Denna studie är skriven i syfte att bidra med kunskap om vilka yttre och inre ramfaktorer som råder och påverkar förskollärares undervisning i rörelse och fysisk aktivitet i förskolans utomhusmiljö samt närmiljö. Vi strävar efter att ta reda på förskollärares beskrivningar och förhållningssätt kring detta område. Vi vill bidra med en djupare förståelse och nytänkande eftersom det är ett viktigt ämne som ofta hamnar i skymundan i förskolans verksamhet. För att ta reda på förskollärares beskrivningar användes kvalitativa intervjuer där empirin analyserades utifrån tematisk analys med hjälp av ramfaktorteori och inspiration från hermeneutikens tolkningslära. Med avsikt att ta fram teman och tolka deras beskrivningar och berättelser. Ramfaktorer handlar om de strukturella riktlinjer och förhållningssätt som påverkar förskollärares handlingsutrymmen. Resultatet av studien visar att barngrupperna blir större och personaltätheten minskar vilket påverkar barns utrymme och förskollärares möjligheter till aktiviteter på förskolegården och ta sig ut i närmiljön. Det framkom också att fysisk aktivitet vanligtvis inte diskuteras, planeras, dokumenteras eller utvärderas eftersom andra ämnen ligger i fokus. Förskollärare beskriver att barn rör på sig hela tiden och att det är viktigt med barns rörelse samt är grundläggande för deras lärande och utveckling. En slutsats blir därmed att flera förskolor saknar en utmanande och inspirerande utomhusmiljö med nivåskillnader och växtlighet. Tillsammans kan arbetslaget skapa möjligheter och sträva efter barns rätt till en likvärdig utomhusmiljö och upplevelser av olika fysiska miljöer med alla sina sinnen för motorisk utveckling och lärande. / This study is written with the aim of contributing knowledge about which external and internal framework factors prevail and affect preschool teachers' teaching of movement and physical activity in the preschool's outdoor environment and local environment. We strive to find out about preschool teachers' descriptions and approaches to this area. We want to contribute with a deeper understanding and innovative thinking because it is an important subject that is often overlooked in preschool activities. In order to find preschool teachers' descriptions, qualitative interviews were used where the empirical evidence was analyzed based on thematic analysis with the help of frame factor theory and inspiration from hermeneutics. With the intention of bringing out the theme and interpreting their descriptions and stories. Framework factors are about structural guidelines and approaches that affect pre-school teachers' actions. The results of studies show that the childrens’ groups are getting larger and the staff are decreasing, which affects the childrens’ space and preschool teachers' opportunities for activities in the preschool yard and to get out into the local environment. It also emerged that physical activity is not discussed, planned, documented or evaluated because other subjects are in focus. Preschool teachers describe that children move all the time and that childrens’ movement is important and fundamental to their learning and development. A conclusion is therefore that several preschools lack a challenging and inspiring outdoor environment with differences in levels and vegetation. Together, teamwork can create opportunities and strive for childrens’ right to an equal outdoor environment and experiences of different physical environments with all their senses for motor development and learning.

Syftet med studien är att bidra med kunskap om hur förskollärare ser på barnens möjligheter till språkutveckling i förskolans utomhusmiljö, samt vilka arbetssätt de använder sig av för att främja barnens språk. För att uppfylla detta syfte valdes semistrukturerade intervjuer som metod. Studien utgår från intervjuer av tio förskollärare från åtta olika förskolor i en kommun i Mellansverige. Insamlat datamaterial har analyserats med utgångspunkt i det sociokulturella perspektivet och begreppen medierande redskap, appropriering, den närmsta utvecklingszonen samt scaffolding. I studiens resultat framkom det tre teman i hur förskollärare arbetar för att främja barnens språkutveckling i förskolans utomhusmiljö. Det första temat var språkutvecklande lärmiljöer, där förskollärarna arbetar aktivt med att iscensätta lärmiljöer som ska stimulera barnen till kommunikation genom att tillföra olika redskap, skapa mötesplatser och genom att följa barnens intressen. Det andra temat var språkutvecklande strategier, där förskollärarna både planerar för språkutvecklande undervisning, samt tar vara på spontana undervisningstillfällen i utomhusmiljön. Det sista temat som framträdde var förskollärarens roll där förskollärarna såg sig själva som en viktig nyckelperson i arbetet med barns språkutveckling. Förskollärarna agerar som språkliga förebilder och är närvarande för att kunna stötta barnens språkutveckling. En övergripande slutsats i vår studie blir att möjligheten att arbeta med språkutveckling utomhus framstår som god för förskollärare. / The purpose of this study is to improve our knowledge of how preschool teachers' view the children's opportunities for language development in the preschool's outdoor environment. We also focus on the methods used by the teachers' too promote the children´s language use. In order too fulfil this aim, semi-structured interviews were chosen as the method. The study is based on interviews with ten preschool teachers' from eight different preschools' in a municipality in central Sweden. Collected data material has been analyzed using concepts from the sociocultural perspective mediating tools, appropriation, zone of proximal development and scaffolding. In the results of the study, three themes emerged on how preschool teachers' work to promote the children's language development in the preschools' outdoor environment. The first theme was learning environments for language development, where the preschool teachers' work actively to stage learning environments that will stimulate the children to communicate by adding different tools, creating meeting places and by following the children's interests. The second theme was strategies for language development, where the preschool teachers' both plan their teaching for and take advantage of spontaneous opportunities in the outdoor environment. The last theme that emerged was the role of the preschool teacher, where the preschool teachers' see themselves as a key person in the work with children's language development. The preschool teachers' act as linguistic role models and are present to be able to support the children's language development. An overall conclusion of our study is that the opportunity to work with language development outdoors appears good for preschool teachers'.

This work provides an experimental analysis of the acoustic footprint of a hexacopter in hover and low speed forward flight, comparison of aerodynamic performance and noise of eVTOL rotors operating in multiple facilities, and analysis of the noise associated with an outrunner brushless DC motor. Empirical and low-order models are used to predict aerodynamic performance, tonal noise, and broadband noise for isolated eVTOL rotors. In addition, a low noise, swept rotor design was evaluated. The acoustic footprint of a DJI Matrice 600 Pro hexacopter in hover and low speed forward flight was measured in the Virginia Tech Drone Park. The noise radiated by this vehicle was found to be dominated by tonal noise at low frequencies and dominated by broadband noise at high frequencies indicating that both are important when assessing the noise of these aircraft. Three distinct regions were observed in the frequency spectra of the noise. A-weighting measured acoustic spectra highlighted the importance of the mid-frequency broadband noise, in particular. The radiated noise in hover was also found to be similar to the noise of the vehicle during low-speed flyovers. Given this, significantly less complex measurements of an aircraft in hover or those associated with a rotor at static conditions may be used to assess the footprint of an eVTOL aircraft in low speed forward flight. The total vehicle noise was then decomposed by studying the performance and noise of isolated eVTOL rotors in multiple facilities and under different operating conditions. Facility effects on performance and noise were first assessed by experimentally studying two commercially available eVTOL rotors in an enclosed anechoic environment and an open environment. For experimental measurements that were conducted in the anechoic chamber, recirculation effects were shown to increase harmonic amplitudes more than 8 dB. Varying solidity screens were placed in the downstream wake of each rotor to delay the onset of recirculation. Placing the screens in the wake did not produce a noticeable effect on or delay recirculation within the confined testing environment. Measurements of the BPF and higher order harmonics of each rotor were found to be much more consistent in time when testing outdoors in an open-air environment. Amplitudes of these tones were also found to be like that of the spectral levels of the measurements conducted in the anechoic chamber once recirculation had been established. While the tonal levels were much more consistent throughout each measurement in the open-air environment, a significant amount of background noise was present and made characterizing the noise at low frequencies difficult. Environmental factors, mainly windspeed, were also found to impact the noise measurements which also added difficulty in characterizing the noise of the two tested rotors. In indoor facilities, the rotor inflow becomes contaminated due to recirculation shortly after the rotor reaches steady state and spectral levels of tones increased with increasing spectral averaging times. In outdoor environments, the inflow to the rotor disc becomes distorted due to changing wind conditions and turbulence in the atmosphere. Spectral levels of tones in the outdoor environment remained consistent in amplitude but exceeded those of the anechoic chamber significantly. Given this, environmental factors and recirculation were found to both increase the higher order harmonics. To mitigate these facility effects, measurements of force and noise were also conducted for the same two rotors in an anechoic open jet. Additionally, measurements were also conducted for a commercially available rotor along with a newly designed low noise swept rotor. Each of these rotors were tested in the anechoic open jet facility at static conditions and with the tunnel on. These measurements were accompanied with predictions of aerodynamic performance and tonal and broadband self-noise. BEMT was used to predict aerodynamic performance. Tonal noise associated with the rotor blade loading and thickness was predicted using F1A and rotor broadband self-noise was predicted using the model of BPM. The measured noise in this facility along with that from measurements in the anechoic chamber and outdoor environment were separated into tonal and broadband components by applying a phase averaging technique to the measured acoustic pressure time history. These results also show that in the indoor facility that the noise produced at the BPF is dominated by tonal sources, but the higher order harmonics can be attributed to broadband interactions particularly at static conditions. Broadband noise was drastically reduced by driving the tunnel at minimal inflow for the smallest rotor studied (R_tip= 120 mm). For the larger rotors (R_tip≥ 267 mm) broadband noise associated with BWI or TIN were not mitigated at low inflow speeds. Predictions of tonal noise at the BPF were within 3 dB for all observer locations when considering the smallest rotor studied. Predictions of the measured directivity at the BPF for the larger rotors were inaccurate although predictions of thrust agreed with the measured. The largest rotors tested were equal in diameter to that of the open jet inlet. Thus, the limits of the testing facility were exceeded and increased noise was produced as the rotor blades interacted with the shear layer of the open jet. Directivity patterns of each rotor were also found to vary with increasing rotational rate. Overall, these results show that for analyzing the noise at hover conditions, introducing a small amount of inflow may be a good option when trying to understand the tonal noise and allows one to characterize the tonal noise independent of the broadband. However, this was also shown to be heavily dependent on the rotor diameter with regards to the open jet inlet and experimentalist must take this into consideration. While these measurements provide an analysis of the noise in hover and low speed ascent, they do not assess the noise of the vehicle operating in forward flight. In forward flight the rotors are subjected to edgewise flows which have an effect on the radiated noise thus analyzing the noise of these rotors operating at an angle of attack to the incoming flow was assessed. These effects were investigated by experimentally measuring the performance and noise of the smallest rotor studied when operating at a yaw relative to the incoming flow. For increasing yaw at the examined wind tunnel velocities, the measured thrust was found to converge to the value for zero inflow. Contours of SPL as a function of yaw angle for no inflow and an inflow speed of 8 m/s showed spectral levels to be minimal for an in-plane observer from 5×BPF to 30×BPF. The broadband noise was found to increase significantly for increasing yaw angle and tunnel inflow speed. These results show once again that the broadband noise is especially important during forward flight and new methods that consider wake interaction are needed to predict the noise in this flight regime. The rotor geometric parameter of sweep was also assessed from measurements in the anechoic open jet by comparing the aerodynamic performance and noise of a commercially available 762 mm diameter CF30x10.5 T-motor eVTOL rotor to that of an in house designed low noise swept rotor. The addition of sweep was found to reduce noise associated with BWI or TIN as the separated broadband noise was found to be less than that of the commercially available rotor. Comparison of thrust at static conditions and with increasing advance ratios showed both rotors to have similar performance, thus the addition of sweep was effective at reducing noise without sacrificing performance. Lastly, the noise associated with the electric drive system of these aircraft which consists of an ESC and brushless DC motor was analyzed. Acoustic measurements were made with and without an acoustic enclosure installed on a brushless DC motor and was found to be effective at reducing noise associated with the electric motor. The effects of two ESC's as well as their switching rates were also studied. The noise was found to be similar for both ESCs at low frequencies. At high frequencies the measured noise spectrum was found to be different when controlling the motor with different ESC's and a higher switching rate was found to reduce the noise with increasing switching rate although not completely monotonically. / Doctor of Philosophy / A new class of multi-rotor VTOL electric aircraft is becoming a dominant advanced vehicle concept. Urban Air Mobility (UAM) vehicles are designed for short routes within urban environments carrying only a few passengers during each flight. Other smaller Unmanned Aerial Systems (UAS) are increasingly being used for delivery services or to perform tasks which are more easily accessed with this technology like inspection or photography. Thus, these vehicles are expected to operate in close proximity to the general populace exposing it to aircraft noise which is currently limited to communities surrounding airports. For successful integration into the airspace with minimal community annoyance, the mechanisms responsible for generation of the noise must be understood. Traditionally, for conventional rotorcraft (one main rotor), the tonal noise has been more of a concern than the broadband component. eVTOL vehicles are often equipped with multiple rotors that are lightly loaded and operate at lower tip speeds which can be time varying. Thus, there is an increased significance of broadband noise. Lastly, these aircraft are equipped with an electric drive system that gives rise to an additional noise source that is not present for conventional aircraft. Best practices for measuring eVTOL noise are not currently established. Measurement of eVTOL rotor noise is complicated by the increased significance of the broadband sources. These have been shown to be facility dependent. Given this, there is a need for high quality experimental data and an analysis of experimental data in multiple facilities for these rotors and drive systems. Capabilities of traditional models to predict conventional rotorcraft noise also need to be assessed for these rotors. These two issues have been assessed in this work by first assessing the character of an eVTOL aircraft in hover and low speed flyovers. Both tonal and broadband components of the radiated noise were found to be significant. A-weighting, which is a metric used to assess the response of the human ear to the radiated noise showed increased significance of the broadband noise. This was followed by a characterization of the noise of isolated eVTOL rotors in multiple environments. Facility effects were addressed, and a low order prediction model was developed using methods that are traditionally used to predict noise associated with conventional rotorcraft. Lastly, the noise associated with the electric drive system of these vehicles was assessed and recommendations on how to reduce this source of noise were made. These results can be used to guide experimentalists when performing measurements of eVTOL rotor noise at static conditions and provide an eVTOL rotor noise data set that can be used to validate existing and forthcoming aerodynamic and acoustic prediction methods.

Syftet med studien är att öka kunskapen om förskollärares uppfattningar av riskfylld lek i förskolans utemiljö. Utifrån våra egna tidigare erfarenheter, när vi har varit verksamma i förskola, har vi sett och upplevt att säkerheten hos pedagogerna tar överhand när barnen vill utforska riskfylld lek. Vi har även sett att riskfylld lek är ett underforskat ämne nationellt och det behövs mer forskning.  Studiens forskningsfrågor handlar om vilka uppfattningar förskollärare har om riskfylld lek samt vilka möjligheter och dilemman som framträder i förskollärarnas uppfattningar om den riskfyllda leken. I studien används en kvalitativ metod med semistrukturerade intervjuer med åtta förskollärare. Utifrån intervjuerna och analys med en fenomenografisk analysmodell har fyra olika uppfattningar om riskfylld lek framkommit. De olika uppfattningarna är vikten av att barnen ska utmana sig i leken, att barnen ska lära sig i leken, pedagogernas alternativ till riskfylld lek samt pedagogernas rädsla för att barnen ska skada sig. Det framkommer i resultatet att förskollärarna är medvetna om fördelarna som riskfylld lek kan bidra med till barnens utveckling. Risken för skada väger över och kan istället leda till att förskollärarna hellre begränsar barnens riskfyllda lek. Möjligheterna som visas utifrån förskollärarnas uppfattningar är att det är av vikt att barnen har närvarande pedagoger och att det finns olika sätt hur pedagoger är närvarande i barnens lek. Dilemma som framkommit är att förskollärarna anser att ekonomin begränsar dem i möjligheterna till att skapa och utveckla en utmanande utemiljö för barnen. Ett annat dilemma som visas är att stora barngrupper påverkar den riskfyllda leken för att pedagogerna känner att de inte alltid räcker till för att barnen ska kunna få utforska den riskfyllda leken. / The aim of this study is to enhance understanding regarding preschool teacher’s perceptions of risky play in the outdoor environment of preschools. Based on our own previous experiences while actively participating in preschool activities, we observed that educators prioritize safety when children seek to engage in risky play. We have also noticed that risky play is a relatively under-researched topic nationally, highlighting the need for further investigation. The study uses a qualitative method, utilizing semi-structured interviews with eight preschool teachers. Based on these interviews, and analysis with a phenomenographic analysis model four distinct perception of risk play emerge. These includes the significance of children challenging themselves in play, children learning through play, pedagogue’s consideration of risky play as an alternative, and the pedagogue’s concerns about potential injures to children. The results indicate that preschool teachers are aware of the benefits that risky play can contribute to the children's development. However, the fear of injury tends to outweigh these benefits, leading preschool teachers to lean towards limiting children's engagement in risky play. The possibilities based on the pre-school teacher’s perceptions indicate the importance of having pedagogues present for the children, and that there are various ways in which pedagogues can engage in the children's play. A dilemma that emerged is that preschool teachers believe financial constrains limit their ability to create and develop a stimulating outdoor environment for the children. Another dilemma highlighted is that large groups of children impact the risky play because educators feel they may not always be sufficient to supervise the children adequately in exploring such activities.

Syftet med undersökningen var att undersöka barns inflytande i utformningen av förskolans utomhusmiljö, utifrån hur förskollärare definierar barns inflytande. De frågor som ställs är: hur förskollärare beskriver barns inflytande, hur förskollärare ger barn inflytande i utformningen av förskolans utomhusmiljö och vilka utmaningar förskollärare ser med barns inflytande i utformningen av förskolans utomhusmiljö. Metoden som har använts i studien är kvalitativ webbaserad enkätundersökning med svar från tretton yrkesverksamma förskollärare från olika delar av Sverige. Barndomssociologiska utgångspunkter med teoretiska begrepp har använts i analysen och diskussionen av resultatet. En tematisk analysmetod har använts för att analysera datamaterialet. Resultatet av studien visar att förskollärare beskriver barns inflytande som att barnen får uttrycka sina åsikter och vara delaktiga i beslut som berör dem. Förskollärare ger barn inflytande i utformningen av förskolans utomhusmiljö genom ett tillåtande förhållningssätt, genom att utgå från barns intressen, demokratiska beslut i barngruppen, observationer och kartläggningar samt samtal och reflektioner. Utmaningar som förskollärare ser med barnens inflytande i utformningen av förskolans utomhusmiljö är regler och risker, ekonomi och otillräcklighet från förskollärarnas sida. Förskollärares förhållningssätt och förutsättningar är avgörande faktorer för att barn ska kunna ges möjlighet till inflytande i utformningen av förskolans utomhusmiljö.

No description available.

Den förtätade staden ses idag som en självklar del av en hållbar stadsutveckling. Vi lever i en urbaniseringstid och frågor kring hur vi kan skapa en förtätad stad av god kvalitet står högt på agendan. När allt fler människor lever i staden skapas ökad efterfrågan på samhällsservice i staden, som till exempel barnomsorg. I Sverige är det kommunen som ansvarar för att tillgodose medborgarna med denna service. Den svenska förskolan, som är den institution där detta behov till stor del ska tillgodoses, har i sin tur krav på god pedagogisk verksamhet samt en bra miljö för barnen, såväl inne som ute.Den här uppstasen handlar om hur förskolans utemiljö konstrueras i den urbana kontexten. Förskolans utemiljö i staden studeras utifrån de strategier som skapas i och med målsättningar kring både en förtätad stad och en förskola med goda utemiljöer. Genom en kvalitativ analys skapas en komplex bild av alla de strategier som genereras på olika nivåer i den offentliga sektorn, samt hur dessa strategier förhåller sig till varandra.Uppsatsens slutsats landar i hur strategierna påverkas av NPM-influenser och hur gräsrotsbyråkraten väljer att använda sig av sitt handlingsutrymme. Det visar sig också att strategierna verkar skapa en diskrepans mellan de delar som utgör helheten för en bra pedagogisk verksamhet. / The dense city is now seen as a self-evident part of a sustainable urban development. We live in a time of urbanization, and questions about how we can create a dense city of good quality are high on the agenda. As more people live in the city the demand for public services, such as childcare, also increases in the city. In Sweden, the municipality is responsible for meeting the public with this service. The Swedish preschool which is the institution where this needs are supposed to be met, have in turn, their demands on sound pedagogical activity and a good environment for children, both indoors and outdoors.This paper is about how the preschool outdoor environment is created in the urban context. The preschool outdoor environment in the urban context is studied from the strategies created by the goals around both a dense city and a preschool with good outdoor environments. Through a qualitative analysis appears a complex picture of all the strategies that are generated at different levels in the public sector, and how these strategies relate to each other.Conclusion of the essay lands in how the strategies are influenced by NPM and how the grassroots bureaucrat chooses to use its freedom of choice. It also turns out that the strategies seem to create a discrepancy between the spheres that make up the big picture for a good preschool.

Språket ses enligt den sociokulturella teorin som nyckeln till allt lärande. Barn lär sig sitt språk i samspel med andra och i sociala sammanhang. Förskolan blir av stor betydelse för barns språkutveckling då barn spenderar mycket tid på förskolan. Syftet med studien är att undersöka hur förskollärare resonerar om hur deras arbete i utomhusmiljöer gynnar barns språkutveckling. För att svara på studiens frågeställningar har intervjuer utförts med nio yrkesverksamma förskollärare från sex olika förskolor. Resultatet visar att förskollärarna anser samtalet som det viktigaste verktyget i barnens språkutveckling. Förskollärarna beskriver också vikten av aktiva och närvarande förskollärare i barnens lek och i planerade aktiviteter för att kunna utmana och stimulera barnens språkliga utveckling. Resultatet visar på några svårigheter som förskollärarna finner med att bedriva språkutvecklande aktiviteter med barnen i utomhusmiljö. Dessa svårigheter var exempelvis brist på personal och förskollärares gamla tankesätt och vanor. Slutsatsen av denna studie visar att aktiva förskollärare krävs för att samtal av språkutvecklande karaktär ska kunna äga rum. För att lärandet ska bli meningsfullt för barnen behöver aktiviteterna utgå från barnens intressen och behov. Utomhusmiljön bör användas som ett komplement till inomhusmiljön då den tillgodoser barnen med andra erfarenheter och samtalsämnen, vilket leder till ett utökat språkligt innehåll. / Children's language development in the outdoor environment   The language is seen in the socio-cultural theory as the key to all learning. Children learn their language in interaction with others and in social contexts. Preschool is of great importance for children's language development as the children spend a lot of time in preschool. The purpose of the study is to investigate how preschool teachers reason about how their work in outdoor environments favors children's language development. In response to the study's questions, interviews have been conducted with nine professional preschool teachers from six different preschools. The result shows that preschool teachers consider the conversation to be the most important tool in children's language development. Preschool teachers also describe the importance of active and present preschool teachers in children's play and in activities led by teachers to challenge and stimulate children's linguistic development. The result shows some difficulties that the preschool teachers find in pursuing activities of language developing character with the children in the outdoor environment. These difficulties were, for example, lack of staff and the preschool teacher's old thinking and habits. The conclusion of this study shows that active preschool teachers are required for conversations of language developing character to take place. In order for the learning to be meaningful for the children, the activities need to be based on the children's interests and needs. The outdoor environment should be used as a complement to the indoor environment as it contributes the children with other experiences and conversational topics, which leads to an increased linguistic content.

<p>Syftet med denna studie är att försöka reda ut hur utomhuspedagogiken används bland pedagoger på grundskolan. Vi vill ta reda på vilka uppfattningar pedagoger uttrycker kring utomhuspedagogik samt vilka syften och mål pedagogerna har med att undervisa ute.</p><p>Undersökningens resultat grundar sig på en kvalitativ studie där vi har tillämpat halvstrukturerade intervjuer på åtta pedagoger. </p><p>Undersökningen är även gjord på tre olika skolor i Sverige med olika socioekonomiska förutsättningar och olika fysiska miljöer.</p><p>Arbetet resulterade i att vi kom fram till att utomhuspedagogiken används bland pedagoger men dock väldigt sällan. </p><p>Syftet med utomhuspedagogiken bland pedagogerna har teoretiska utgångspunkter, de är alltså väl medvetna om hur metoden kan stimulera barns utveckling.</p><p>Något som framkom var att pedagogerna upplever mycket problematik kring utomhuspedagogiken vilket skapar ett stort glapp mellan teori och praktik.</p> / <p>The purpose of this thesis is to investigate and explain how outdoor pedagogy as a way of education is used by teachers in the elementary school. We want to find out what educationalists’ opinions are about outdoor pedagogy and what purposes and goals they think are associated with outdoor education.</p><p>The results of the investigation are based on a qualitative study where we have used semi-structured interview forms on eight elementary teachers. The studies were conducted at three different schools in Sweden with varying socio-economical and physical conditions.</p><p>In the thesis we concluded that outdoor pedagogy is being put into practice by many educationalists, but very rarely. The purpose of outdoor education among the teachers has a theoretic ground, which means that they are indeed aware of how the specific method can stimulate children’s development. Additionally the study showed us that teachers associate outdoor pedagogy with many inconveniences and problems, thus there is a big discrepancy between theory and practice.</p>

<p>One of our big public health problems in Sweden is that human beings are too inactive in outdoor settings. That is why stress related diseases increase and influence humans both mentally and physical. The physical activity is halved among many children when they start school and the older they become the less they enjoy school. It is also an increasing problem that children and youth in today's society have lack of worthwhile experiences in the nature. The aim of this study was therefore to examine how the experience of outdoor environment had importance for health and learning on upper secondary school pupils. The study is used a questionnaire survey where 192 upper secondary school pupils in nature and farm focused programs, respectively social programs participated. Of the result it emerged that the outside environment was a positive place in order to create health and learning. Although social- and farm focused pupils had different opinions about good outside environments and where they rather learned, the pupils at the social program were less pleased with their outside environment at school, although they already had what they wanted. The pupils at the social program also wanted more outdoor education and more practical education, as the farm focused pupils considered positive for health and learning. Our conclusion is that the pupils’ wishes should be noticed and a more varying education, that include the outdoor environment and experiences in nature, should be introduced in more schools, even in the cities, since the school also is an arena where young people spends a lot of their time. If the school creates an interest for nature it can last for the rest of life.</p>