<p>The purpose of the study was to investigate how teaching for transfer of learning was built into a month-long outdoor experiential education course within a semester long study abroad program and to address the extent to which student perception of learning gains could be transferred for use in future courses and for later in life. From a program planning and evaluation perspective it was also important to determine what types of activities and experiences within the course were instrumental in helping students to develop concepts and skills that could be transferred to life after the course. This research quantifies the frequency and consistency of teaching for transfer events using a tool based on research by a social psychologist (Haskell, 2001) and an outdoor experiential educator. (Gass, 1990) Student perception of learning gains were measured at the end of the course with the SALG assessment tool. (Seymour, Wiese, Hunter, & Daffinrud, 2000)</p><p>This research is an ethnographic case study of an expedition field course (EFC) entitled Human Rights and the Environment: Rivers, Dams and Local Struggles at the Institute for Sustainable Development Studies (ISDSI) based in Chiang Mai, Thailand, which included intensive language instruction, expedition field studies, and leadership opportunities to enable students to study the relationship between culture and ecology. Students studied problems of a global scale by learning about local issues with the intent that the program at ISDSI aims to “develop committed leaders for a sustainable future”. (Ritchie, 2006, p. 1) It is a response to the call for educational programs in the field of outdoor and experiential learning to examine the benefits and outcomes of course offerings. (Ewert, 1996; Hattie, Marsh, Neill and Richards, 1997; Holman and McAvoy, 2005)</p><p>Through a qualitative look at observation data, recommendations were made to increase the capacity for this ISDSI course to promote the transfer of learning. Some suggestions include expanding the use of systems thinking and examples of individuals who are masters of transfer thinking into course design, heightening culture and ecology connections through increased use of guided facilitation, integrating individual goal setting, and expanding internal assessment and staff development possibilities.</p>

<p>This research investigates and reveals the condition of outdoor education (ODE) in general in two specific countries, Cyprus and Sweden. Some more specific questions that this research tries to answer are:</p><p>· What are some differences in ODE development between Sweden and Cyprus?</p><p>· What are the opinions of teachers in Cyprus and Sweden with respect to ODE?</p><p>· What are the conditions in Swedish and Cypriot schools that affect the development and implementation of ODE in schools? </p><p>· What are some future plans for ODE in Cyprus based on these results?</p><p>For the conduction of this research questionnaires were delivered and filled out from teachers of primary school for each country. The questionnaire was consisted from sixteen questions and includes two types of questions, ordinary scale questions and a combination if ordinary scale question with open type questions.</p><p>The outcomes of the research generally show a positive attitude from behalf of the teachers towards ODE and a bigger acquaintance of Swedish teachers with the subject in compared to Cypriot teachers.</p><p>However teachers seem to have also some reservations towards some issues concerning ODE. The research also reveals the gap in the field of training opportunities-especially in Cyprus, and also the teacher’s belief in the importance of training. The important role of factors like tradition, culture and different educational systems in the two countries concerning ODE is also stress out. Taking in mind the outcomes some comments and suggestions for future plants are discussed. </p>

<p>Denna fenomenografiska studie är tredelad och speglar sju lärares uppfattningar om lek, lärande och plats i förskola och förskoleklass. Metoden är kvalitativ, och syftet är att visa hur lärare uppfattar kopplingar mellan lek - lärande - plats i praktikkontexten. Informationen samlades in via intervjuer och verksamhetsbesök. Resultaten av undersökningen visar att det finns plats för lek och lärande i växelverkan mellan inomhus- och utomhusmiljön i förskola och förskoleklass. De flesta lärare pekar på en naturlig och självklar koppling mellan lek och lärande i sina språkliga beskrivningar, medan kopplingen till platser inte är lika tydlig vid en jämförelse. Det finns behov av att ett ökat forskningsintresse riktas mot den fysiska miljön i förskola och skola, där platsens betydelse för lärande genom lek lyfts fram och fördjupas.</p><p>Studien visar att aktiva lekande lärare, som vågar öppna upp verksamheten i tid och rum, delar in barnen i mindre grupper, hittar nya pedagogiska lösningar. Uppsatsen pekar på gröna miljöers betydelse för att utveckla lek och lärande. Det måste finnas plats</p><p>för både lugna och vildare rörelselekar i förskola och f-klass. Om den pedagogiska verksamheten skall utvecklas enligt läroplanens intentioner, behöver den fysiska miljön tas tillvara utifrån ett helhetsperspektiv på lek och lärande.</p>

<p>In this essay, I have interviewed four pedagogues from three preschools whit different pedagogical purposes. The purpose was to find out how they work with mathematics outdoor. In addition to interviews, I have conducted observations at each preschool. The different preschools are one traditional, one Reggio Emilia and one “all weather” (Friluftsfrämjandet) preschool. All the preschools were often out and then they used the natural materials like stones, sticks, leaves and fir cones when they were in the forest or in the play yard. During wintertime they used the snow too stamp and looked at the pattern that showed under the shoes. Did the pattern vary depending on shoe type? It is important that the pedagogues work on the supposition of the child and their interests and curiosity. When they are using different things that the children recognizes it is easier for them to go from the concrete to the abstract. The children’s learning and development occur in interaction with the pedagogue and the other children. All of these take place in the everyday consistency that the children can relate too. This is supposed to lead to lifetime learning (Lpfö 98). One of my conclusions is that it is a difference between the preschools in what they consider the important mathematical activities. There is a difference in whether they focus on counting, geometry, or pattern. </p>

<p><strong>Sammanfattning</strong><strong></strong></p><p> </p><p>Det talas just nu mycket om utomhuspedagogik. Med utomhuspedagogik menas då att undervisningen flyttas ut ur klassrummet, för att lära i, och av, omgivningen. Men är utomhuspedagogiken ett viktigt pedagogiskt verktyg i årskurs 3-5 eller är det bara utelek? För att ta reda på det har jag genomfört en enkätundersökning bland lärare som arbetar i årskurs 3-5 över stora delar av Sverige. Av 105 utskickade enkäter har 40 stycken besvarats. Deras svar har jag sedan jämfört med mina skriftliga källor. Resultaten från enkäterna överensstämmer mestadels med de fakta som jag har fått från litteratur och internetkällor. Lärarna uttrycker dock fler problem med utomhuspedagogiken vilket är naturligt eftersom de verkar i verkligheten, medan skriftliga källor i första hand vill inspirera till utomhuspedagogik. Sammanfattningsvis kan svaren utläsas som att man bör använda sig av utomhuspedagogik inom NO-ämnena. Man kan använda sig av utomhuspedagogik i samtliga ämnen, det är bara fantasin och möjligtvis gruppstorleken som sätter gränser. Att säga att utomhuspedagogiken är ett måste, är väl lite att ta i, men rätt använt är utomhuspedagogiken betydligt mer än bara utelek. Utomhuspedagogiken är ett bra komplement till undervisningen i klassrummet som ger möjligheter till att arbeta med skolans alla kursplaner och socialt samspel, samtidigt som eleverna får frisk luft, motion och tränas i att själva söka sin kunskap.</p><p> </p><p>Nyckelord: Utomhuspedagogik, undervisning, skola, natur</p> / <p><strong>Abstract</strong></p><p> </p><p>Nowadays there is a lot of talk about outdoor education. Outdoor education means to move the education out of the classroom, to let the pupils learn from, and in, their surroundings. My question is if outdoor education is an important methodology when you work with pupils 9-11 years old, or is it only outdoor playtime? To answer that, I have sent questionnaires to teachers who work in year 3-5 over most parts of Sweden. I sent out 105 questionnaires, and got 40 answers. Afterwards I have compared the teachers’ answers with my written sources. The outcome of the questionnaire corresponds in most cases with the facts that I got from literature and internet sources, even if the teachers can see more problems with outdoor education. This seems naturally as they work in the real world, and books mostly want to inspire teachers to work with outdoor education. In summary the result shows that you ought to use outdoor education in science subjects. You can use outdoor education in all subjects, only your imagination and maybe the size of your group will set the limits. You cannot say that you have to use outdoor education, but correctly used the outdoor education is much more than just outdoor playtime. Outdoor education is a good complement to the education within the classroom. It provides opportunities to work with all the curriculums and with social teamwork. In addition the pupils get fresh air, exercise and learn how to search their own knowledge.</p><p> </p><p>Keywords: Outdoor education, teaching, school, nature</p>

<p>Mitt intresse för utomhuspedagogik har väckts under min lärarutbildning, speciellt på min verksamhetsförlagda utbildning där jag kunde observera hur utomhuspedagogiken används i skolan.</p><p>Syftet med studien är att undersöka vad utomhuspedagogik innebär för lärare, vilken inställning de har till elevernas inlärning inomhus respektive utomhus, anser de att utomhuspedagogik bidrar till elevers större förståelse för NO ämnen, i vilken utsträckning de använder utemiljön i sin NO undervisning samt vilka målsättningar lärare har för elevers lärande i utomhusmiljön.</p><p>Metod som jag har använt i min undersökning är den kvalitativa intervjumetoden där sex lärare har fått möjlighet att svara på ett antal frågor som handlar om utomhuspedagogiken och på det sättet fick de framhäva sin ställning och sina tankar.</p><p>Resultaten av min undersökning visar att majoriteten av de intervjuade lärarna har positiv inställning och uppfattning om utomhuspedagogiken samt att mer än hälften använder den i sin undervisning. Studien visar bland annat att olika metoder, avsikter och sammanhang varierar. Resultaten visar även att de lärarna som inte använder så mycket utomhusundervisning har angett tidsbristen och schemaplaneringen som orsak.</p> / <p>My interest for outdoor education has been awakened under mine education as teacher, especially during my practical training periods. There might I observed how the outdoor education was using in the school.</p><p>The aim of this study was to examine what outdoor education implies for teachers and which attitude they have to the students learning indoors respective outdoors education. I wondering if teachers deem that the outdoor education contributes to student’s major appreciation of science, in which extent they applies the outdoor environment in science tuition and what teacher want to attain with students learning in outdoor environment.</p><p>Method that I have used in my examination is the qualitative interview method there six teacher have got possibility to reply on a number of questions about outdoor education. In this manner they get explain theirs attitude and theirs minds about that.</p><p>The results of mine examination presents that the majority of the interviewer teachers have a positive attitude and appreciation about outdoor education and that more than half applies that in science tuition. The study further shows that the methods, intentions and context vary. The results presents even that teachers, who’s not applies outdoor education so much in science tuition had indicated lack of time and scheme planning as reason for that.</p>

<p>Syftet med denna uppsats är att bidra med kunskap om vilken roll</p><p>utomhuspedagogik kan ha i undervisning i grundskolans tidigare år. Jag</p><p>undersöker vad utomhuspedagogik innebär ur ett didaktiskt perspektiv.</p><p>Genom kvalitativa intervjuer med fyra pedagoger, tar jag reda på hur lärare</p><p>uppfattar att de använder sig av utomhusmiljön i undervisningen.</p><p>Jag kommer fram till att utomhuspedagogik erbjuder unika möjligheter inom</p><p>didaktikens olika områden och har förmåga att göra en helhet av de olika</p><p>didaktiska frågorna, vad, hur och varför. Lärarna motiverar utomhusvistelse</p><p>genom att referera till hur barn lär sig, snarare än vad som ska läras ut.</p><p>Resultatet visar ett fokus på skogsupplevelser, vilket begränsar</p><p>utomhuspedagogikens möjligheter till varierade autentiska utgångspunkter.</p><p>Genom att vara medveten om utomhuspedagogikens didaktiska syfte tas</p><p>dess potential till vara.</p> / <p>The purpose of this essay is to contribute knowledge about which role</p><p>outdoor education can have in teaching in primary education. I examine</p><p>what outdoor education implies from a didactic perspective.</p><p>Through qualitative interviews with four teachers, I find out how teachers</p><p>perceive their use of outdoor environment in their teaching.</p><p>I reach the conclusion that outdoor education offers unique opportunities</p><p>within the different areas of didactic and it has the ability to get a total</p><p>impression of the didactic questions, what, how and why. The teachers</p><p>justify outdoor activities by referring to how children learn, rather than what</p><p>should be taught. The results show a focus on experiences in the woods,</p><p>which limits the opportunities of outdoor education for various authentic</p><p>starting points. By being aware of the didactic purpose of outdoor education</p><p>it is possible to take care of its potential.</p>

Children with concentration difficulties are to a great extent a problem in schools and therefore it becomes interesting to see how possibilities around these children can appear in pre-school. From a pre-school teacher’s perspective, the study aims to provide a deeper understanding of how outdoor education can influence children with concentration difficulties. The method of the study is a qualitative research run-up with interviews that intends to describe pre-school teachers’ views. What we applied for requires experience-based answers, and therefore, pre-school teachers with at least a couple of years experience of daily pre-school activity were selected. The result shows, among other things, how outdoor education is an important part of daily activities. Specific for children with concentration difficulties, outdoor education gives increased  possibilities for movement, fresh air and recovery. The concept of concentration difficulties is not used in pre-school in order to describe these children. In connection with outdoor education there should be rich variations of outdoor environment. In conclusion reflected outdoor environment that provides both free play and planned activities gives children with concentration difficulties possibilities to increase their power of concentration. / Barn med koncentrationssvårigheter är ett framträdande problem i skolor och därav blir det intressant att se hur utvecklingsmöjligheter kring dessa barn kan ske i förskola. Studiens syfte är att utifrån ett förskollärarperspektiv undersöka hur utomhuspedagogik kan påverka barn med koncentrationssvårigheter. Den metod som ligger till grund är en kvalitativ forskningsansats med intervjuer vilka avser att beskriva förskollärares uppfattningar. Den kunskap vi sökt kräver erfarenhetsbaserade svar och därför valdes respondenter bland förskollärare med minst ett par års erfarenhet av daglig förskoleverksamhet. Resultatet visar bland annat att utomhuspedagogik uttrycks vara en väsentlig del av verksamheten. Specifikt för barn med koncentrationssvårigheter ger utomhuspedagogiken ökade möjligheter till rörelsebehov, frisk luft och återhämtning. Begreppet dessa barn. I samband med utomhuspedagogik bör det finnas variationsrika utemiljöer. En slutsats som kan dras från detta är att en, av förskollärare, reflekterad utomhusmiljö med både fri lek och planerade aktiviteter ger barn med koncentrationssvårighetermöjligheter att få ökad koncentrationsförmåga.

Women have played important roles in different working areas and have raised their voices in the labor force. Outdoor Education sector is not an exception. More and more female teachers-leaders have dedicated their lives in the reforming process of education in general and in Outdoor Education in specific. This study examines the participation of female teachers-leaders in Outdoor Education sector to see an overview of their achievements and contributions in this field. Eleven outdoor teachers-leaders answered questions displaying the motivation and the enhancement of women’s participation in Outdoor Education sector as leaders. Through semi-structured interviews, the participants revealed their opinions towards their current occupations and their future expectations and promotions as well as the effects of childhood memory on people’s attitudes. Results show optimistic visions for the participation of female teachers-leaders in Outdoor Education sector. The results also exhibit the imbalance of the participation of female teachers-leaders in different levels of Outdoor Education sector. There are more outdoor schoolteachers but less female leaders in outdoor adventurous pursuits. To keep the balance of female teachers-leaders in different levels of Outdoor Education is to create more chances for women to challenge themselves and to give students opportunities to interact with the diversity of outdoor teachers-leaders regardless race, age and gender.

Syftet med detta arbete är att studera utomhusundervisning inom biologiämnet i grundskolans senare år. Arbetet syftar även till att fastställa Ekobussens roll i utomhusundervisningen. Frågeställningarna lyder som följande: •Vilken inställning har lärare till utomhusundervisning inom biologi? •Vad finns det för fördelar och nackdelar med utomhusundervisning? •Vad får elever ut av utomhusundervisning? •Hur använder sig lärare av Ekobussen och vilken inställning har de till den? För att få svar på dessa frågor genomfördes en enkätundersökning med lärare och elever samt djupintervjuer av tre lärare. Resultatet i undersökningen visar att både lärare och elever anser att utomhusundervisning inom biologiämnet inte bedrivs i tillräcklig utsträckning. Orsaker till detta är bland annat osäkerhet hos lärare, brist på bra exkursionsplatser i närområdet samt att det är schematekniskt svårt att få tid att komma ut. Undersökningen visar att de stora fördelarna med utomhusundervisning inom biologi är att eleverna anser sig koppla teoretisk och praktisk kunskap samman samt att många sinnen stimuleras vilket underlättar inlärningen. / The purpose of this work is to study outdoor education in biology, in the later years of compulsory school, and to investigate the role of “Ekobussen” in outdoor education. The questions at issue runs: •What do teachers think about outdoor education in biology? •What benefits and disadvantages are there with outdoor education? •What do the pupils gain by outdoor education? •What are the attitudes of “Ekobussen” by teachers and how do they use it in their work? To answer these questions we handed out a questionnaire to both teachers and pupils, and we also interviewed three teachers. The result of the investigation shows that both teachers and pupils believe that they are not having enough outdoor education in biology. The causes of this are among other things; unsure teachers, no good outdoor areas to examine in the immediate surroundings of the school and lack of time. The investigation shows that the greatest advantages of outdoor education in biology are that the pupils feel that they can connect theoretical- and practical knowledge and that many senses are stimulated which facilitates learning.