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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
181

Den resande eleven : folkskolans skolreserörelse 1890-1940 / The travelling pupil : the school journey movement in Sweden

Rantatalo, Petra January 2002 (has links)
This dissertation describes the introduction and development of school journeys within the Swedish elementary schools during the period 1890 to 1940. The study focuses on how the jour­neys were perceived, organised and performed by elementary school teachers and their pupils. The development of school journeys is mainly due to two different organisations: The Elemen­tary School Teachers of Sweden (Sveriges allmänna folkskollärarförening, SAF) and the Swe­dish Tourist Association (Svenska Turistföreningen, STF). The latter started to support school journeys performed by elementary schools in 1898, by allowing teachers to apply for economic benefits. SAF, on the other hand, helped the development of journeys through the production of guidelines. They also appointed a special School Journey Committee 1899 that were to pro­mote school journeys, and they introduced special youth hostels for travelling school-classes in about 50 cities in Sweden during 1897-1930. School journeys were introduced in Sweden in 1894. The term was used to describe longer journeys taken by school children under the direction of teachers. Its intention was to give the pupil direct experience of the work that had been done in the classroom. The subjects that were dealt with in school, geography, history and nature studies, were thus objectified during the journey. Children were to see and experience such things that hitherto had been nothing but names. In this dissertation the different purposes of the journeys are discussed and it is argued that the journeys became a mean to translate into practise some of the progressive educational prin­ciples that Swedish progressive educators discussed at the end of the nineteenth century. These principles included that education should be based on direct observation, that it should pro­mote self-activity and that it should give the pupils a sense of the national community and shape their national identity. The study consists of three parts. The first part deals with the origin of school journeys and the educational principle of direct observation. The second part presents the ways the notion of school journeys were translated into practise. The third part discusses the image of Sweden that was presented to the children, through the journeys. / digitalisering@umu
182

Academic Teachers' Perceptions and Experiences of Outdoor Education

Oikonomou, Sofia January 2012 (has links)
Outdoor education constitutes an alternative teaching approach that is characterized by authentic experiences and activities in outdoor natural and cultural landscapes. As a relatively new and progressive teaching method, it tries to find and consolidate its place within the existing educational system. The current thesis explores Greek academic teachers’ perceptions and experiences in the field of outdoor education. More specifically, eight academic teachers from a Greek university express their views about outdoor education and report their experiences in outdoor lessons. Through a qualitative approach, this research includes analysis of data extracted from semi-structured interviews with the academics. From the thematic analysis of the data four themes emerged that illustrate teachers’ opinions. The results of the research revealed academic teachers’ basic knowledge on the field of outdoor education, as they presented some well-aimed examples of main characteristics of the approach. Moreover, they reported limited previous outdoor experiences with their students and perceive outdoor lessons as any action outside the typical classroom, attributing higher importance to outdoor activities performed in cultural rather than natural landscapes. Also, academics acknowledged several benefits that outdoor education provides to their students such as the stimulation of all their senses, the connection of theory with practice and the promotion of social relations. In addition, they attributed significant importance to both the experiential approach to learning and to the connection with nature that outdoor lessons provide. Nevertheless, academic teachers highlighted many barriers that inhibit their efforts to apply outdoor lessons such as lack of time and appropriate places, inadequate infrastructure, human resources as well as insufficient pedagogical training and preparation. Concluding, what seems to trouble academics most is the prevailing educational culture inside schools and universities as well as teachers’ and academic teachers’ attitudes. The above findings contribute to the current limited scientific knowledge concerning the practice of outdoor education in the higher level of education. Last but not least, further qualitative research is a prerequisite in order to study the origin of the perceptions and attitudes of Greek academics and comprehend the socio-cultural and educational context in which these have been formed.
183

Outdoor education as a tool forimmigrant learning: : An action research study

Simpson, James January 2008 (has links)
In what ways can outdoor education be used when teaching immigrants the language of their new country? There is aneed to both concretise grammar teaching and diversify teaching methods to bring language acquisition closer to reallife situations. By using action research a collaborative study was made with four Finnish teachers in four immigrantlanguage classes by implementing a series of lessons using outdoor education. Focussing on the teacher’s experiencequalitative interviews were conducted both before and after the collaborative outdoor lessons. This was supported byobservation and student verbal and written evaluation. Both positive and negative aspects of outdoor education were explored in relation to how effective it is as a teachingmethod and as a method of cultural assimilation and group socialisation. Outdoor education was found to support a sense of group inclusion and strengthen collective group experience.Difficult concepts were dealt with in a more tangible manner which specifically benefited weaker students. Byexploring the unfamiliar as a group in a supportive environment constructive outcomes were gained. Being outdoorsand using natural materials democratised the cultural meeting. Peer collaboration was demanding but fruitful andshould be used more as a developmental tool in education.
184

Matematik i förskolan : Hur arbetar pedagoger med matematik utomhus på förskolor med olika pedagogiska inriktningar (traditionell, i ur och skur och Reggio Emilia)? / Mathematics at the preschool : How do preschools with different pedagogic philosophies work with mathematics outdoor?

Eriksson, Evalott January 2010 (has links)
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.
185

Är utomhus barnens arena? : En studie om några förskollärares uppfattning av utomhuspedagogik som pedagogisk arena för barns lärande

Ekelund, Sofia, Karlsson, Sofia January 2011 (has links)
Syftet med studien var att belysa hur några förskollärare ser på och förhåller sig till begreppet utomhuspedagogik och hur dessa tankar tar sig uttryck i samband med barns lärande i förskolan. En fenomenografisk forskningsansats låg till grund för studien och med hjälp av kvalitativa intervjuer har empirin samlats in. Sammanlagt har åtta förskollärare intervjuats på olika förskolor. I bakgrunden tas olika definitioner av begreppet utomhuspedagogik upp och det redogörs för olika tvärvetenskapliga perspektiv på utomhuspedagogik.   I resultatet framkommer förskollärarnas uppfattning om utomhuspedagogik där platsen för lärandet framhålls - lärande utomhus var utomhuspedagogik. Resultatet visade att förskollärarna ser främst till var lärandet sker och inte till hur, när och varför lärande sker utomhus i deras syn på begreppet. Tydligt blev förskollärarnas strävan efter att arbeta pedagogiskt utomhus utifrån olika ämnen och läroplanens mål. Resultatet visar på att inomhus- och utomhusmiljön anses vara delar av en hel lärandemiljö. Utomhus får barnen möjligheter att lära med kroppen, sinnena och genom upplevelser. Förskollärarna ger uttryck för att barnen blir piggare och att det finns större möjligheter för rörelse och motorisk träning utomhus. Studien visade på att barnen ses som subjekt utomhus då de kan påverka sin utevistelse mer än tiden inomhus samt att leken fördjupas och kreativiteten ökar. Genomgående i resultatet är att förskollärarna uppfattar utomhusmiljön som en plats där barnens initiativ kan komma fram.
186

Utomhuspedagogikens påverkan på barn med koncentrationssvårigheter : En intervjustudie ur förskollärarperspektiv / The outdoor education's impact on children with concentration difficulties : An interview study from pre-school teacher's perspective

Bergenholtz, Sanna, Wall, Fanny January 2009 (has links)
<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.</p> / <p>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<em>.</em></p>
187

Biologiundervisning utomhus : En studie av utomhusundervisningen inom biologiämnet i grundskolans senare år. / Outdoor education in biology : A study of outdoor education in biology in the later years of compulsory school.

Johansson, Matilda, Hansen, Åsa January 2008 (has links)
<p>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:</p><p>•Vilken inställning har lärare till utomhusundervisning inom biologi?</p><p>•Vad finns det för fördelar och nackdelar med utomhusundervisning?</p><p>•Vad får elever ut av utomhusundervisning?</p><p>•Hur använder sig lärare av Ekobussen och vilken inställning har de till den?</p><p>För att få svar på dessa frågor genomfördes en enkätundersökning med lärare och elever samt djupintervjuer av tre lärare.</p><p>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.</p><p>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.</p> / <p>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:</p><p>•What do teachers think about outdoor education in biology?</p><p>•What benefits and disadvantages are there with outdoor education?</p><p>•What do the pupils gain by outdoor education?</p><p>•What are the attitudes of “Ekobussen” by teachers and how do they use it in their work?</p><p>To answer these questions we handed out a questionnaire to both teachers and pupils, and we also interviewed three teachers.</p><p>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.</p><p>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.</p>
188

Outdoor education as a tool for immigrant learning : An action research study.

Simpson, James January 2008 (has links)
<p>In what ways can outdoor education be used when teaching immigrants the language of their new country? There is a need to both concretise grammar teaching and diversify teaching methods to bring language acquisition closer to real life situations. By using action research a collaborative study was made with four Finnish teachers in four immigrant language classes by implementing a series of lessons using outdoor education. Focussing on the teacher’s experience qualitative interviews were conducted both before and after the collaborative outdoor lessons. This was supported by observation and student verbal and written evaluation.</p><p>Both positive and negative aspects of outdoor education were explored in relation to how effective it is as a teaching method and as a method of cultural assimilation and group socialisation.</p><p>Outdoor education was found to support a sense of group inclusion and strengthen collective group experience. Difficult concepts were dealt with in a more tangible manner which specifically benefited weaker students. By exploring the unfamiliar as a group in a supportive environment constructive outcomes were gained. Being outdoors and using natural materials democratised the cultural meeting. Peer collaboration was demanding but fruitful and should be used more as a developmental tool in education.</p>
189

Outcomes associated with Outward Bound and NOLS programs a means-end study : a thesis /

Pronsolino, Daniel T., Goldenberg, Marni, January 1900 (has links)
Thesis (M.S.)--California Polytechnic State University, 2009. / Mode of access: Internet. Title from PDF title page; viewed on Jan. 8, 2010. Major professor: Dr. Marni Goldenberg. "Presented to the faculty of California Polytechnic State University, San Luis Obispo." "In partial fulfillment of the requirements for the degree [of] Master of Science in Agriculture, with specialization in Recreation, Parks, and Tourism." "December 2009." Includes bibliographical references (p. 80-88).
190

A longitudinal study of the outcomes from participation in wilderness adventure education programs a thesis /

Cummings, Jason Phillip. Goldenberg, Marni, January 1900 (has links)
Thesis (M.S.)--California Polytechnic State University, 2009. / Mode of access: Internet. Title from PDF title page; viewed on December 10, 2009. Major professor: Marni Goldenberg. "Presented to the faculty of California Polytechnic State University, San Luis Obispo." "In partial fulfillment of the requirements for the degree [of] Master of Science in Agriculture." "December 2009." Includes bibliographical references (p. 105-113).

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