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Fägerstam, Emilia
Publications (10 of 16) Show all publications
Fägerstam, E. & Grothérus, A. (2018). Secondary school students' experience of outdoor learning: A Swedish case study. Education, 138(4), 378-392
Open this publication in new window or tab >>Secondary school students' experience of outdoor learning: A Swedish case study
2018 (English)In: Education, ISSN 0013-1172, Education, ISSN 0013-1172, Vol. 138, no 4, p. 378-392Article in journal (Refereed) Published
Abstract [en]

The aim of this study was to explore lower secondary school students’ experiences of using the school grounds as a learning environment. School grounds were used on a regular basis during two to three years, mainly in mathematics and German as a third language. Fourteen students were interviewed about their experiences. The way outdoor learning was implemented facilitated student-centred and cooperative learning, which was considered positive in terms of academic as well as emotional dimensions. Perceptions regarding on-task orientation were more varied, and included experiences of increased as well as decreased on-task orientation. Teachers’ control could be poorer outdoors, resulting in a negative influence on on-task orientation. This study contributes to previous research on outdoor learning by focusing on regular school-based outdoor learning in a secondary school context.

Place, publisher, year, edition, pages
Mobile, AL, United States: Project Innovation, Inc., 2018
Keywords
Outdoor learning, secondary school, case study
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-152452 (URN)
Available from: 2018-11-01 Created: 2018-11-01 Last updated: 2018-11-07Bibliographically approved
Grothérus, A. & Fägerstam, E. (2017). Impact of long-term regular outdoor learning in mathematics–Tha case of John. In: Thérèse Dooley and Ghislaine Gueudet (Ed.), Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10, February 1-5,2017). Dublin, Ireland: DCU Institute of Education and ERME.: . Paper presented at Tenth Congress of the European Society for Research in Mathematics Education (CERME10, February 1 – 5, 2017). Dublin, Ireland (pp. 1074-1081). Dublin: Institute of Education, Dublin City University, Ireland , and ERME
Open this publication in new window or tab >>Impact of long-term regular outdoor learning in mathematics–Tha case of John
2017 (English)In: Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10, February 1-5,2017). Dublin, Ireland: DCU Institute of Education and ERME. / [ed] Thérèse Dooley and Ghislaine Gueudet, Dublin: Institute of Education, Dublin City University, Ireland , and ERME , 2017, p. 1074-1081Conference paper, Published paper (Other academic)
Abstract [en]

This paper reports on a longitudinal study investigating lower secondary students experiences of outdoor learning in mathematics on a regular basis and its impact on self-regulation skills and mathematics proficiency. The results are presented in form of a case: the case of John. The findings emphasise the positive outcomes of a closer connection between school and out-of-school experiences indicating reduced mathematics related stress and anxiety, changed self-concept, and enhanced mathematical proficiency.

Place, publisher, year, edition, pages
Dublin: Institute of Education, Dublin City University, Ireland , and ERME, 2017
Keywords
outdoor learning, mathematics anxiety, self-regulation, mathematical proficiency
National Category
Learning Pedagogy Learning
Identifiers
urn:nbn:se:liu:diva-152453 (URN)9781873769737 (ISBN)
Conference
Tenth Congress of the European Society for Research in Mathematics Education (CERME10, February 1 – 5, 2017). Dublin, Ireland
Available from: 2018-11-01 Created: 2018-11-01 Last updated: 2018-11-07Bibliographically approved
Fägerstam, E. (2016). Barn, hund och natur - i ett pedagogiskt perspektiv. Malmö: Malmö Stad, Malmö Naturskola
Open this publication in new window or tab >>Barn, hund och natur - i ett pedagogiskt perspektiv
2016 (Swedish)Report (Other academic)
Abstract [sv]

Projektgruppen, bestående av klasslärare, skolbibliotekarie, hundförare samt naturpedagog presenterade projektet för klassen i början av vårterminen 2015. En presentation av projektet gjordes även på ett föräldramöte. En riskbedömning gjordes av projektgruppen (kring elevernas interaktion med hundarna, allergier, rädslor etcetera).

Innan lektionerna/aktiviteterna i parken påbörjades fick eleverna skriva vad de visste om hundar och vad de ville lära sig mer om. De ställde frågor om hundarna som de sedan fick besvarade under arbetet tillsammans med skolbibliotekarien. Då fick de också arbeta med hur de själva hittar svar på sina frågor via dator, böcker, uppslagsverk samt diskutera källkritik. Eleverna delades in i grupper om tre och arbetade en grupp åt gången hos skolbibliotekarien. Bibliotekarien hade boksamtal med eleverna utifrån gruppernas läsnivå. I klassen med läraren fick eleverna läsa texter om hundar i läsläxa. Utifrån dessa texter fick de sedan skriva egna faktatexter om de olika hundraserna som de redovisade för varandra. Eleverna fick även ta med gosedjur och sköta dem som om de var hundar. Inför alla utelektioner förberedde läraren eleverna och efterarbetade alltid med dem utifrån innehållet och temat för varje veckas utelektion. På så sätt knöts utelektionerna ihop med det löpande arbetet i klassen.

Syftet med projektet var att variera och utvidga sättet att lära samt att öka lusten att lära. Eleverna gavs kontinuerliga möjligheter att koppla samman olika traditionella ämnesområden samt gavs även möjligheter att träna flera andra förmågor som empati, samarbete, koncentration och begreppsförståelse. Syftet med att arbeta med hund var att ge eleverna möjlighet att ta hjälp av hunden för att förbättra sin egen inlärning genom ökad motivation och lust att lära.

Place, publisher, year, edition, pages
Malmö: Malmö Stad, Malmö Naturskola, 2016. p. 11
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-127722 (URN)
Available from: 2016-05-11 Created: 2016-05-11 Last updated: 2016-05-12Bibliographically approved
Fägerstam, E. (2013). High school teachers' experience of the educational potential of outdoor teaching and learning. Journal of Adventure Education and Outdoor Learning, 14(1), 56-81
Open this publication in new window or tab >>High school teachers' experience of the educational potential of outdoor teaching and learning
2013 (English)In: Journal of Adventure Education and Outdoor Learning, ISSN 1472-9679, E-ISSN 1754-0402, Vol. 14, no 1, p. 56-81Article in journal (Refereed) Published
Abstract [en]

This is a longitudinal case study where teachers from different disciplines were interviewed before and after an outdoor teaching project in a Swedish junior high school. The school grounds were used regularly as an area for teaching and learning in different subjects. The purpose of this study was to explore how teachers from different disciplines experienced regular school-based outdoor teaching and learning. The study also aimed at comparing the teachers' perceptions of outdoor teaching and learning before and after the one-year project. Thematic analysis was used to analyse the interviews. Teachers' perceptions of the educational potential of outdoor teaching included increased motivation, communication and participation among students. Another perception was that the shared experiences in the outdoor environment could become a valuable starting point for subsequent indoor learning and that outdoor teaching could expand upon and strengthen indoor teaching. Challenges with outdoor education were also perceived, such as the fact that the students needed time to adjust to the new learning environment.

Place, publisher, year, edition, pages
Taylor & Francis, 2013
Keywords
Outdoor learning, high school, school grounds, teachers´ experiences
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-81317 (URN)10.1080/14729679.2013.769887 (DOI)
Available from: 2012-09-11 Created: 2012-09-11 Last updated: 2017-12-07Bibliographically approved
Fägerstam, E. & Blom, J. (2013). Learning biology and mathematics outdoors: effects and attitudes in a Swedish high school context. Journal of Adventure Education and Outdoor Learning, 13(1), 56-75
Open this publication in new window or tab >>Learning biology and mathematics outdoors: effects and attitudes in a Swedish high school context
2013 (English)In: Journal of Adventure Education and Outdoor Learning, ISSN 1472-9679, E-ISSN 1754-0402, Vol. 13, no 1, p. 56-75Article in journal (Refereed) Published
Abstract [en]

This research suggests that learning biology in an outdoor environment has a positive cognitive and affective impact on 13–15-year-old, Swedish high school pupils. Eighty-five pupils in four classes participated in a quasi-experimental design. Half the pupils, taking a biology course in ecology or diversity of life, had several lessons outdoors and the other half were taught indoors. All of the classes, but one, also had mathematics lessons outdoors once a week. Twenty-one pupils were interviewed five months after the course and all were positive towards the new learning environment they had experienced outdoors in biology and/or mathematics. They also valued the higher degree of interaction among the pupils. Other findings from the interviews were that the pupils from the outdoor classes showed a higher degree of long-term knowledge retention. They remembered both activities and contents better than the pupils in the indoor classes. An essay-type question assessing their biological understanding qualitatively according to the Structure of Observed Learning Outcome taxonomy revealed no differences between the groups. The results are discussed in the light of neurocognitive models of long-term memory.

National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-78461 (URN)10.1080/14729679.2011.647432 (DOI)
Available from: 2012-06-12 Created: 2012-06-12 Last updated: 2017-12-07Bibliographically approved
Berg, M. & Fägerstam, E. (2013). Utvärdering. Skogen som klassrum: Utvärdering av projektet 2009-2012. Stockholm: Naturskyddsföreningen
Open this publication in new window or tab >>Utvärdering. Skogen som klassrum: Utvärdering av projektet 2009-2012
2013 (Swedish)Report (Other (popular science, discussion, etc.))
Abstract [sv]

Följande rapport är en utvärdering av projekt Skogen som klassrum som har bedrivits gemensamt av Naturskyddsföreningen och Naturskoleföreningen under 2009-2012. Projektet har bestått av en fortbildning i utomhuspedagogik för pedagoger kallad Skogen som klassrum samt aktiviteter på lokal, regional och nationell nivå för att uppmärksamma värdet av undervisning i skogen och behovet av att tillgängliggöra och bevara skogar nära skolor och bostäder.

Projektet har lyft frågor och startat processer som har förbättrat förutsättningarna för att tusentals lärare och elever ska ha möjlighet att vistas i och lära känna skogen under skoltid. Utvärderingen visar att även en förhållandevis kort fortbildning som Skogen som klassrum bidrar till en utökad och fördjupad undervisning i naturen. Samtidigt kan fortbildningens upplägg med undervisning i och om närliggande skogsområden ha en positiv inverkan på lärarnas möjlighet att uppfylla målen i skolans styrdokument. En fortbildning som Skogen som klassrum kan på detta sätt vara en viktig del i arbetet för lärande för hållbar utveckling.

Det finns ett stort intresse för en fortsättning av projektet. Många aktörer inomSkogen som klassrum uttrycker att projektet har varit lärorikt och roligt och man ser det positiva i att integrera frågor kring skogens biologiska och sociala värden med skogens möjligheter som pedagogisk resurs i olika skolämnen. För att undervisning i naturen ska bli en naturlig del av skolans verksamhet i alla Sveriges kommuner krävs fortsatt arbete för att myndigheter och politiker ska ge stöd till utomhuspedagogisk verksamhet. Dessutom måste naturområden nära skolor bevaras och göras lättillgängliga. I längden kan undervisning i naturen leda till ett ökat intresse för växter och djur och att vara ute i naturen på fritiden. Detta kan i sin tur leda vidare till ett ökat intresse för att bevara natur och ett engagemang för samhällets hållbara utveckling.

Place, publisher, year, edition, pages
Stockholm: Naturskyddsföreningen, 2013. p. 46
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-104816 (URN)
Available from: 2014-02-27 Created: 2014-02-27 Last updated: 2014-03-10Bibliographically approved
Fägerstam, E. (2012). Children and Young People’s Experience of the Natural World: Teachers’ Perceptions and Observations. Australian Journal of Environmental Education, 28(1), 1-16
Open this publication in new window or tab >>Children and Young People’s Experience of the Natural World: Teachers’ Perceptions and Observations
2012 (English)In: Australian Journal of Environmental Education, ISSN 0814-0626, Vol. 28, no 1, p. 1-16Article in journal (Refereed) Published
Abstract [en]

This study explores the observations and perceptions of environmental ed ucation centre officers and teachers regarding children’s experiences with  nature. The study also explores the officers’ and teachers’ perceptions of the potential of using nature experiences in environmental education. A thematic analysis of data from interviews with 13 officers and 8 high school teachers in Sydney, Australia, revealed a widely held perception that children and young people have limited experience with natural set tings in nature reserves and national parks. The interviewees suggested that although their students were interested in learning in natural set tings, many were uncomfortable, afraid, and only had a vicarious under standing of Australian ecology, flora and fauna. The participants’ view of the potential of nature experiences was twofold: nature experiences were fundamental for developing a connection with nature and establishing environmental concern, and experiences in nature facilitated ecological knowle ge, which was considered to be a component of understanding and developing place identity in the Australian environment.

Place, publisher, year, edition, pages
Cambridge: Cambridge University Press, 2012
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-81316 (URN)10.1017/aee.2012.2 (DOI)
Available from: 2012-09-11 Created: 2012-09-11 Last updated: 2012-09-11Bibliographically approved
Fägerstam, E. & Samuelsson, J. (2012). Learning arithmetic outdoors in junior high school - influence on performance and self-regulating skills. Education 3-13, 42(4), 419-431
Open this publication in new window or tab >>Learning arithmetic outdoors in junior high school - influence on performance and self-regulating skills
2012 (English)In: Education 3-13, ISSN 0300-4279, E-ISSN 1475-7575, Vol. 42, no 4, p. 419-431Article in journal (Refereed) Published
Abstract [en]

This study aims to explore the influence of outdoor teaching among students, aged 13, on arithmetic performance and self-regulation skills as previous research concerning outdoor mathematics learning is limited. This study had a quasi-experimental design. An outdoor and a traditional group answered a test and a self-regulation skills questionnaire before and after a 10 weeks unit in arithmetic. Findings suggest differences in changes in academic performance between the groups in favour of the outdoor group and no significant changes in self-regulation skills, apart from a decrease in intrinsic motivation in the traditional group.

Place, publisher, year, edition, pages
Taylor & Francis, 2012
Keywords
mathematics, outdoor learning, artimetic skills, self-regulation skills, high school
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-79849 (URN)10.1080/03004279.2012.713374 (DOI)
Available from: 2012-08-14 Created: 2012-08-14 Last updated: 2017-12-07Bibliographically approved
Fägerstam, E. (2012). Space and Place: Perspectives on outdoor teaching and learning. (Doctoral dissertation). Linköping: Linköping University Electronic Press
Open this publication in new window or tab >>Space and Place: Perspectives on outdoor teaching and learning
2012 (English)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[sv]
Plats och Rum : Perspektiv på undervisning och lärande utomhus
Abstract [en]

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.

Abstract [sv]

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.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2012. p. 100
Series
Linköping Studies in Behavioural Science, ISSN 1654-2029 ; 167
Keywords
Outdoor teaching and learning, nature, school grounds, theory of place, Undervisning och lärande utomhus, natur, skolgård, platsteori
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-81318 (URN)978-91-7519-813-2 (ISBN)
Public defence
2012-10-26, 101, Hus I, Campus Valla, Linköpings universitet, Linköping, 13:00 (English)
Opponent
Supervisors
Available from: 2012-09-11 Created: 2012-09-11 Last updated: 2014-10-08Bibliographically approved
Fägerstam, E. (2012). Teachers' view on the relationship between outdoor environmental education and a sense of place. In: Mijung Kim, C. H. Diong (Ed.), Biology education for social and sustainable development: (pp. 317-324). Rotterdam: Sense Publishers
Open this publication in new window or tab >>Teachers' view on the relationship between outdoor environmental education and a sense of place
2012 (English)In: Biology education for social and sustainable development / [ed] Mijung Kim, C. H. Diong, Rotterdam: Sense Publishers, 2012, p. 317-324Chapter in book (Other academic)
Abstract [en]

   In an era of globalization and urbanization, various social, economic, and environmental challenges surround advances in modern biological sciences. Considering how biological knowledge and practice are intrinsically related to building a sustainable relationship between nature and human society, the roles of biology education need to be rethought to respond to issues and changes to life in this biocentury. This book is a compilation of selected papers from the Twenty Third Biennial Conference of the Asian Association for Biology Education 2010. The title, Biology Education for Social and Sustainable Development, demonstrates how rethinking and reconstruction of biology education in the Asia-Pacific region are increasingly grounded in deep understandings of what counts as valuable local knowledge, practices, culture, and ideologies for national and global issues, and education for sustainable development. The 42 papers by eminent science educators from Australia, China, Philippines, Singapore, Taiwan, and the U.S., represent a diversity of views, understandings, and practices in biology education for sustainable development from school to university in diverse education systems and social-cultural settings in the Asia-Pacific region and beyond. The book is an invaluable resource and essential reference for researchers and educators on Asian perspectives and practices on biology education for social and sustainable development.

Place, publisher, year, edition, pages
Rotterdam: Sense Publishers, 2012
Keywords
Education
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-79847 (URN)978-94-6091-927-5 (ISBN)
Available from: 2012-08-14 Created: 2012-08-14 Last updated: 2014-11-19Bibliographically approved
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