In outdoor education the empirical outdoor experience is an important basis for a learning process – the teacher can affect learning with the choice of location. In order to develop the model in school, we need to build on teachers' perception of how their every day schoolwork looks like. This paper takes as its starting point at three teachers' perception of their learning environment and outdoor environments as well as a theoretical model of the site's importance in the learning process. The paper addresses both the importance of a structured and a unstructured meeting with outdoor sites. By linking teachers' interview response to a theoretical model an overall picture of how outdoor education can function in school is given. We look at the differences that exist between teaching inside and outside and at the possibilities the different environments give.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:liu-15336 |
| Date | January 2008 |
| Creators | Nyman, Ingemar |
| Publisher | Linköpings universitet, Institutionen för kultur och kommunikation |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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