liu.seSearch for publications in DiVA
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Space and Place: Perspectives on outdoor teaching and learning
Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
2012 (English)Doctoral thesis, comprehensive summary (Other academic)Alternative title
Plats och Rum : Perspektiv på undervisning och lärande utomhus (Swedish)
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. , 100 p.
Series
Linköping Studies in Behavioural Science, ISSN 1654-2029 ; 167
Keyword [en]
Outdoor teaching and learning, nature, school grounds, theory of place, Undervisning och lärande utomhus, natur, skolgård, platsteori
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:liu:diva-81318ISBN: 978-91-7519-813-2 (print)OAI: oai:DiVA.org:liu-81318DiVA: diva2:551531
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
List of papers
1. Children and Young People’s Experience of the Natural World: Teachers’ Perceptions and Observations
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, 1-16 p.Article 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
2. Learning biology and mathematics outdoors: effects and attitudes in a Swedish high school context
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, 56-75 p.Article 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
3. High school teachers' experience of the educational potential of outdoor teaching and learning
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, 56-81 p.Article 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
Keyword
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
4. Learning arithmetic outdoors in junior high school - influence on performance and self-regulating skills
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, 419-431 p.Article 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
Keyword
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

Open Access in DiVA

Space and Place: Perspectives on outdoor teaching and learning(1251 kB)18424 downloads
File information
File name FULLTEXT01.pdfFile size 1251 kBChecksum SHA-512
aa8d680ec24a51e1937a23d34c389f05a6f804d81037c9bb92380af40a439c238bbd1bcee1c131153d94ec00f110111d430d8c11b2a63f3728096dd38777972f
Type fulltextMimetype application/pdf
omslag(5873 kB)200 downloads
File information
File name COVER01.pdfFile size 5873 kBChecksum SHA-512
4636d10edccb13f86e9e2e26ec65eb18ae6ec86da56016c2e83ada511da1c7b249795f5c57549b00c7aaf9a3d1af1f63f71885637f6a87b65fbc06190ef66599
Type coverMimetype application/pdf

Authority records BETA

Fägerstam, Emilia

Search in DiVA

By author/editor
Fägerstam, Emilia
By organisation
Department of Behavioural Sciences and LearningFaculty of Educational Sciences
Educational Sciences

Search outside of DiVA

GoogleGoogle Scholar
Total: 18424 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

isbn
urn-nbn

Altmetric score

isbn
urn-nbn
Total: 20594 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf