Research highlights that outdoor education have positive impacts on students learning, socialdevelopment and academic performance. Despite the fact that outdoor education has a numberof positive impacts on students, we currently don’t know much about teachers view onoutdoor education in upper secondary school. This essay examines the experiences of teachersin social studies and their view of outdoor education. The empirical material comprises sixinterviews with upper secondary teachers in social studies. The theoretical frames in thisessay are pragmatism and theory of place. The empirical data collection was analyzed throughthe thematic analytical method. The findings reveal that teachers define outdoor education ina variety of ways. Although its sporadically implemented in the social studies course. Outdooreducation promotes teaching in reality-based environments where students can learn throughall their senses. However, teachers highlight that outdoor education also includes a number ofchallenges like lack of time, schedules and physical aspects. In addition, the results suggestthat teachers who have a thematic way of work can overcome some of these challenges.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:oru-97221 |
| Date | January 2022 |
| Creators | Lundin, Simon |
| Publisher | Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap |
| 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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