Det här är en litteraturstudie som undersöker hur forskningsfältet kring utomhusmatematik ser ut, samt de olika resultat som forskningen kommit fram till. Genom systematiska sökningar har tretton artiklar i sin helhet valts ut för granskning, samt nio artiklar som ej finns tillgängliga i fulltext. Dessa inkluderades för att bidra till en mer komplett beskrivning av karaktären för hela det aktuella forskningsfältet. Resultatet visar framför allt att det finns relativt lite forskning inom området. Endast fem artiklar kunde bedömmas uppfylla kriterierna som vetenskapliga och därmed får dessa stå till grund för att visa vad forskningen för området säger. Dessa artiklar konkluderade att elever spontant upplever utomhusmatematik som roligt, att de lär sig lättare samt får en djupare förståelse för matematiken. En artikel kunde även påvisa att de elever som har utomhusmatematik lär sig mer, än de som endast har traditionell klassrumsundervisning. / The purpose of this literature study is to examine what the research field around outdoor mathematics looks like, as well as present the results, research findings and scientific conclusions. Through systematic searches thirteen articles have been found in their entirety selected for audit, as well as nine articles that are not available in full text - these were included in order to contribute to a more complete description of the nature of the entire current field of research. The results primarily show that relatively little research and scientific studies have been done in the area of outdoor mathematics. Only five articles could meet the criteria as scientific, and therefore these may be considered the basis of presenting what the research in this field says. The articles concluded that students own spontaneous reaction to outdoor math is that it is fun, that they learn the subject of math easier, and that they get a deeper understanding of mathematics as a whole. One article was also able to demonstrate that the students who are subjected to the learning method of outdoor mathematics, learned more than those who only have access to traditional classroom teaching.

This quantitive study aims to observe how educators work with students diagnosed with ADHD as well as, if the students´ gender has an effect on educators work procedures. Furthermore, the study views how learning and education can help encourage students with an ADHD, and if there is an active inclusion. The research questions consists of: “in what ways can outdoor pedagogy be healthy for students with ADHD, and how can it encourage their learning process and inclusiveness?" and “How educators work with students with ADHD,and is the work process different depending on gender?”. This study contains a background that explains the profession of an educator at Swedish leisure centers. Additionally, it also explains, learning and inclusion through outdoor pedagogy which is acquired through controlled play and free play, the diagnosis of ADHD and the difference between boys and girls with ADHD. From previous research scientific articles has been used. The results of the study conveyed educators different work processes. Some educators considered outdoor pedagogy to be important for students to get fresh air and move, and for the students to see, be acquainted with and discover new things due to a natural curiosity. Informators who work with outdoor pedagogy pin points the importance of outdoor pedagogy and how much it contributes to students´ learning process and personal growth. On the other hand, there are informators who do not work with outdoor pedagogy but who still view the pedagogical theory as an important aspect and, consequently expressed outdoor pedagogy as a working process in their educational styles.

Globalization and technology advancement has brought both benefits and dilemma to our society. It has vastly revolutionized the lifestyle of the individual and made children spend more time in front of the television and with their gadgets, compared to the lifestyle fifty years ago. Corollary to the alarming effects of technology on children’s behaviour, social development and health, outdoor pedagogy has gained popularity in schools and preschools in Sweden. Outdoor pedagogy addresses the increasing need to encourage children to lead a healthy and sustainable lifestyle. However, the potential of outdoor pedagogy remains either unutilized or not fully realized in Swedish preschools. The purpose of this paper is to analyze how preschool pedagogues in two rain or shine-preschools think about outdoor pedagogy and how their perspectives influence the way they teach. Three research questions have been formulated in order to investigate the purpose: What are the pedagogues’ perceptions of outdoor pedagogy in the investigated preschools? What learning tools are being implemented by the pedagogues of rain or shine-preschools to advance outdoor pedagogy? What strategies are used by the pedagogues in order to handle the challenges in advancing outdoor pedagogy?  A qualitative method is used in this study where data is collected through interviews and observations. The study is carried out in two rain or shine-preschools within Stockholm with four informants that agreed to participate in the study. A sociocultural perspective, John Dewey’s progressivism and “learning by doing” are drawn from, to interpret the collected data.  This study came into the conclusions that the pedagogues’ show awareness of the positive benefits of the outdoor pedagogy. The study also shows that the prerequisites for a good quality of an outdoor pedagogy emanates from the pedagogues’ interest, experience, education and role as a child’s co-discoverer, co-existent individual, co-actor and co-thinker. Attaining the goals in lesson plan for preschools is regarded by the pedagogues as significant in formulating their daily activities where natural resources are being utilized. Competency in outdoor pedagogy, innovativeness, spontaneity and flexibility are therefore considered an advantage due to the demanding factors affecting outdoor pedagogy like shortage of workforce in preschool, fluctuating weather conditions and other factors affecting the child’s behaviour.

I läroplanen för förskolan Lpfö-98 står det att barnen på förskolan skall ges möjligheter att vistas såväl inomhus som utomhus och att utomhusvistelsen skall ge barnen möjligheter till lek i planerad och naturmiljö. Syftet med studien är dels att upptäcka om och i så fall på vilket sätt samlingen, som en planerad aktivitetsform i förskolan, skiljer sig om den sker utomhus från om den genomförs inomhus och dels att undersöka vilket inflytande barn tilldelas på samlingar inomhus respektive utomhus.   Studien utgår från kvalitativ ansats och bygger på videoobservationer och återkopplande intervjuer (stimulated recall). I studien ingår två lärare verksamma i förskolan och barn i åldrarna 3-5 år.   Resultatet visar att det inte förekommer skillnad mellan samlingarna inomhus och utomhus när det gäller form, lärarens förhållningssätt och barnens inflytande. Skillnaden som resultatet visar handlar om lärarnas olika sätt att hålla i samlingen och inte om deras sätt att använda sig av möjligheter som utomhusmiljön erbjuder. Barns möjligheter till inflytande påverkas inte av att samlingen hålls vare sig inomhus eller utomhus. Vilket inflytande barnen ges och på vilket sätt de kan vara med och påverka innehållet i samlingen är beroende av lärarens förhållningssätt och synen på barns lärande. / In the curriculum for preschool "Lpfö-98" it states that the children attending preschool shall be given the opportunity to be both indoors as well as outdoors and that being outdoors shall give the children the opportunity to play in a planned and natural environment. The purpose of the study is to discover if, and how the circle time as a planned activity, differs if it is indoors or outdoors. The purpose is also to see how the form and contents of the circle times outdoors, encourage childrens' participation and influence.   Data collection methods are: video recording/observation using a digital video camera and feedback on videotaped observation – interviews with teachers in the form of talk about subjects based on the videotaped circle time context. In the study participated two teachers, who are working in preschool with 3-5 year old childrens'.   The result shows that the circle times indoors and outdoors have similarities when it comes to form, the teachers' attitude and the childrens' influence. It´s clear that the difference that the result shows, deals with teachers different ways to work with circle times and not their ways to use the many encourages that the outdoor environment offers. The childrens' chances to influence doesn't depend on if the circle time is indoors or outdoors. In which extent and in which way the children can influence the contents of the circle times is depending to teachers’ different attitudes and the sight on childrens' learning.

<p>I läroplanen för förskolan <em>Lpfö-98</em> står det att barnen på förskolan skall ges möjligheter att vistas såväl inomhus som utomhus och att utomhusvistelsen skall ge barnen möjligheter till lek i planerad och naturmiljö. Syftet med studien är dels att upptäcka om och i så fall på vilket sätt samlingen, som en planerad aktivitetsform i förskolan, skiljer sig om den sker utomhus från om den genomförs inomhus och dels att undersöka vilket inflytande barn tilldelas på samlingar inomhus respektive utomhus.</p><p> </p><p>Studien utgår från kvalitativ ansats och bygger på videoobservationer och återkopplande intervjuer (stimulated recall). I studien ingår två lärare verksamma i förskolan och barn i åldrarna 3-5 år.</p><p> </p><p>Resultatet visar att det inte förekommer skillnad mellan samlingarna inomhus och utomhus när det gäller form, lärarens förhållningssätt och barnens inflytande. Skillnaden som resultatet visar handlar om lärarnas olika sätt att hålla i samlingen och inte om deras sätt att använda sig av möjligheter som utomhusmiljön erbjuder. Barns möjligheter till inflytande påverkas inte av att samlingen hålls vare sig inomhus eller utomhus. Vilket inflytande barnen ges och på vilket sätt de kan vara med och påverka innehållet i samlingen är beroende av lärarens förhållningssätt och synen på barns lärande.</p> / <p>In the curriculum for preschool "Lpfö-98" it states that the children attending preschool shall be given the opportunity to be both indoors as well as outdoors and that being outdoors shall give the children the opportunity to play in a planned and natural environment. The purpose of the study is to discover if, and how the circle time as a planned activity, differs if it is indoors or outdoors. The purpose is also to see how the form and contents of the circle times outdoors, encourage childrens' participation and influence.</p><p> </p><p>Data collection methods are: video recording/observation using a digital video camera and feedback on videotaped observation – interviews with teachers in the form of talk about subjects based on the videotaped circle time context. In the study participated two teachers, who are working in preschool with 3-5 year old childrens'.</p><p> </p><p>The result shows that the circle times indoors and outdoors have similarities when it comes to form, the teachers' attitude and the childrens' influence. It´s clear that the difference that the result shows, deals with teachers different ways to work with circle times and not their ways to use the many encourages that the outdoor environment offers. The childrens' chances to influence doesn't depend on if the circle time is indoors or outdoors. In which extent and in which way the children can influence the contents of the circle times is depending to teachers’ different attitudes and the sight on childrens' learning.</p>

The aim of our study is to investigate what possibilities and challenges Ghanaian teacher students express regarding outdoor pedagogy, in order to find out their view on using it as a method when teaching natural science in primary school. The teacher education in Ghana has not yet a course in outdoor pedagogy to offer their students. The view of outdoor pedagogy that is presented in this paper shows a learning situation where the learning context is moved to the natural landscape, which opens up for practical learning and the interaction between the senses of the pupils and the environment. Furthermore, reflection and concrete experiences in authentic situations are highlighted. The research took place at the University of Education, Winneba and the method consisted of qualitative interviews and a workshop with 20 teacher students of the department of basic education. We gathered our data before, during and after the workshop, therefore our result is divided as such. The results of the analysis show three main themes of the teacher students’ view on outdoor pedagogy; the learning context, teacher’s and student’s role. In the results section, each of these themes are categorized in possibilities and challenges expressed by the teacher students.Possibilities that can be found in the results is the fact that the learning will become practical and hands-on, it will involve the senses and therefore lead to deeper memories. Furthermore, the teacher students express a possibility for the pupils as they get an opportunity to take control of their own learning when sharing their knowledge with their peers. This affects the teacher's role which becomes more guiding than authoritarian.Difficulties the students expressed includes issues on behalf of the teacher in keeping control of the class due to the great number of pupils in the classes and the safety aspect with dangerous animals. Another category that recurred was the challenge with placebound prerequisites; to find a safe place suitable for the topic to teach. A difficulty on behalf of the students might be a fear of contributing to the teaching due to the lack of experience in sharing and talking in the classroom environment.

Matematik är ett ämne som används mycket utomhus, men det finns främst tips och idéer för hur det genomförs, och desto mindre information om vilken vetenskaplig grund det  genomförs på. Syftet med studien är att öka förståelsen för forskningsfältet, med fokus på ut-omhusmatematikens genomförande och varför det är gynnsamt. Metoden som har använts för att besvara syftet är en systematisk litteraturstudie. Resultatet visar att det finns tre huvudte-man för att genomföra utomhusmatematik, vilka är att använda miljön, att använda verktyg och att organisera utomhusmatematik på ett visst sätt. Dessa har underteman som är att under-söka naturen i närområden, trädgårdsskötsel, digitala verktyg, naturföremål, ämnesövergri-pande arbete och kombination av inomhus &amp; utomhus. Resultatet visar att det är gynnsamt att bedriva utomhusmatematik för elever eftersom det förbättrar deras inlärning, de får positiva upplevelser, de engageras och motiveras, samt påverkas den personliga utvecklingen positivt. För lärare är det gynnsamt eftersom det leder till ökad flexibilitet samt ökat självförtroende och ökad kompetens. / Mathematics is a subject that is widely used outdoors, but there are mainly tips and ideas for how it is carried out, and less information about what scientific basis it is conducted on. The purpose of the study is to increase the understanding of the research field, with a focus on the implementation of outdoor mathematics and why the field is favorable. The method used to answer the purpose is a systematic literature study. The result shows that there are three main themes for implementing outdoor mathematics, which are to use the environment, to use tools and to organize outside mathematics in a certain way. These have sub-themes that are to explore nature in the surrounding areas, gardening, digital tools, natural objects, cross-cutting topics and combination of indoors &amp; outdoors. The results also show that it is beneficial to conduct outdoor mathematics for students as it improves their learning, they get positive experiences, they are involved and motivated, and the personal development is positively affected. For teachers, this is beneficial as it leads to increased flexibility as well as increased self-confidence and increased competence.

This paper is written for elementary school teachers and teacher students. The paper focuses on Outdoor education as support for elementary school children’s learning. An overview of the subject Outdoor education was performed to see how it can be used in school to support the pupils learning in science studies. Different scientific articles and books about Outdoor education were reviewed to get a reliable answer to the main question in this paper. The result shows support that may be beneficial for pupil’s learning outdoors. An example that illustrates this is that the pupils' sensory impressions become amplified when they are taught outside. The senses act as an important part of the support by improving the children’s memory and ability to concentrate. Another example is Outdoor education’s ability to concretize different scientific concepts. Outdoor education also gives the students a meaningful approach to the subject that helps them to develop knowledge within science studies. The conclusion shows that Outdoor education should be used to a large extent in the ordinary lessons in science education to support students' learning ability.

Syftet med mitt arbete är att öka kunskapen om hur förskollärare uttrycker sig kring utomhuspedagogik och hur de resonerar kring hur det arbetet kan bidra till barns utveckling och lärande. För att analysera svaren till intervjufrågorna använder jag mig av sociokulturell teori som utgår från Vygotskij- och Deweyssynssätt och för att analysera svaren till intervjuerna i resultatdelen av studien. Metoden som jag har använt i min undersökning är den kvalitativa forskningsintervjumetoden. Det finns fyra förskollärare från olika förskolor som jag intervjuade och dem svarade på ett antal frågor som handlar om utomhuspedagogik. Resultatet av min undersökning påvisar att samtliga förskollärare har positiva attityder till arbete med utomhuspedagogik samt uppfattar begreppet utifrån förskollärarens erfarenheter, kunskaper och kompetenser inom det området. Studien visar att det finns olika arbetssätt, avsikter och variation i arbetet. Resultatet påvisar även att vissa förskollärare inte har mycket erfarenhet av utomhuspedagogik med det märkts att förskollärarna vågar prova sig fram och nya saker samt är intresserade av att lära sig mer av detta område. Dessutom berättar förskollärarna som jag intervjuar till denna studien att det finns möjligheter för barnen att upptäcka och lära sig ute. Dessa möjligheter är ett komplement till saker som barnen lär sig inomhus. / The purpose of my work is to increase knowledge about how preschool teachers express themselves about outdoor pedagogy and their reasoning on how that work can contribute to children's development and learning. I use the sociocultural theory from Vygotsky’s and Dewey’s views and to analyze the interviews’ answer in the result’s section of the study. The method that I have used in my research is the qualitative interview method. There are four preschool teachers from different preschools that I interviewed and they answered a number of questions about outdoor pedagogy. The results of my survey show that all informants have positive attitudes towards working with outdoor pedagogy, and perceive the concept based on the preschool teacher's experience, knowledge and skills in that area. The study shows that there are different working methods, intentions and variation in the work. The results also show that some preschool teachers do not have much experience in outdoor pedagogy, but it has been noticed that they dare to try out new things and are interested in learning more from this area. In addition, the preschool teachers I interview for this study tell me that there are opportunities for the children to discover and learn outside. These opportunities are a complement to things the children learn indoors.

Denna essä handlar om ett dilemma på fritidshemmet när delar av verksamheten sker i naturen. Dilemmat handlar om svårigheter med att bedriva verksamhet utomhus och om utomhuspedagogik kan vara en metod för att öka förståelsen för naturen och uppfylla läroplanens mål. Syftet med essän är att undersöka vilka fördelar och nackdelar det finns med verksamhet utanför klassrummet. Övriga frågeställningar belyser mina handlingsmöjligheter och om intresset hos eleverna har förändrats gällande utomhusverksamhet. Uppsatsen använder sig av essäskrivande som metod, vilket utifrån mitt dilemma ska få mig att reflektera med hjälp av litteratur och forskning för att kunna nå en djupare reflektion och se på mitt dilemma med nya perspektiv. Min essä belyser vikten av utomhuspedagogik och presenterar för- och nackdelar med att bedriva verksamhet utomhus. Essän förklarar vilka hinder som pedagoger kan uppleva när de använder utomhuspedagogik som metod för verksamheten i skolan och på fritidshemmet. I essän har jag tagit del av Anders Szczepanski, Patrik Grahn och Britta Brügges teorier om utomhuspedagogik. De förespråkar utomhuspedagogik som en metod för lärande och för att öka intresset för att upptäcka naturkunskap i dess rätta miljö. David Thurfjell anser att svenska medborgare har ett eget förhållande till naturen och Yusra Moshtat har arbetat med att få människor med invandrarbakgrund att uppskatta och lära känna naturen. Med hjälp av reflektioner har jag genom essän fått insikter i hur olika elever och pedagoger kan uppfatta naturen och vilka möjligheter/nackdelar utomhuspedagogiken medför. / This essay focuses on the dilemma in the after-school care when some of the activities take place in nature. The dilemma concerns the difficulties of having activities outdoors and if outdoor pedagogy can become a method to increase the understanding of nature and to meet the requirements of the curriculum. The purpose of this essay is to investigate the advantages and disadvantages of activities outside the classroom. The other research questions investigate my alternatives of action and whether the interest of students has changed regarding outdoor activities. The method used is essay writing which, based on my dilemma, will make me reflect with the help of research literature at a deeper level of reflection and look at my dilemma with new perspectives. My essay highlights the importance of outdoor pedagogy and presents the pros and cons of having outdoor activities. The essay explains the obstacles that educators can experience when they use outdoor pedagogy as a method for activities during school and after-schoolcare. In the essay, I have taken part of Anders Szczepanski, Patrik Grahn and Britta Brügge’s theories about outdoor pedagogy. They advocate outdoor pedagogy as a method of learning and to increase interest in discovering science in its proper environment. David Thurfjell believes that Swedsish citizens have their own relationship with nature and Yusra Moshtat has worked to make people with an immigrant background appreciate and get to know nature. With the help of reflections, I have gained insights through the essay into how different students and educators can perceive nature and what opportunities/disadvantages outdoor pedagogy entails.