Sammanfattning Utomhuspedagogik är en arbetsmetod som har blivit alltmer aktuell i dagens undervisning. Matematikuppgifter som elever får ta del av vid utomhusundervisning ger en vardagsrelaterad kontext. Elever får lära-genom-att-göra, de får teori i klassrummet som de sedan kan arbeta praktiskt med utanför klassrummet. Enligt Skolverket (2019) har lärare i uppdrag att låta elever få pröva olika arbetssätt och arbetsformer. Metoden utomhuspedagogik kan vara ett komplement till traditionell undervisning och ge matematikundervisning en variation. Syfte Denna kunskapsöversikt har som avsikt att beskriva en objektiv översikt av forskningsområdet utomhuspedagogik inom matematik från 2010 till 2019. Kunskapsöversikten ämnar fungera som ett underlag med vetenskaplig grund för lärare vid arbete med utomhuspedagogik. Vi vill även bidra till att användandet och intresset av metoden ökar inom skola. Metod Urvalet samlades in genom sökningar i databaserna PRIMO, DiVa, Google Schoolar och Ulrichsweb med förbestämda urvalskriterier. Vetenskapliga artiklar från olika delar av världen innehållande orden: utomhus, matematik eller de motsvarande engelska orden: outdoor education/learning mathematics lästes och användes som grund i kunskapsöversikten. Urvalet landade på totalt tio artiklar. Resultat Utifrån resultatet från kunskapsöversiktens artiklar framkom det att elever mår bra och gynnas av utomhusundervisning. Det ger elever ett friskare välmående när de får arbeta praktiskt inaturen. I samband med matematikundervisning kan elever få ta del av fysisk aktivitet. Vid utomhusundervisning byggs relationer upp, både elev till lärare men även elev till elev. Elevers begreppsförmåga och kommunikationsförmåga kring matematik ökar vid utomhuspedagogik. Vid undervisning utomhus får elever vardagsrelaterade uppgifter som ökar elevers lust till att lära i samband med att elever får lära-genom-att-göra. Kunskap elever får via utomhusundervisning stannar i minnet över en längre tid. Lärare uppfattar denna arbetsmetod som positiv för elevers mående och matematiklärande, däremot krävs det att lärare jobbar med disciplin och struktur med arbetsmetoden i början, för att vänja elever vid den nya lärmiljön. Lärare uppfattar att det tar tid att finna material och lämplig plats att utöva sin undervisning på. Trots upplevda hinder med arbetsmetoden är lärare generellt positiva till användandet av arbetsmetoden. Resultatet grundar sig på olika använda metoder från olikadelar i världen i forskningens artiklar.

The study investigates preschool teachers’ individual perceptions towards outdoor learning in Swedish preschools. The aim is to understand how preschool teachers describe outdoor learning and which effects on children´s behavior are recognized. Furthermore, the study aims to highlight children particularly benefiting from learning outdoors. Therefore, semi-structured interviews following a qualitative research approach are hold in order to outline and evaluate the perceptions of seven preschool teachers working in southern Sweden. A literature review should allow a contextual location focusing on outdoor education and outdoor learning, the Swedish preschool curriculum, nature´s influence on human’s health and well-being and children with special needs. The interviews show that preschool teachers mainly recognize positive effects of learning outdoors regarding children´s social, emotional, cognitive and physical development. Outdoor learning offers children possibilities to play in bigger groups and seems to cause less conflicts. Little attention is put on negative effects only regarding outdoor surroundings. Preschool teachers identify two main character traits of children certainly benefiting from learning outdoors, referring to children needing increased movement and children indoors appearing shy and introverted. As possible explanations for positive effects of outdoor learning on children the preschool teachers mainly relate to larger space and increased feelings of freedom. Nature seems to provide possibilities for a lower distraction of the senses, allowing a clearer perception. Children´s ability to concentrate seems to increase through nature. Additionally, outdoors the opportunity of taking a timeout increases in order to allow children spending time alone.

The purpose of this qualitative, purposeful, bounded case study was to explore the influences that promoted and restricted three women early childhood educators' inclusion of open-ended outdoor learning in a Head Start center. A continued degradation of nature, along with the predominance of women working in the early childhood workforce, led me to the use of the ecofeminist theory for this study. Research methodology included participant interviews, observations, and a study of the site's documents. In the analysis of the data, four themes were identified as promoting or restricting open-ended outdoor learning. These themes included: (a) participant's attitudes, (b) Head Start program requirements, (c) classroom and playground context, and (d) student behavior. Each of the themes included codes that were categorized as promoting or restricting open-ended outdoor learning. Some fell into both categories. Through the use of the ecofeminist lens, a view of the dualistic relationships between (a) teachers and the Head Start program and (b) teachers and their students were identified. These dualisms were found to support the "logic of domination" in which social structures were created to justify the domination of one group over another. These structures have historically been identified as patriarchal and were present at the research site. Children's culture and nature's intrinsic values were considered less valuable than adults' expectations for school readiness. This study provides a view of an ecofeminist early childhood analysis in which limited research is currently available. Further work in this field would aid in the understanding of the dualistic model and its presence in early childhood outdoor learning environments.

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.

The study investigates preschool children’s perspectives on the outdoors as a learning environment in an Irish context. The aim is to gain preschool children’s perspectives on their outdoor learning environment as too often children’s perspectives are not represented in research. The research aims to answer questions regarding how children engage with the outdoor environment, how the environment affords them different possibilities and what parts of the environment the children deem important. This study is a qualitative study using different methods to gain the children’s perspectives. The methods include participant observations, photography tours and semi-structured interviews. The research was conducted in three outdoor preschools in Ireland, a total of 45 children participated.   The findings of the research show that children are very creative in the way in which they use their preschool environments. Outdoor spaces were where the children engaged in physical activities and imaginative play in the outdoor environments, revealing the multifaceted engagement of children. The environment also afforded the children many sensory experiences which resonated differently among the children. The children also placed importance on the relationships they have formed within the preschool with friends and teachers. The connection children had with nature was also evident throughout the results and reflected their curiosity about their surroundings. Children from different preschools seem to have many similar experiences while also having individual and unique experiences of their own. It is evident while shared experiences exist among the participants each child’s experience is distinct in its own way. The study is significant as it highlights the importance and need for young children to be a part of the research process and how their opinions are important as they are the ones with first hand experiences. Ultimately this study shows the pivotal role children’s perspectives play in understanding their experiences in outdoor educational environments.

The Swedish Curriculum (Läroplanen för grundskolan, förskoleklass och fritidshemmet [Lgr22], 2022) emphasizes that skills in mathematics provide people with the conditions to make informed decisions in everyday life and increase the opportunities to participate in decision-making processes in society. At the same time as today's society has a pronounced need for mathematical knowledge, international studies show a deteriorating result among school students and the mathematical interest has declined (Babarovic, 2022). Regarding outdoor education in mathematics, research shows that there are improvement results for the students' learning process. Though students' own attitude towards mathematics has a great impact on their success in the subject (Karalı, 2022), a teacher's commitment and attitude towards the subject is also of great importance for how students feel about it (Carmichael et al., 2017). Among other things, outdoor education in mathematics provides more opportunities to explore and experiment which makes the subject easier to understand and therefore more appreciated and interesting (Khan et. al., 2020). In addition, spending time in nature improves well-being, which contributes to a more positive attitude towards the subject (Pambudi, 2022). In this knowledge overview, it was therefore intended to examine how outdoor education in mathematics, with a focus on the early years in elementary school, affects the students motivation and learning towards the subject.

The purpose of this study is to examine some after-school teachers’ perceptions about the outdoor stay at the after-school care centre in the schoolyard and in the leisure- environment. Five semi-structured interviews were conducted with the after-school teachers at five after-school care centres in the Stockholm area. In the theoretical part presents the leisure- governance and ongoing research on outdoor learning, research on the school playground and kindergarten local environment affects children in their development and learning, and after-school teachers’ professional identity. The theoretical foundation is based on the phenomenographic approach. The questions are: • What is outdoor education according to the after-school teachers? • According to after-school teachers, what educational opportunities are provided by the schoolyard and the local environment? • How do the after-school teachers use the schoolyard and local environment? The result shows that outdoor education can be a knowledge invigorating complement to the indoor teaching and a way for the after-school centre to supplement the compulsory schoolday. The play outdoors can help to increase children's social development, creativity and imagination. The after-school teachers used the schoolyard and local environment for various purposes which may be due to different circumstances, knowledge and experience to carry out educational activities outdoors. But it may also depend on whether the after-school teacher focuses on the regular school day or in the afternoon at the after-school care centre. / Syftet med denna studie är att undersöka några fritidspedagogers uppfattningar om fritidshemmets utomhusvistelse på skolgården och i närmiljön. Studien avgränsas till fem fritidshem i Stockholmregionen.  Denna studie utgår från tre frågeställningar. Dessa är:  • Vad är utomhuspedagogik enligt fritidspedagogerna? • Vilka förutsättningar ger skolgården och närmiljön enligt fritidspedagogerna? • Hur använder fritidspedagogerna skolgården och närmiljön? I det teoretiska avsnittet redogörs för fritidshemmets styrformer och aktuell forskning som berör utomhuspedagogik, forskning, hur skolgården och fritidshemmet närmiljö påverkar barnens utveckling, lärande samt fritidspedagogens yrkesidentitet. Den teoretiska grunden utgår från den fenomenografiska ansatsen. Resultatet visar att utomhuspedagogik kan vara ett kunskapsstärkande komplement till inomhusundervisningen och ett sätt för fritidshemmet att komplettera skolan. Leken utomhus kan bidra till att öka barnens sociala utveckling, kreativitet och fantasi. Fritidspedagogerna använde skolgården och närmiljön för olika ändamål som kan bero på olika förutsättningar, kunskaper och erfarenheter av att utföra pedagogisk verksamhet utomhus. Men det kan även bero på om fritidspedagogen lägger fokus på den ordinarie skoldagen eller på eftermiddagarna på fritidshemmet.

The following study describes teachers' perceptions of outdoor teaching in English in grades 4– 6. Outdoor teaching involves moving parts of regular teaching to an outdoor learning environment. Aspects that are involved are which teaching methods can be used and if teachers perceive some learning and motivation gains as well as obstacles connected to outdoor teaching. Pragmatic and sociocultural perspectives as well as self determination theory (SDT) are used to describe and interpret the perceptions and reasoning that emerged in the study. As empirical data questionnaires from 40 teachers as well as interviews with 4 teachers were used. Teachers both with and without experience in outdoor education participated in the study. In the study, the teachers' view is that conversational exercises are the work area of the curriculum that can be facilitated primarily through an outdoor learning environment. Teachers also highlighting increased motivation and commitment among students in varied ways of working such as outdoor teaching. Finally, this study showed that one of the main percieved barriers to outdoor education was that the teachers thought it would not be of the same quality as classroom teaching, was perceived as one of the main barriers. In coherence with other, larger studies, this study found that teachers' positive experiences of the students' increased motivation towards varied working methods such as outdoor education. As a difference, larger studies showed teachers’ concerns about not being able to meet, for example, the requirements of the curriculum through outdoor education as well as students fear of and discomfort of nature. / Följande studie beskriver lärares uppfattning om utomhusundervisning i engelska i åk 4–6. Utomhusundervisning innebär att flytta delar av den ordinarie undervisningen till en lärmiljö utomhus. Aspekter som berörs är vilka undervisningsmetoder som kan användas och används, om lärarna uppfattar några inlärnings- och motivationsvinster samt vilka hinder som lärarna uppmärksammar i samband med utomhusundervisning. Pragmatiska, sociokulturella teorier samt Self Determination Theory (SDT) har använts för att beskriva och tolka uppfattningarna och resonemangen som framkommit i undersökningen. Som empiriskt underlag till studien har enkätsvar från 40 lärare samt intervjuer med 4 lärare använts. Lärare både med och utan erfarenhet av utomhusundervisning har deltagit. I studien framkommer lärarnas uppfattning att konversationsövningar är det arbetsområde i läroplanen som främst kan underlättas genom en lärmiljö utomhus. Lärarna pekar också på en ökad motivation och engagemang hos eleverna vid varierade arbetssätt såsom utomhusundervisning. Gällande hinder för utomhusundervisning visar den här studien att lärares oro för att utomhusundervisningen inte skulle hålla samma kvalité som klassrumsundervisning upplevdes som ett av de främsta hindren. Likheterna med större studier är lärarnas positiva upplevelser av elevernas ökade motivation gentemot varierade arbetssätt som utomhusundervisning. Däremot visade större studier snarare på lärares oro för att inte kunna uppfylla exempelvis kraven i läroplanen genom utomhusundervisning samt elevers rädsla och obehag inför naturen, som ett av de främsta hindren för utomhusundervisning.

AbstractOutdoor education is a concept of the idea where you teach matters. This study asks the question of what significance outdoor education has for learning in natural science and how motivation influence the learning of the students.For young students in natural science it is important that they have the possibility to vary their environmental setting to be able to get firsthand and authentic experiences of life, nature, society and culture in its natural place, so that they can use that in their early education. A variety of how the students learn should mix between literal- and sense-based learning. Several of the studies that we have researched shows the same thing, outdoor education has an impact on the knowledge and skillset within natural science for the students. Yet it is rarely used to the extent that maybe it should within education. It does however not stop there; outside education also motivates students to learn both in the outside and inside settings.

I denna fenomenologiska studie är syftet att utforska och beskriva de erfarenheter och de uppfattningar som lärare i årskurs F–3 har om utomhusundervisning i relation till svenskämnet. Materialet består av intervjuer med sju lärare som jobbar med utomhusundervisning på två olika skolor. Resultatet visar att lärarna ställer sig positivt till att inkludera utemiljöer i sin undervisning sett till elevers lärande, men att undervisningen ställer vissa krav på organisationen och lärarnas arbetsinsatser. Lärarna upplever att schemalagda lektioner utomhus underlättar att utomhus- undervisning genomförs. För att utomhusundervisningen ska bli framgångsrik krävs ofta tillgång till mer personal, kollegialt samarbete samt mer tid för planering. Genom att integrera svenskundervisningen i uterummet med klassrummet upplever lärarna att elever får en tydligare verklighetsförankring av ord och begrepp. Det kan även ge inspiration till textskapande och skapa möjligheter för lekfulla former av lärande inom såväl bokstavsarbete som ordklasser och begrepp. Av resultatet framkommer att lärarna har positiva upplevelser av arbetssättets effekter på eleverna men att det upplevs som svårt att implementera i verksamheten. För att få utomhusundervisningen till ett etablerat arbetssätt inom svenskämnet krävs insatser från skolan, kompetensutveckling om utomhusundervisningens möjligheter samt ett medvetet och flexibelt arbetssätt hos lärarna.