In the last two decades, school gardening programs including interdisciplinary curriculum have been on the rise across the United States and abroad. Many outcomes have been researched related to school gardening programs including children’s academic achievements, socialization through gardening activities, food preference and nutritional outcomes, and environmental impacts. Teachers often carry the greatest weight of responsibility in school gardening programs. While current literature evidences child outcomes by evaluating children, parents, teachers and principles, in this project, teachers specifically were able to identify barriers and concerns before and after teacher training workshops in a pilot program in Atlanta, Georgia and express their levels of experience as indicators of commitment and willingness to implement the program in their classrooms. This research provided an opportunity to assess how well the training addressed perceived barriers to outdoor teaching. Principles of self-­‐efficacy and social cognitive theory were used to guide the development of survey tools in this evaluation. A logic model was created to identify the inputs, activities, short, medium-­‐, and long-­‐term outcomes and overall impact of the Learning Gardens program to be used in program implementation and expansion and to keep goals in sight, providing measurable evaluation steps to monitor progress. Surveys were created to evaluate the efficacy of teacher training and how teachers perceived barriers and self-­‐efficacy during their first year participating in the school gardens program. Surveys were given online and in-­‐person before and after training and after the first year of program participation. Data was collected, analyzed and presented. Curriculum tool kits were prepared for use in the classroom. Results indicated that with training, barriers to teaching outdoors decreased; perceived self-­‐efficacy and thus the drive and motivation to continue forward movement in the Learning Gardens program increased. Once teachers became aware of their goals, and how they would be able to achieve them together, they gained understanding of how the program would be beneficial to their students. These results stress the importance of teacher training and the provision of tools and resources linked directly to standards-­‐based curriculum as critical components in the implementation of successful school garden programming.

Outdoor teaching has been given attention which might be natural, but it ap-pears to be problematic to get functioning. The aim to this study is to seek knowledge about preconditions needed to get outdoor teaching in science func-tioning and the requirements of the teacher. The method of the data collection in the study are qualitative interviews and a selection of teachers working at a school with outdoor teaching profile has been done. The respondents appear to have unanimous thoughts about outdoor teaching due to the result. Precon-ditions when it comes to outdoor teaching in science are shown to be connected to the organization of outdoor teaching. The outdoor teaching organization is shown to be successful if the learning environments are well planned and if there are available materials to use. An example of successful learning envi-ronment is an outdoor classroom where an “ordinary” classroom indoors has been moved outdoors. In the result of the study it appears that barriers to out-door teaching can be that the environment nearby the school isn’t suited, but it is shown that environments can be adjusted. A conclusion of the study is that barriers can be overcome if preconditions to outdoor teaching are being worked with.

This thesis aims to explore teachers’ and students’ experience and perception of outdoor teaching and learning. Further, it aims to explore influences of outdoor teaching on academic performance in biology and mathematics. The contexts for the thesis are a Swedish high school and Australian environmental education centres. The empirical material comprises student and teacher interviews, and questionnaires and tests answered by students. Theoretical frames of reference are theory of place and three dimensions of learning: content, social and emotional dimensions of learning. The results reveal that the extended physical space had the potential to improve social relations and increase participation, collaboration and on-task communication. However, teachers witnessed a period of up to three months before the students adjusted to outdoor teaching. During that time disciplinary issues were a concern. Teaches’ perceptions were that experience of specific places such as local natural environment was fundamental to forming a sense of belonging and environmental concern. However, teachers described children and students as unfamiliar with local natural environments. Teacher’s perceptions were that media provides knowledge about nature rather than direct experience and children and students were often uncomfortable or afraid in nature. Mathematics followed by language education were the subjects most regularly taught outdoors. Two studies compared classroom education with partly outdoor education in biology and mathematics. Results reveal that students’ performance was equally good, or more developed as a consequence of outdoor teaching. An overarching conclusion is that the possibility to appeal to cognitive, social and emotional dimensions of learning all at the same time has the potential to concretize and broaden the often theoretical approach of high school education, and to contribute to long term episodic memories and a desire to learn. / Denna avhandling syftar till att utforska lärares och elevers erfarenheter av, och uppfattningar om undervisning och lärande utomhus. Vidare syftar den till att undersöka vilken inverkan undervisning utomhus har på elevers resultat i biologi och matematik. Studierna är utförda i en svensk högstadieskola samt vid australiska miljöutbildningscentra. Det empiriska materialet består av elev- och lärarintervjuer samt enkäter och tester besvarade av elever. Det teoretiska ramverket utgår från platsteori samt ett lärandeperspektiv inkluderande tre dimensioner: innehållsliga, sociala och emotionella dimensioner av lärande. Resultaten visar att utemiljöns utvidgade fysiska rum har potential att förändra sociala relationer positivt och leda till ökat deltagande, samarbete, och kommunikation i ämnet  Lärares erfarenhet var dock att det tog upp till tre månader innan eleverna var helt införstådda med utomhusundervisningens innebörd. Under den tiden var oordning i klassen ett hinder. Erfarenhet av specifika platser såsom lokal natur sågs av lärarna som väsentligt för elevernas platstillhörighet och miljöengagemang. Lärare vittnade dock om många elevers främlingskap inför lokala naturmiljöer. Kunskaper om naturen härstammade snarare från media än från egna erfarenheter och eleverna var ofta obekväma eller rädda i naturen. Matematik följt av språk var de ämnen som med störst regelbundenhet undervisades utomhus. I två delstudier jämfördes klassrumsundervisning med undervisning delvis utomhus i biologi och matematik. Resultaten visar på likvärdiga, eller mer utvecklade kunskaper som en följd av utomhusundervisning. En övergripande slutsats är att utomhusundervisningens möjligheter att samtidigt appellera till kognitiva, sociala och emotionella dimensioner av lärande kan konkretisera och vidga högstadieundervisningens teoretiskt inriktade innehåll samt bidra till långlivade episodiska minnen och en lust till lärande.

Utomhusvistelsen är en del av den dagliga rutinen i förskolan och är ett naturligt inslag. Hur gårdarna ser ut samt hur de används skiljer sig mellan förskolor, syftet med denna studie är att undersöka några förskollärares syn på utomhusmiljöns betydelse för barns lärande och utveckling. Där de centrala frågorna riktar in sig på användningen av utomhusmiljön och om den ses som en resurs för verksamheten. Studien bygger på en kvalitativ metod med semistrukturerade intervjuer, där åtta legitimerade förskollärare deltog. Resultatet analyserade med hjälp av det sociokulturella perspektivet och det utvecklingsekologiska perspektivet. Resultatet av studien visar förskollärarnas gemensamma uppfattningar och syn på utomhusmiljön, det framkommer hur förskollärarna anser att utemiljön kan användas i lärande syfte samt att utemiljön och förskolans närmiljö ses som en pedagogisk resurs. Slutsatsen synliggjorde att det finns potentiella möjligheter för att utveckla lärandet i förskolans utomhusmiljö och att förskollärarna anser att verksamhetens olika material kan förflyttas mellan miljöerna i förskolans verksamhet.

The aim with this study is to investigate how educators in preschool experience the phenomenon “present educators” on the preschool playground during outdoor activities. Through our study we want to point out the different forms of “present educators” or the different shapes of presence an educator may experience on the preschool playground in their role as an educator. To better capture the educators' experience of the phenomenon the study is based on a phenomenological research approach with qualitative interviews to gather information and data. We have made an intentional selection of six educators. The result of our study shows that the respondents use different forms of presence for different occasions. The respondents explain and details different forms of being a present educator in an outdoor playground environment, it can be a physical presence, being mentally present, a chosen absence and a mixture of all above mentioned.  The results stress the importance of being a present educator in ensuring the children receiving adequate education, but also how the respondents sometimes find their presence suffocating and removing the children’s natural and joyful exploration and play whilst outdoors.              Keywords: preschool, outdoor teaching, present educators, absent educators

The purpose of this degree study it to fill the research gap of outdoor education in Gaza Strip-Palestine. It explored the perspective of Elementary English language teachers on what they understand outdoor education and explained the lack of research on outdoor education in this region. The study adapted a qualitative research method by conducting semi-structed interviews with 11 teachers from both private and UNRWA (United Nations Relief and Works Agency for Palestine Refugees) schools in the Gaza-Strip. The data was analyzed by employing inductive content analysis. The result has provided that the teachers have heard of outdoor education, but yet they lack awareness regarding the actual term and what it means. Adding to this, they responded positively on considering implementing outdoor English language lesson. However, they illustrated limitation that they would face to conduct them. The research evoked that these limitation are the same reasons which why outdoor education and learning is not common in the Gaza-Strip. Thus, they stand behind the main causes of the lake of research in this field in that certain region.

The purpose of this degree project is to address upper secondary outdoor language education. It explores upper secondary EFL students’ attitudes and responses towards the teaching of English outdoors. The research has been based on data from qualitative research methods with an action research approach: peer observation, a reflective diary and focus group interviews. Peer observation and the reflective diary was used to recover information on four upper secondary EFL classes’ responses towards being taught outdoors. Focus group interviews were conducted on two groups of students from two of the classes on their attitudes towards being taught in outdoor English. The results from the data gathering are discussed using secondary sources which can be connected to outdoor education, and the research establishes that the students responded negatively to the instructions during the classes, many of them were active while some did not do what they were supposed to, and hardly no English was spoken. Even though mostly negative results were found the interviewees were generally positive to be taught outdoors and enjoyed it more than receiving education indoors, but some of them were aware that they did not learn much English since they hardly used it. This research provides ideas for how the lessons can be improved and acts as inspiration for future outdoor ESL classes.

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.

This study investigates the advantages and disadvantages of outdoor pedagogy for years F-3. By spending time outdoors, the pupils take part in activities they are unable to experience in the classroom. Outdoors, the pupils get the opportunity to investigate, discover and explore with all their senses. This makes the learning experience more profound. Children are currently spending more time than ever inside and infront of different types of screens, which is yet another reason why it is of great importance to allow the children to spend more time outside and in nature. Teaching outdoors enables the children to move around more freely and get fresh air, which promotes good health and an increased ability to concentrate. We have decided to investigate the advantages and difficulties with outdoor pedagogy. This study has been conducted through systematically searching for reports about outdoor pedagogy and its advantages and difficulties. The method used is based on searches in different data bases, using relevant terminology. The results of this study have shown several advantages such as increased knowledge, mental and physical health benefits, and a positive attitude towards caring for the environment among the children. The difficulties that have appeared are lack of time and the restrictions placed on the teachers due to the curriculum, but mainly the teacher's own lack of knowledge and confidence regarding outdoor pedagogy.

Syftet med denna undersökning är att utifrån ett exempel på ett kursupplägg för gymnasiets kurs Historia 1A1 som uppfyller alla styrdokumentens krav, visa på en modell för att undervisa utanför klassrummets väggar, ute i samhället, som kan leda till en avsevärt högre måluppfyllelse. Därvid kan detta exempel även föra fram ännu ett bland tidigare fåtaliga exempel för att hävda behovet av vidare studier av utomhus- eller påplatspedagogik även för de högre åldrarna inom skolväsendet.Detta genom att svara följande frågoställnignar: 1.     Är det möjligt att utarbeta ett realistiskt kursupplägg för gymnasiets kurs Historia 1A1 som uppfyller samtliga styrdokumentens krav där man till övervägande del undervisning utanför klassrummet?2.     Leder ett sådan undervisningssätt i sådana fall även till en högra måluppfyllelse hos eleverna, definierad som i medeltal högre satta betyg på kursens delmål utifrån skolans betygsmatris som bygger på Skolverkets uppsatta mål för kursen?3.     Kan en sådan ökad måluppfyllelse sedermera även antas ligga i linje med vedertagen forskning på området? Utomhus- eller påplatspedagogik har sedan ett antal årtionden varit ett brett och tämligen väl utforskat område inom pedagogiken. Man torde i dagsläget kunna hävda att det finns god evidens för denna pedagogiks styrkor och i vissa fall svagheter. En övervägande del av såväl svensk, nordisk och vidare internationell forskning är samstämmig om att undervisning utanför klassrummet, såväl utomhus som ute i samhället har många vittgående och goda effekter. Forskningen är dessutom mycket omfattande och varierande, dock inriktar sig forskningen nästan helt och hållet på förskolan och grundskolans lägre åldrar. Forskning såväl i Sverige som internationellt av dylik pedagogisk praktik inom skolväsendets högre åldrar (ca.13-18års ålder) saknas dock nästan helt.Vi lyckades genom studien genomföra ett kursupplägg, framtaget genom ett slags snöbollsurval av besöksmål inom regionen kring ett naturbruksgymnasium i Västsverige, med att uppnå en betydligt höjd måluppfyllelse för en klass inom naturbruksprogrammet våren 2019. Detta genom ett utvecklingsarbete som kom att ta formen av en slags aktionsforskning bestående en semistrukturerad observationsstudie med komplett deltagande, i enlighet med hur det definieras i Kristian Säfstens Forskningsmetodik från 2019.Vi utgick ifrån en konstruktivistisk syn på lärandeprocessen, där vi konstruerar vår egen förståelse utifrån våra vardagsföreställningar, det vill säga det vi kan och vet, samt våra tidigare erfarenheter.