching mathematic.