This thesis critically analyzes how gender intersects with risk processes and practices in outdoor adventure education. I focus on how language, binary logic, and societal norms work together to gender risk and offer three ways that risk may be gendered in the context of youth outdoor adventure education courses with youth. First, I discuss the use of hierarchical language, and the gendering practices of order, labeling, and omission that places girls and girls' needs as external or additional to a “neutral” masculine norm. Next, I analyze how an adherence to a rigid binary in the definition and conceptualization of risk parallels and perpetuates a gender binary that prioritizes masculinity and boys above femininity, girls, and non-binary youth. Third, I consider how societal norms influence stereotypes, assumptions, and expectations that gender risk on courses. I also examine seven situational practices that embody and illustrate gendered risk on outdoor adventure education courses with youth participants: gender as a risk, group composition, risk policies, challenge with non-binary identities, mom/dad instructor roles, hygiene instructional lessons, and transformation stories. In my discussion, I offer suggestions for what this research might practically offer outdoor adventure education and youth programming broadly. / Graduate

São crescentes os números de iniciativas focadas na promoção da inclusão social por meio de atividades esportivas e educacionais, bem como de propostas direcionadas para a manutenção e melhoria da qualidade do meio ambiente. No Brasil o Programa Segundo Tempo é uma das iniciativas esportivas educacionais de maior expressividade, devido à abrangência e a aspectos organizacionais. O Programa Segundo Tempo, que tem servido de referência para demais iniciativas esportivas educacionais, possui aspectos que podem ser mais bem compreendidos, aprimorados e desenvolvidos, como é o caso das intervenções pedagógicas de Educação Ambiental. Este estudo objetiva identificar e descrever as intervenções pedagógicas de Educação Ambiental realizadas no Programa Segundo Tempo. Para tanto, foi realizada uma pesquisa descritiva de método misto. Na primeira etapa do estudo foram entrevistados 17 professores com expertise nas áreas da Educação Ambiental e de iniciativas esportivas educacionais. Na segunda etapa do estudo, 165 colaboradores, que atuam em núcleos do Programa Segundo Tempo, responderam a um questionário eletrônico. Nos 113 núcleos do Programa Segundo Tempo em que são realizadas intervenções pedagógicas de Educação Ambiental foram investigadas as principais características dessas atividades educacionais, conforme segue: os temas mais presentes foram saúde, qualidade de vida, preservação e conservação ambiental; os objetivos mais encontrados foram o desenvolvimento de comportamento e atitudes ambientais e a promoção da saúde e da qualidade de vida; as propostas de Educação Ambiental mais encontradas foram as realizadas em conjunto com esportes e para a melhoria e manutenção da qualidade dos ambientes empregados pelos núcleos; os aspectos metodológicos que tiveram maior presença foram o contato com a natureza, a presença de desafios, o caráter teóricoprático, o uso de ambientes nos núcleos e nas escolas, além da utilização do futebol, do atletismo, do futsal e do trekking nas atividades educacionais; os instrumentos avaliativos mais empregados foram as observações e os debates; e os professores responsáveis, em sua maioria, da área da Educação Física, integrantes das equipes que atuam nos núcleos do Programa Segundo Tempo e sem qualificação específica em Educação Ambiental. De maneira complementar, as principais características das intervenções pedagógicas de Educação Ambiental realizadas no Programa Segundo Tempo foram discutidas em torno das iniciativas de sucesso e estratificadas por modalidades esportivas. / The number of initiatives focused on promoting social inclusion through sports and educational activities are increasing, as well as proposals aimed to maintaining and improving the quality of the environment. In Brazil the Programa Segundo Tempo is an initiative focused in educational sports with greater expressiveness, due to the scope and organizational aspects. The Programa Segundo Tempo, which has served as a reference for other initiatives focused in educational sports, has aspects that can be better understood, improved and developed, such as the pedagogical interventions of Environmental Education. This study aims to identify and describe the pedagogical interventions of Environmental Education carried out in the Programa Segundo Tempo. Therefore, a descriptive research of mixed method was performed. In the first stage 17 teachers with expertise in the areas of Environmental Education and projects of educational sports were interviewed. In the second stage 165 staffs of the Programa Segundo Tempo answered an electronic questionnaire. In 113 sites of Programa Segundo Tempo that are held pedagogical interventions of Environmental Education the main characteristics of these educational activities were investigated, as follows: The most found themes were health, quality of life, the preservation and conservation of environment; the most frequent objectives were the development of environmental behavior and attitudes and the promotion of health and the quality of life; the most frequent approaches of Environmental Education where the proposals carried out with sports and to improve and maintain the quality of the environments used by the Programa Segundo Tempo Sites; the methodological aspects that have greater presence were the contact with the nature, challenges, theoretical and practical approaches, using environments of the Programa Segundo Tempo sites and of the schools, besides the use of football, athletics, futsal and trekking in educational activities; the most used evaluation tools were the observations and discussions; and teachers, mostly from the area of Physical Education, members of the staff working in sites of Programa Segundo tempo and without specific qualification in Environmental Education. In a complementary way, the main characteristics of pedagogical interventions of Environmental Education held in the Programa Segundo Tempo were discussed around the successful initiatives and stratified by sports.

Rite of passage is a term that is used widely and uncritically in the field of outdoor education. This hermeneutic research project explores how a third-generation Canadian outdoor educator explores how rites of passage are understood in outdoor education. On this hermeneutic journey I set out to provide a more complex understanding of rites of passage in outdoor education. In exploring the literature of rites of passage in outdoor education, I noticed that there is a lack of discussion on non-Indigenous practitioners’ cultural heritage and how to address the desire many practitioners have for ritual. I used Stephen Jenkinson’s texts as a foundation for the hermeneutic conversations that I had with rites of passage in outdoor education. The research journey shifted from focusing on rites of passage to how outdoor educators could build a ritual skillset. I propose five propositions of ritual that may help practitioners develop their own ritual sensibility. / Graduate

Today, urban children are spending time indoors more than ever before and getting away from phenomenas of the outdoor world, which creates a big concern on how they develop their senses and get physical exercise. The tools, games and devices they interact with are preventing their imagination rather than sparking, by making kids consume content rather than asking for their participation. Peek transforms the outside into an imaginary playground for children, where interacting with the natural world takes the focus and the child’s simple acts and explorations can turn into their own stories. It is an expressive digital tool that invites children to explore the outside, capture audio and visual snippets, and build stories around them. It comes together with a physical book which triggers child’s imagination through guided explorations and allows the child to keep the stories they created. The result is a play experience designed for children aged between 5 and 8 years old.

Sammanfattning Idag har friluftsliv en väldigt framskjuten position i skolan, åtminstone om man ser utifrån kursplanen för idrott och hälsa. I både kursplanerna Gy 11 och Lgr 11 så är friluftsliv en av de få undervisningsdelarna som är obligatoriska. Friluftsliv är samtidigt inte begränsat till en eller flera aktiviteter utan beskrivs snarare som ett kunskapsområde som involverar flera dimensioner (Backman, 2011a). Nationella utvärderingar av skolan och tidigare forskning har dock visat att undervisningen i många fall blir begränsad och får olika fokus bland utbildningarna (Skolverket 2005, Idrottshögskolan i Stockholm 2004-). Studien syftar därför till att bidra med kunskap omkring hur friluftsliv upplevs bedrivas i gymnasieskolan, vilka värden som framträder och vad som styr utformningen. Via ett kvalitativt tillvägagångssätt har jag valt att intervjua fem stycken lärare med semistrukturerade intervjuer. Studien utgår ifrån en hermeneutisk metodansats för att tolka deltagarnas upplevelser kring området. Metoden har valts för att skapa en helhetsbild och på en djupare nivå förstå hur och varför lärare bedriver undervisningen som de gör. Resultaten av studien visade att friluftsliv i gymnasieskolorna upplevs bedrivas med ett fokus på värden som stämmer överens med friluftslivsgruppen. Det vill säga samtliga lärare bedriver former av friluftsliv där de betonar värdet av naturupplevelsen och ser friluftsliv som ett egenvärde. Lärarnas undervisning speglar också starkt deras egen syn av friluftsliv. Flertalet poängterar även vikten med kunskaper och tekniska färdigheter i friluftsliv. Dessa anses viktigt för att möjliggöra ett livslångt lärande samt för att kunna bedöma friluftsliv. Likt tidigare studier så visar även denna på vikten av lärarnas kunskap inom friluftsliv och att kunna särskilja dess värden från idrottens. Mängden friluftsliv som bedrivs styrs dock av begränsande faktorer där tid kopplat till kollegialt samarbete är särskilt avgörande. Begränsande faktorer påverkar inte bara mängden friluftsliv i de undersökta skolorna utan även lärarnas didaktiska val och planering för friluftsliv.

M.Ed. (Educational Management) / The veld school is one of the most recent developments in the educational provision of the Transvaal Education Department. The effectiveness of the veld school is determined by the quality of education and the enthusiasm manifested by the veld-school teacher as the pursuer of a profession. The professional development and in-service training of the veld-school teacher, therefore, deserves the attention of the Transvaal Education Department, as well as the active measures of the veld-school principal. The rapid technological development of today has caused change and innovation to become an indissoluble part of the daily structure of life. The two most important educational bodies, namely the family and the school, are experiencing problems in keeping pace with this constant change and innovation. The problem of keeping pace with change and innovation may lead to voids in the most important educational situations. It, therefore, concerns the family as well as the school as educational bodies. These voids manifest themselves especially when it comes to the commitment of values and norms to the child. In this study the attempts made by the Transvaal Education Department to overcome these voids in the education of the child have been probed. Initially the subject Youth Preparedness was introduced in an attempt to achieve this goal. The ambitions set for the subject could not be realized within this framework.

The main objective of this research was to determine the effectiveness of outdoor education on student knowledge retention, appreciation for nature, and environmental activism in a college level course on south Florida ecology. Six class sections were given quizzes on four course topics either post-lecture or post-field trip. Students were also given pre-course and post-course opinion surveys. Although mean quiz scores for the post-field trip were higher than for the post-lecture, statistical analysis determined that there was no significant difference in quiz scores for location taken (post-lecture or post-field trip). Survey results show a correlation between knowledge of environmental issues and environmental activism. Even though student survey responses point to outdoor education and field trips being the most effective method of learning and influential on appreciation for nature, the quiz scores do not reflect such.

Syfte och frågeställningar Syftet med studien är att få en djupare förståelse för hur lärare i idrott och hälsa i årskurs 7-9 tolkar och bedömer kunskapskravet ”eleven planerar och genomför friluftsaktiviteter med viss/relativt god/god anpassning till olika förhållanden, miljöer och regler” (Skolverket, 2011, s.51) samt vad lärarna upplever påverkar sina möjligheter att behandla kunskapskravet. Studiens frågeställningar är: Hur tolkar lärarna kunskapskravet? Hur arbetar lärarna med att bedöma kunskapskravet? Vilka faktorer upplever lärarna påverkar deras möjligheter att arbeta med kunskapskravet? Metod Studien baseras på kvalitativa semistrukturerade intervjuer. Bekvämlighetsurval följt av kedjeurval gav ett underlag på åtta legitimerade lärare i idrott och hälsa. Intervjuerna utfördes genom videosamtal i Zoom eller e-post. Data transkriberades och kodades sedan utifrån teman kopplat till studiens frågeställningar. I studien används läroplansteori och ramfaktorteori som teoretiskt ramverk. Resultat Lärarna i studien visar liknande tolkning av kunskapskravet och då att eleverna ska planera och utföra aktiviteter i naturmiljö med anpassning till olika väder/årstider, platser och allemansrätten. Tolkningen av vad eleverna ska kunna utifrån de olika betygsnivåerna skiljer sig. Lärarna uppger skilda arbetssätt i att bedöma kunskapskravet. De intervjuade lärarna upplever att det är främst yttre faktorer som påverkar deras möjligheter att behandla kunskapskravet i sin undervisning. Slutsats:  Slutsatser från studien är att lärarna är viktiga aktörer i transformerings- och realiseringsarenan och då i hur det aktuella kunskapskravet tolkas och bedöms. Hur lärarna tolkar och hur de bedömer kunskapskravet påverkas i stor utsträckning av ramfaktorer som både kan möjliggöra och begränsa deras handlingsutrymme. / Aim The aim of the study is to gain a deeper understanding of how teachers in physical education and health (PEH) in grades 7-9 interpret and assess the knowledge requirement “The student plans and carries out outdoor activities with some/relatively good/good adaptation to different conditions, environments and rules'' (Skolverket, 2011, s.51) and what teachers experience affects their ability to process the knowledge requirement. The study's questions are: How do the teachers interpret the knowledge requirement? How do the teachers work to assess the knowledge requirement? What factors do the teachers experience affect their ability to work with the knowledge requirement? Method This study is based on qualitative semi-structured interviews. Convenience sampling followed by a chain sampling provided a basis for eight licensed teachers in PEH. Interviews were conducted through video calls in Zoom or email. Data was transcribed and then coded based on themes linked to the study’s questions. The study uses curriculum theory and frame factor theory as a theoretical framework.  Results The teachers in the study show a similar interpretation of the knowledge requirement. Students should plan and implement activities in nature with adaptation to different weather/seasons, places and the right of public access. The interpretation of what the students should be able to do is based on the different grade levels differs. The teachers state different working methods in assessing the knowledge requirement. The interviewed teachers feel that it is mainly external factors that affect their ability to process the knowledge requirement in their teaching. Conclusions Conclusions from the study are that teachers are important actors in the transformation- and realization arena and then in how the knowledge requirement is interpreted and realized. How teachers interpret and how they assess the knowledge requirement are greatly affected by frame factors that can both enable and limit their room to maneuver.

In the fall of 1991, Pi Beta Phi Elementary School in Gatlinburg, Tennessee, in partnership with the Great Smoky Mountains National Park, began development and implementation of a Parks As Classrooms curriculum that encompassed all nine-grade levels of the K-8 school. The purpose of this case study was to evaluate the Parks As Classrooms program and how it impacts the students and the community. Multiple means of data collection were necessary in order for valid assessment to take place. First, interviews were conducted with principle stakeholders. Observations of field trips were done. These data were imported into NUD*IST (Non-Numerical Unstructured Data Indexing Searching and Theorizing) for evaluation purposes. Second, a survey instrument was developed and administered to parents, teachers, and administrators to assess the impact of the program on various groups. Finally, pre-test and post-test measures for each unit were developed by teachers at each grade level to assess the impact the program has on students. An item analysis was done to evaluate these measures along with descriptive and inferential statistics to evaluate the impact of the program. To conclude this assessment, student data on the Terra Nova exam were evaluated. The findings suggest the reasons for the development of the Parks As Classrooms program at Pi Beta Phi Elementary School. It also presents a picture of what the program looks like today and suggests that students benefit from the program both academically and attitudinally.

Denna kunskapsöversikt syftar till att undersöka vad forskning säger om utomhuspedagogik inom ämnet biologi. Vidare undersöks vilka möjliga effekter utomhuspedagogik kan bidra till. Kunskapsöversikten är en litteraturstudie som består av 10 vetenskapliga artiklar. De valda artiklar som ingår i kunskapsöversikten genomgick en kartläggning där specifika aspekter valdes ut och lyfts fram. Dessa delar är grunden för kunskapsöversikten. Resultatet av forskningen som ingår i kunskapsöversikten tyder på att utomhuspedagogiken inom biologi bidrar med att främja elevernas kunskapsinlärning och att befästa kunskaper. Vidare indikerar forskningens resultat att utomhuspedagogiken stärker elevernas relation och attityd till naturen.