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Utomhuspedagogik i NO-ämnen (F-3): mervärden och utmaningar
Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
2024 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Outdoor education in natural science (F-3): values and challenges (English)
Abstract [sv]

Utomhuspedagogik kan berika undervisningen i de naturorienterande ämnena genom att ge elever möjligheten att utveckla sin kunskap genom olika erfarenheter. Trots att tidigare forskningsresultat pekat på att utomhuspedagogik ger en positiv inverkan på elevers lärande väljer lärare att frångå pedagogiken. Därav syftar denna studie till att framhäva lärares erfarenheter och uppfattningar av utomhuspedagogik.

 

Denna kvalitativa studie utforskar lärares erfarenheter och uppfattningar av utomhuspedagogik inom naturvetenskapliga ämnen i de tidiga skolåren, F-3, i Skåne. Genom semistrukturerade intervjuer med fem lärare från tre kommuner undersöker studien både fördelar och utmaningar med utomhuspedagogik inom NO-ämnen. Empirin analyserades utifrån tematisk innehållsanalys där det framkom kategorier utifrån lärarnas gemensamma svar. Därefter analyseras framkomna teman utifrån Kolbs (2015) upplevelsebaserade teori och Vygotskys koncept ”Zone of proximal development”. Resultatet och slutsatsen av studien visade att lärarna ser mestadels mervärden med utomhuspedagogik men även några få utmaningar. 

Abstract [en]

Outdoor education can enrich the teaching of natural sciences by giving students the opportunity to develop their knowledge through hands-on experiences. Despite previous research that highlights the positive impact outdoor education has on students' learning, teachers choose not to utilize this pedagogic technique. This study aims to highlight teachers' experiences and perceptions of outdoor education in order to understand the utility and challenges of its implementation.

This qualitative study specifically explores teachers' experiences and perceptions of outdoor education in natural science subjects during the early school years, F-3, in Skåne. Through semi-structured interviews with five teachers from three different municipalities, this study examines both the benefits and challenges of outdoor education in natural science subjects. The teachers’ experiences were analyzed based on thematic content, where categorical themes emerged based on the teachers' common responses. These themes were then analyzed based on Kolb's (2015) experience-based theory and Vygotsky's concept "Zone of proximal development". The results of this study demonstrate that teachers view outdoor education as an added benefit but they also identify some challenges to its implementation.

Place, publisher, year, edition, pages
2024. , p. 53
Keywords [en]
challenges, experiential learning, limitations, natural science, outdoor pedagogy, primary school, teachers' views
Keywords [sv]
begränsningar, lärares syn, lågstadiet, NO-ämnen, upplevelsebaserat lärande, utmaningar, utomhuspedagogik
National Category
Natural Sciences
Identifiers
URN: urn:nbn:se:mau:diva-66582OAI: oai:DiVA.org:mau-66582DiVA, id: diva2:1847725
Educational program
LS Master of Arts in Primary Education­ Pre­School and School Years 1-­3
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Available from: 2024-04-02 Created: 2024-03-28 Last updated: 2024-04-02Bibliographically approved

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