Environmental outdoor education, 15 credits

Utomhuspedagogik med miljödidaktisk inriktning, 15 hp

943A08

Main field of study

Education

Course level

Second cycle

Course type

Programme course

Examiner

Emilia Fägerstam

Course coordinator

Emilia Fägerstam

Director of studies or equivalent

Margareta Engvall
Possible deviation from course syllabus/programme syllabus
ECV = Elective / Compulsory / Voluntary
Course offered for Semester Weeks Language Campus ECV
L7MPD Master program in Education with Emphasis in Outdoor Didactics, Part time (quarter time) (Edication with Emphasis in Outdoor Didactics, Part time (quarter time)) 5 (Autumn 2018) 201834-201923 Swedish Linköping, Valla C/E

Main field of study

Education

Course level

Second cycle

Advancement level

A1X

Course offered for

  • Master´s programme in Pedagogical Practices/Education with Emphasis in Outdoor Didactics/Special Education

Examination

Applies to all courses regardless of grading scale.

  • Students failing an exam covering either the entire course or part of the course two times are entitled to have a new examiner appointed for the reexamination.

If the course has a three-graded grading scale (U - VG), following applies:

  • Students who have passed an examination may not retake it in order to improve their grades.

If the course is a VfU course, the following applies:

  • Examination of applied social and didactic abilities is limited to three (3) occasions.

Grades

Two-grade scale, U, G

Other information

Planning and implementation of a course must take its starting point in the wording of the syllabus. The course evaluation included in each course must therefore take up the question how well the course agrees with the syllabus.

The course is carried out in such a way that both men´s and women´s experience and knowledge is made visible and developed.

Department

Institutionen för beteendevetenskap och lärande

No examination details is to be found.

Student rights and obligations (login required)
Linköping University common rules and regulations (in Swedish)
Referenslista Breiting, S., & Wickenberg, P. (2010). The progressive development of environmental education in Sweden and Denmark. Environmental Education Research, 16(1), 9-37. Dahl Madsen, K. (2013). Unfolding education for sustainable development as didactic thinking and practice. Sustainability, 5, 3771-3782. Efrat, E, & Tamar, T. (2011). ESD pedagogy: a guide for the perplexed. Journal of environmental education research, 42(1), 43-64. Hedefalk, M., Almqvist, J., & Östman, L. (2014). Education for sustainable development in early childhood education: a review of the research literature. Environmental Education Research, doi: 10.1080/13504622.2014.971716. Hill, A., & Brown, M. (2014). Intersections between place, sustainability and transformative outdoor experiences. Journal of Adventure Education and Outdoor Learning, 14(3), 217-232. Humberstone, B., & Stan, I. (2012). Nature and well-being in outdoor learning: authenticity or performativity. Journal of Adventure Education and Outdoor Learning, 12(3), 183-197. Ideland, M. (2016). Den KRAV-märkta människan. Lund: Celanders förlag. Jutvik, G., & Liepina, I. (n.d). Education for change. A handbook for teaching and learning sustainable development. Uppsala university Kollmuss, A., & Agyeman, J. (2002). Mind the gap: why do people act environmentally and what are the barriers to pro-environmental behavior? Environmental Education Research, 8(3), 239-260. Kudryavtsev, A., Stedman, R. C., & Krasny, M. E. (2012). Sense of place in environmental education. Environmental Education Research, 18(2), 229-250. doi:10.1080/13504622.2011.609615 Mannion, G., Fenwick, A., & Lynch, J. (2013). Place-responsive pedagogy: learning from teachers’ experiences of excursions in nature. Environmental Education Research, 19(6), 792-809. Rockström, J., & Klum, M. (2015). Big world, small planet: Välfärd inom planetens gränser.. Stockholm: Max ström. alternativt Rockström, J., & Klum, M. (2012). Vår tid på jorden. Välfärd inom planetens hållbara gränser. Stockholm: Langenskiöld. Sandell, K., & Öhman, J. (2013). An educational tool for outdoor education and environmental concern. Journal of Adventure Education & Outdoor Learning, 13(1), 36-55. Sund, P., & Sund, L. (2017). Hållbar utveckling-ämnesdidaktisk tematisering för grundskolan. Stockholm: Liber. Referenslitteratur Behrenfeldt, L. et al. (2015). Att lära in ute – För hållbar utveckling. Vimmerby: OutdoorTeaching Förlag AB. Björneloo, I. (2011). Hållbar utveckling-att undervisa utifrån helheter och sammanhang. Stockholm: Liber. Kronlid, O. (red.). (2010). Klimatdidaktik. Stockholm: Liber. Edstrand, E. (2017). Learning to reason i environmental education: Digital tools, access points to knowledge and science literacy. Doktorsavhandling. Göteborg: Göteborgs universitet Kramming, K. (2017). Miljökollaps eller hållbar framtid? Hur gymnasieungdomar uttrycker sig om miljöfrågor. Geographica 13. Doktorsavhandling. Uppsala: Kulturgeografiska institutionen, Uppsala universitet. Ärlemalm-Hagsér. E. (2013). Engagerade i världens bästa? Lärande för hållbarhet i förskolan. Doktorsavhandling. Göteborg: Göteborgs universitet.

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