The purpose of my study was to examine how teachers in physical education experience different frame factors impact on their outdoor education and their choice of didactic approach. My study is based on Lundgren´s frame factor theory and Peitersen´s didactic learning model. I have used a qualitative research method to answer my questions. I have been using semi-structured interviews to interview six PE teachers who all teach at high school level. Based on my results we see that the teachers experience teaching hours and class sizes as the frame factors that mainly affect the outdoor education. Teachers often choose to split up the outdoor activities into sequences in order to achieve better learning. Based on my results the report concludes that the teachers experience outdoor education as a major part of physical education. They consider the organizational framework to be strenuous and to be something that requires careful didactic planning. / Syftet med min studie har varit att undersöka hur lärare i idrott och hälsa upplever olika ramfaktorers inverkan på sin friluftsundervisning samt deras val av didaktiskt tillvägagångssätt. Min studie lutar sig mot Lundgrens (1989) ramfaktorsteori samt Peitersens (2001) didaktiska inlärningsmodell. För att besvara mina frågeställningar har en kvalitativ forskningsmetod används. Jag har med hjälp av semistrukturerade intervjuer intervjuat sex idrottslärare som alla jobbar på högstadiet. Utifrån mina resultat ser man att idrottslärarna upplever undervisningstiden och klasstorlekarna som de ramfaktorer som påverkar friluftsundervisningen i störst grad. Lärarna väljer ofta en deluppbyggnadsundervisning när de ska lära ut friluftsliv i skolan. Utifrån mina resultat är uppsatsens slutsats att idrottslärarna upplever friluftsundervisningen som en stor del av ämnet. De anser att de organisatoriska ramarna är påfrestande och kräver en noga didaktisk planering.

The purpose with my project is to evaluate how Recreational Leaders use the outdoor environment, how much they use it and why. My method was to assemble the surveys which were answered nationally by Recreational Leaders. During my project I have investigated Recreational Leaders view on the outdoor environment by reviewing a survey. Those who answered the survey find that the desire to use the outdoor environment exists; they think that the benefits of moving the teaching process outside are plenty. The children receive fresh air, they get to practise manual ability and gross motor functions, stay healthy and are able to use their imagination and creativity. Economy, time, large children's groups and small premises are some of the reasons that prevent the Recreational Leaders to use the outdoor environment. They also think that the subject has a low priority when it comes to other pedagogues. The background fact which I have processed has presented both advantages and disadvantages with using the outdoor environment. / Syftet med mitt arbete är att ta reda på hur fritidspedagoger använder sig av utemiljön samt i vilken utsträckning och varför. Min metod var att sammanställa en enkät som ett antal fritidspedagoger runt om i landet besvarat. I mitt arbete har jag genom att bearbeta en enkät undersökt utemiljön och fritidspedagogers relation till denna. De pedagoger som besvarat enkäten anser att viljan till att använda utemiljön finns där, de anser att fördelarna med att flytta ut verksamheten till naturen är många. Barnen får frisk luft, tränar fin- och grovmotorik, håller sig friska och får utlopp för fantasi och kreativitet.  Ekonomi, tid, stora barngrupper och små lokaler är några av faktorerna som gör att fritidspedagogerna inte kan använda utemiljön i den utsträckning som de vill, men även visst motstånd från övriga pedagoger då de ansåg att ämnet hade låg prioritet. Den litteratur jag använt mig av talar främst om fördelarna med naturen men vissa författare har även tagit upp att det finns nackdelar med att använda utemiljön.

Thesis (MTech. degree in Education) -- Tshwane University of Technology, 2008. / Investigates the dynamics of the challenge education concept. It also looks at how to design a functional model for the implementation of challenge education at the Tshwane University of Technology.

Syftet med min studie är att undersöka varför föräldrar väljer att ha sitt barn på en I ur och skur-förskola. Är det föräldrarnas eget intresse eller värderingar som påverkar valet? I litteraturen framkommer det att den vanligaste orsaken till val av förskola är att förskolan ligger nära hemmet. Jag genomförde en enkätstudie med föräldrar ifrån två I ur och skur-förskolor med sammanlagt 36 respondenter. resultatet visade på flera argument till valet. Pedagogiken med mycket utevistelse, en mindre förskola, närhet till naturen samt ökad kunskap om djur och natur såg många föräldrar som avgörande för valet. Det som tydligt visades var att samtliga föräldrar hade I ur och skur-förskolan som förstahandsval när de sökte förskola. Men mer än hälften av föräldrarna i min studie uppgav att deras barns förskola inte är den förskolan som ligger närmast hemmet. / The aim of my study is to investigating why parents choose to have their child in a I ur och skur-preschool. Is it the parents own interests or values that influence the choice? According to the literature the most common reason of preschool choices is that the preschool is close to the family home. I conducted a survey with parents from two I ur och skur- preschools with totaly 36 respondents. The results showed several arguments for the election. The pedagogy with a lot of outdoor visits, a smaller preschool, closeness to nature and increased knowledge about animals and nature, saw many parents as crucial to the election. It was clearly shown that all parents had the I ur och skur- preschool as first choice when they applied for preschool. But more than half of the parents in my study reported that their child's preschool is not the preschool closest to home.

Syftet med mitt arbete är att ta del av pedagogers erfarenheter av att arbeta med sinnligt lärande på en gymnasiesärskola. Hur skapar pedagogerna en kreativ lärmiljö för sina elever? Använder de sig av några sinnliga lärmetoder och i så fall hur? Min metod består bl.a. avdeltagande observationer och semistrukturerade intervjuer i en etnografisk studie. Analysen har visat att innebörden av ett framgångsrikt pedagogiskt arbete med dessa ungdomar på gymnasiesärskolan kan ses som en god praktik där fenomen som individuella mål, erfarenhet, intresse, delaktighet, sinnligt lärande, upplevelse, synliggörande samt att lära av varandra är centrala och viktiga delar. Min uppfattning är att pedagogerna försöker variera sina lärmiljöer och använder sig av sinnliga lärmetoder i undervisningen. Hela läsårets löpande arbete läggs upp i olika tema-moduler där undervisningen sker både inne och ute i natur och kulturlandskap. För vidare forskning kan det vara intressant att ta reda på om lärdomar från en lärmiljö kan överföras till en annan lärmiljö, och om ungdomarnas sociala erfarenheter och lärande i sinnliga rum blir överfört till vardagen hemma eller till skolarbetet generellt. / The subject of my paper is to examine the experiences of teachers using a multi-sensory teaching approach when working with pupils with learning disabilities in upper secondary school. How can they create a creative learning environment for their students? Do they use any multisensory teaching methods and, if so, how? My methodology has mainly consisted in participating observation and semi-structured interviews in an ethnographic study. Analysis has shown that the significance of a successful educational effort with these young people at upper secondary school can be seen as a good practice, in which phenomena such as individual objectives, experience, interest, participation, multi-sensory learning, experiential learning, visualization and learning from each other, are central and essential elements. My view is that the teachers try to vary their learning environments and that they are using different multi-sensory teaching methods. All the day-to-day schoolwork is set-up in different theme modules, where teaching takes place both indoors and outdoors in wilderness and cultivated landscapes. For further research, it might be interesting to find out if the lessons learned from one learning environment can be transferred to another, and if the social experiences and lessons learned in multi-sensory environments will be transferred to the young people’s everyday home life or to their schoolwork, in general.

The overall aim with this study is to elucidate outdoor education as an education method and on the basis of that illustration to examine active educators vision on it as a way to motivate students' learning. This study is based on a literature component and a qualitative study through interviews five teachers.The results of the interviews show how to interpret the motivation and how to work with students' motivation. As well as outdoor education as part of the activity.  The interviews show the importance of outdoor education can be to increase students'motivation for learning. They also show the importance of outdoor education is for student learning and test scores have shown the effectiveness of student learning through outdoor education. It's about finding a balance between indoor and outdoor education pedagogy in order to find the motivation factor in its students. / Det övergripande syftet med denna studie är att belysa utomhuspedagogik som en undervisningsmetod och utifrån den belysningen undersöka verksamma pedagogers syn på den som ett sätt att motivera elevers lärande. Denna studie bygger på en litteratur del samt en kvalitativ studie i form av intervjuer med 5 pedagoger.  Resultatet av intervjuerna visar hur man tolkar motivation och hur man arbetar med elevers motivation. Samt utomhuspedagogik som en del i verksamheten. Intervjuerna visar på hur viktig utomhuspedagogiken kan vara för att öka elevers motivation till eget lärande. De visar även hur viktig utomhuspedagogiken är för elevers inlärning och provresultat har visat på effektiviteten av elevernas inlärning med hjälp av utomhuspedagogik. Det handlar om att finna en balans mellan inomhuspedagogik och utomhuspedagogik för att kunna finna motivationsfaktorn hos sina elever.

Today many children have limited experiences with the outdoors or nature. In most suburbs where people originate from many countries and have various ways of understanding nature is it perhaps in preschool that several children for the first time experience nature. This survey is qualitative and the main research methods are participant observations and interviews. The theories used in this study are mainly based on the thoughts of Dewey and Vygotskij as well as on ideas from outdoor education and different ways or ideas of understanding nature. The purpose with this study is to make clear in what ways nature is used by the teachers in preschool activities and how this work is done in preschools in multicultural suburbs. Questions at issue are: What way of understanding nature are the teachers trying to convey to the children? How is nature used in the ordinary outdoor activities by the preschool teachers? What are the teachers experiences of success and problems in this work? The conclusion is that nature is used in preschool activities in many ways. The most prominent ones are different types of learning for example subjects as mathematics and language or simply the experience of enjoying nature or the development of the childrens motor function and health. In these outdoor activities also the meeting between cultures, where Swedish as well as preschool traditions become clear, can be observed.

ACES is an integrated curriculum program that has been a part of the Yukon public education system since 1989. This study explores the impacts of this place-based outdoor education program on the participants‟ relationships with the environment. Interview and observation data were collected from 15 participants during a 13 day canoe trip on the Yukon River, which was the culmination of their semester long course. There were nine significant themes that emerged from the data that provide insight into the successes of the program and the impact it has on the students. The findings support the importance of outdoor education as a means for connecting young people with nature and as a catalyst for change and growth. They demonstrate the central role the teacher has in the success of the program and how the Yukon-centric focus promotes a connection with the local landscape resulting in concern for local environmental issues.

Mitt intresse för utomhuspedagogik har väckts under min lärarutbildning, speciellt på min verksamhetsförlagda utbildning där jag kunde observera hur utomhuspedagogiken används i skolan. 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. 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. 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. / 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. 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. 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. 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.

This collective case study analyzed the experiences of current and past participants of two experiential education programs for low-income inner city youth in order to understand how participants developed personally and socially through their participation. Drawing on research on risk and resilience, this study focuses on programs that attempt to provide inner city youth with ‘protective factors’ against risks they face. One case represents the experiences of participants in an arts education program and the other in an outdoor education program. At each research site, open ended, semi-structured interviews were conducted with current participants (aged 13-15) and past participants (aged 16-21). Past and current participants in both programs described a series of developmental stages of coming out of one’s shell starting with experiencing success, leading to feelings of competence in abilities, feeling trust for group members, and thus, building the confidence to be one’s self. The agents of change in the arts program were: opportunities for self-expression without formal evaluation in dance, drama, music, and visual arts activities; encouragement from staff; and receiving positive feedback for performances from peers, staff, and parents. The major agent of change in the outdoor education program was overcoming challenges in a supportive atmosphere. Group and individual challenges were encountered during canoe tripping, ropes course activities, and the solo experience. A supportive environment was created by respectful relationships with staff and peers built through overcoming challenges together. / Thesis (Master, Education) -- Queen's University, 2009-09-30 14:30:02.386