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.

The United Kingdom has a long history of using outdoor activities as a vehicle for recreation, rehabilitation and education for people with disabilities. However, there has been little empirical research into the value placed on the experiences by those who organise the activities or by the participants. The Calvert Trust was one of the first organisations to specialise in outdoor activities for this population and through their three Centres is currently the largest provider of outdoor education for people with disabilities within the UK. Through four separate but linked research phases covering data collected between 2002 and 2013, the present study investigates the value of Calvert Trust programmes for both organisers and participants. The first phase involved the analysis of an existing data-set of post-course evaluation questionnaires (n=502) completed by visiting leaders of groups of participants (n=2,843) with a variety of disabilities who had attended one of the three Calvert Trust Centres. The activities and factors contributing to the perceived benefits of participation were identified, and visiting leader evaluations were compared with the internal reports on the same courses and participant groups completed by Centre instructors (n=702). There were differences in aims for the visits dependent on the sector of the respondent (education, recreation or rehabilitation) but an increase in confidence and independence were those most frequently reported outcomes across sectors. There was general agreement between visiting leaders and instructors as to the role of challenge, achievement and teamwork in delivering these benefits. The limitations of having respondents from only one Centre were addressed in the second phase of the research. This investigated post-course evaluation questionnaires from all three Centres returned both by visiting leaders (n=397) and participants (n=2,507). Comparisons were made across the Centres and differences were found to exist in the aims and domestic aspects of the provision reported on by the visiting leaders but not in aspects of the activity delivery. The participants, however, showed small but significant differences across the Centres in their reporting of development of communication skills, social skills, self-esteem and independence. A third research phase employed iterative email interviews with representatives from visiting organisations (n=17) and the Calvert Trust (n=17) to relate participant experiences to the aims of both the purchasers and providers. Both sets of informants saw participant recognition of personal ability as a key aim of the visit. Other frequently reported aims were to provide new social opportunities, develop interpersonal skills and increase confidence, but these had different relative weightings across informants. In the fourth phase of the research the direct voices of the participants on the value of their outdoor experiences was accessed through interviews with participants (n=23) and with a ‘significant other’ (n=18). Differences in the reporting of personal experiences were noted between those with physical and intellectual disabilities. A number of those with physical disabilities, and/or their ‘significant others’, considered that the outdoor education experience had made an important difference to the participant’s life that might have a long-lasting impact. Those with intellectual disabilities reported a positive experience that may have given them the confidence to take part in similar events, undertake more exercise or widen their social circle. A post-visit increase in independence was reported by a number of the ‘significant others’ for this latter group. The findings overall suggest that participation in the outdoor education courses at the Calvert Trust was generally a very positive experience, with outcomes valued by purchasers, by participants and by those with close knowledge of them. The principal reported benefits relate to themes of confidence, independence and realisation of personal ability. These are discussed in relation to the specific outdoor education programmes experienced and the impact that these may have on the everyday lives of participants with disabilities.

Outdoor learning has become very visible in recent times ,it is seen in different public medias such as magazines, on television, on various websites on internet, in the press and on public notice boards in different countries, accompanying different advertisements displaying a healthy lifestyle especially in early years of studies ( preschool ).The author seeks to address the perception of  Erasmus project “Dehors ” teachers`  experience outdoor, focusing majorly on the benefits and difficulties that these preschool teachers face while teaching outdoors. Furthermore, teachers are known to be role-models for their students and their opinion about their jobs matters a lot in displaying their duties as educators. Preschool children aged 0-6 years spend more time in school more than home, at least a minimum of five days in a week so ultimately attitudes of teachers largely have a positive or negative effect on  school children.  The aim of the present dissertation project is to explore how the teachers perceive outdoor learning based on their experiences outdoors. This study explored the components that characterize teachers` perception of outdoor learning. This research includes two set of interviews which were used to investigate both teachers` outdoor activities performed in Latvia and Swedish preschools. Outdoor learning has made a distinctive difference between the traditional learning approach of “stand and deliver” model which has systematically been changed to “guide on the side” model which educationalist view as a good method of impacting knowledge to learners, instead of giving knowledge as it was practiced before but in recent times, outdoor leaning processes helps to create an atmosphere for co-learning and not an isolated endeavours which is gradually  been replaced by outdoor learning approach of  “tell me and I will forget with “show me and I will remember”. These results provided a great insight on teachers` experiences of outdoor learning in the nature and on asphalt. It can be concluded that outdoor learning approach can be adaptable in the Latvian and Swedish contexts in promoting the development of preschool teachers therefore, there is a need for further research to promote effectiveness of outdoor teaching in Latvia and  Swedish preschools.

Den rådande föreställningen om naturvetenskap i förskolan handlar oftast om att pedagoger ska ta tag i, möta och lyfta fram barns frågor, för att naturvetenskap på så vis ska bli en naturlig del av vardagen i verksamheten. Syftet med min undersökning är att belysa de didaktiska möjligheter som finns i den oplanerade uteverksamheten i förskolan, och att öka förståelsen för hur interaktionsprocesser mellan pedagoger och barn kan påverka lärande och kunskap inom området naturvetenskap. Med hjälp av observationer av pedagoger har jag jämfört om det är någon skillnad mellan utedagar i skogen eller på förskolegården under oplanerade verksamhetstiden. För att få svar på hur pedagogerna kan använda sig av de spontana händelser och upptäckter barn gör till ett lärande kring natur har jag även utfört intervjuer. Resultatet visar att pedagogerna tar till stor del vara på de tillfällen som uppstår i den oplanerade tiden till ett lärande och kunskap om naturen. Än tydligare är resultatet i skogen då hela miljön är en inspirationskälla och inga lekredskap pockar på barnens uppmärksamhet med sin närvaro. / The prevailing notion about natural-science in preschool often involves that a teacher should show, lift and highlight children’s questions for thereby become a natural part in the everyday activity. The intention with this study was to illustrate the didactic opportunities which are available in the unplanned time outdoors in preschool, and to increase understanding of how the processes of interaction between teachers and children can affect learning and knowledge in the subject of natural science. By using observations of teachers in preschool, I have compared whether there is any difference between days out in the woods or in the preschool yard during unplanned activity time. I also conducted interviews to find out how teachers can use the spontaneous experience and discoveries children make to learn about natural science. The results show that teachers in preschool take the opportunities that occur in the unplanned time to learning and to give knowledge of nature. Even clearer is the result at activities in the forest where the whole environment become a source of inspiration and when no play equipment attracts the children's attention with their presence.

The purpose of the study is to find out what experience of outdoor activities, known as friluftsliv  in Sweden, pupils have and shed light on the perceptions they have about outdoor living. The study is based on focus group interviews with a total of ten guys in the seventh grade in primary school. The interviews were filmed, transcribed and analyzed by the writer. The starting point of this study is that friluftsliv is a culturally created phenomenon and the theoretical perspective is based on Bourdieu's famous concept: Capital, field, habitus and taste. All the students had positive experiences of being in the outdoors. Some used outdoor activities as a method for training. Many of the students experienced outdoor living and the experience of being in the nature as an end in itself. The socio-economic background maybe played some role in their taste and experience of some outdoor activities. Some students felt that outdoor activities can be a way to learn things about nature and that it was important to pass on that knowledge to their children. Students' experiences in outdoor activities at school consisted mostly of orienteering and a lack of other outdoor activities emerged. It´s important as a teacher to start from the pupils' previous experience to create an enjoyable learning. According to the author, there are good opportunities for these students to embrace the teaching of friluftliv based on experiential learning out in the wild. / Syftet med studien var att ta reda på vad elever i grundskolans äldre årskurser har för erfarenheter och hur deras upplevelser inom ämnet friluftsliv ser ut. Med utgångspunkt i frågeställningen så gjordes två fokusgruppintervjuer med totalt tio pojkar i årkurs 7. Intervjuerna filmades, transkriberades och innehållsanalyserades av uppsatsens författare. Utgångspunkten i arbetet är att friluftsliv är en kulturellt skapad företeelse och det teoretiska perspektivet bygger på Bourdieus nyckelbegrepp: Kapital, fält, habitus och smak. Eleverna hade positiva upplevelser och erfarenheter av att var ute i naturen.Några använde sig av friluftsaktiviter som en metod för träning. De flesta eleverna såg även naturupplevelsen som härlig och ett mål i sig.Elevernas kulturella och socioekonomiska bakgrund spelade möjligtvis en viss roll för deras smak och erfarenhet av vissa friluftsaktiviteter.Några elever ansåg att friluftsliv kan vara ett sätt att lära sig saker om naturen och att det var viktigt att föra vidare den kunskapen till sina barn.Elevernas erfarenheter av friluftsliv i skolan bestod mest av orientering och en saknad av andra friluftsaktiviteter framkom. Som lärare är det viktigt att utgå från elevernas tidigare erfarenheter för att kunna skapa ett lustfyllt lärande. Dessa elever hade enligt författaren goda förutsättningar att ta till sig undervisning i friluftliv som grundar sig i ett mer upplevelsebaserat lärande i naturen.

Title: The interest in outdoor activities of students from selected primary schools in Kladno district, by gender and residence Objectives: To find out which outdoor activities students from selected primary schools in Kladno district are interested in, specifically which outdoor activities they do and which they would like to learn. Furthermore, to find out what experience with outdoor activities students have and to compare results by gender and place of residence. Method: The research has been performed by quantitative method. To support gathering and collecting necessary inputs specific questionnaire was compiled for students of the 9th grade of primary schools. The research sample consisted of 204 respondents. Gathered inputs have been graphically processed and evaluated. Results: Primary schools offer to teach their students outdoor activities more during sports courses, school in nature and school trips than in physical education classes. Most of these students have experience with outdoor activities from school events, mainly with hiking, alpine skiing and motion games in the natural environment. More students have experiences with outdoor activities from outside the school than from the school. Most of the students do outdoor activities, the main performed activities are hiking and biking....

This study compares the impact of group counseling with that of outdoor group experience upon institutionalized adolescents. Limited to subjects between twelve and sixteen years old, the study evaluates behavior, self-esteem, social and personal adjustment, and sociometric choosing. The object of these evaluations is to test the effectiveness of these two approaches to treating disturbed adolescents who had failed to function in a community setting and who might otherwise have lapsed into delinquency. Significant change following group counseling and following outdoor group experience as measured by accrual of points for behavior suggests that both approaches are effective, with group counseling having the greater impact. Also, younger subjects appear to profit more from both group counseling and outdoor group experience. The absence of significant change reflected by standardized instruments creates two questions. Are available instruments normed on basically normal groups appropriate for use with such a unique group of subjects as those in this study? Also, does the intense resistance these subjects demonstrated toward all pencil-and-paper activities negatively affect the accuracy of results from these standardized instruments?

The objective of this study was to investigate the relationship between the attitudes of parents toward outdoor environments and their children spending time outdoors, and how these attitudes related to their children's overall health. The sample for this study consisted of parents of six to thirteen year old children from the U.S., who accessed the survey from the Aggie Horticulture homepage between March and August 2009. Surveys were collected until 142 completed questionnaires were received. The online questionnaire included questions about parents' attitude toward nature; their children playing outdoors, play site rating, and children's overall health and demographic questions. Descriptive statistics were used to tabulate mean scores on the Parental Attitude About Nature Scale, and Parental Attitude About Their Children Spending Time Outdoors Scale, both of which indicated overall positive views. Pearson's product-moment correlations indicated statistically significant relationships between the Parental Attitude About Nature Scale, and Parental Attitude About Their Children Spending Time Outdoors Scale (P=0.001), and between these two scales and time children spent outdoors (P=0.008, P=0.05). No correlation existed between Parental Attitude About Their Children Spending Time Outdoors score and the Health Problems score (P=0.459). Also, there were statistically significant relationships between time spent indoors on video games or watching TV and health problems of children (r=+0.182, P=0.031), congestion (r=+0.192, P=0.023), and children having trouble sleeping (r=+0.237, P=0.005); asthma attacks and with the time spent in indoor organized sports (r=+0.274, P=0.001) and outdoor organized sports (r=+0.177, P=0.036). Additionally, time spent outdoors in free play was negatively correlated with body pain or discomfort (r=-0.219, P=0.009), repeated upset stomach (r=-0.179, P=0.034), or feeling tired or having low energy (r=-0.289, P=0.001). In regards to play areas a post-hoc analysis (Tukey's HSD) revealed that all the outdoor play scene pictures had statistically significantly higher mean scores in ratings of approval by parents (P=0.001) when compared to the indoor play area and that the outdoor scene picture with the black hardtop surface had a statistically significantly lower mean score (P=0.001) than the other outdoor play scene pictures. This indicated that, in general, parents preferred play areas with a greater amount of natural elements.

Stress-related diseases in Sweden have doubled since 1997. Even longterm sickness related tostress has increased over the last decade. In future there is a need of alternative methods todecrease the amount of people being affected to gain a better population health. Natureassisted therapy (NAT) was shown to be a successful method as part of the therapy of stressand burnout likewise was nature an important factor to prevent people from mentaldisorders. The aim of this study was to analyse the latest research concearning nature and itshealth effects with focus on stress and burnout patients in order to plan health promotingactivities outdoors for these patients. Questions included in the study were what impact natureexperiences have apart from medical and psychotherapeutic methods and how natureexperiences do affect stress and burnout patients. The results show that viewing landscapes,rest activities in boreal environment (especially broad-leaved and pine forest), closeness towater and bright wide surroundings have positive effects on people with stress. There is theevidence that certain nature qualities can serve as resources for recovery from stress. Theycan also reduce the risk for gaining mental health. Nature experience is evoking a relaxingmechanism through the activation of the parasympathetic nerve system. For a longtermeffect affected patients do not only need to be shown meaningful activities outdoors but alsohas nature and outdoor activities to become a part of people’s everyday life.

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