Student rights and obligations (login required)
Linköping University common rules and regulations (in Swedish)
Outdoor education with emphasis on sustainability education, 15 credits
Utomhuspedagogik med fokus på lärande för hållbar utveckling, 15 hp
949A30
Main field of study
Pedagogical WorkCourse level
Second cycleCourse type
Programme courseExaminer
Emilia FägerstamCourse coordinator
Emilia FägerstamDirector of studies or equivalent
Henrik Lindqvist, Åsa JärnvallECV = Elective / Compulsory / Voluntary
| Course offered for | Semester | Weeks | Language | Campus | ECV | |
|---|---|---|---|---|---|---|
| L7MPD | Master program in Pedagogical Practices, Part time (half time) (Pedagogical Practices, Part time (half time)) | 3 (Autumn 2024) | 202434-202523 | Swedish | Linköping, Valla | E |
| L7MPD | Master program in Pedagogical Practices, Part time (half time) (Pedagogical Practices, Part time (half time)) | 5 (Autumn 2024) | 202434-202523 | Swedish | Linköping, Valla | E |
| L7MPD | Master program in Pedagogical Practices, Part time (half time) (Pedagogical Practices, Part time (half time)) | 7 (Autumn 2024) | 202434-202523 | Swedish | Linköping, Valla | E |
Main field of study
Pedagogical WorkCourse level
Second cycleAdvancement level
A1NCourse 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.
The following applies to courses that include a compulsory component:
- If special circumstances prevail, and if it is possible with consideration of the nature of the compulsory component, the examiner may decide to replace the compulsory component with another equivalent component.
If the LiU coordinator for students with disabilities has granted a student the right to an adapted examination for a written examination in an examination hall, the student has the right to it.
If the coordinator has recommended for the student an adapted examination or alternative form of examination, the examiner may grant this if the examiner assesses that it is possible, based on consideration of the course objectives.
An examiner may also decide that an adapted examination or alternative form of examination if the examiner assessed that special circumstances prevail, and the examiner assesses that it is possible while maintaining the objectives of the course.
Grades
Three-grade scale, U, G, VGOther information
Course revised 2020-04-02; Dnr LiU-2020-01361Planning 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 conducted in such a way that there are equal opportunities with regard to sex, transgender identity or expression, ethnicity, religion or other belief, disability, sexual orientation and age.
If special circumstances prevail, the vice-chancellor may in a special decision specify the preconditions for temporary deviations from this course syllabus, and delegate the right to take such decisions.
About teaching and examination language
The teaching language is presented in the Overview tab for each course. The examination language relates to the teaching language as follows:
- If teaching language is Swedish, the course as a whole or in large parts, is taught in Swedish. Please note that although teaching language is Swedish, parts of the course could be given in English. Examination language is Swedish.
- If teaching language is Swedish/English, the course as a whole will be taught in English if students without prior knowledge of the Swedish language participate. Examination language is Swedish or English (depending on teaching language).
- If teaching language is English, the course as a whole is taught in English. Examination language is English.
Department
Institutionen för beteendevetenskap och lärande| Code | Name | Scope | Grading scale |
|---|---|---|---|
| STN1 | Written exam | 10 credits | U, G, VG |
| OBL1 | Mandatory part | 2.5 credits | U, G |
| MRE2 | Oral presentation | 2.5 credits | U, G, VG |
Course literature is preliminary.
Books
A. Leicht, J. Heiss and W. J. Byun (eds), (2018) Issues and trends in Education for Sustainable Development UNESCO Publishing. Open source
Björklund, Sanne, (2014) Lärande för hållbar utveckling : i förskolan. 1. uppl. Lund : Studentlitteratur, 2014
ISBN: 9789144092560
Hudspeth, T.R., Hudspeth, T.R., (2016) Hopeful, Local, Visionary, Solutions-Oriented, Transformative, Place-Based Sustainability Stories and Service-Learning as Tools for University-Level Education for Sustainable Development: Experiences from University of Vermont
Humberstone, Barbara, Prince, Heather, Henderson, Karla A., (2016) Routledge international handbook of outdoor studies. London : Routledge, 2016.
ISBN: 9781315768465, 9781317666516, 9781317666523, 9781317666509, 9781138782884
Östman, Leif, (2015) Naturmötespraktiker och miljömoraliskt lärande. Uppsala: Uppsala universitet, 2015
ISBN: 9789155486112, 16548426
Pierce, G. (2017), The Value of Place: Sense of Place in Outdoor and Environmental Education Doctoral dissertation, Alaska Pacific University. (Valda delar av).
Sund, Per, Sund, Louise, (2017) Hållbar utveckling : ämnesdidaktisk tematisering för grundskolan. Första upplagan Stockholm : Liber, [2017]
ISBN: 9789147122592
Waller, T (2017, (2017) Part 3: Children’s engagement with nature, sustainability and children’s geographies. I The Sage Handbook of Outdoor Play and Learning. London: SAGE (finns som e-bok)
ISBN: 9781526415493, 9781526415516, 9781526402028, 9781473926608
Articles
Almers, E. (2013). , Pathways to action competence for sustainability - Six themes. Journal of Environmental Education, 44(2), 116–127.
Bell, P., Greene, T., Fisher, J., & Baum, A. (2001), Chapter 2: Nature and human nature. In Environmental Psychology. London: Lawrence Erlbaum Associates Publishers. (finns på lisam)
Cronon, W., A place for stories: Nature, history, and narrative Journal of American History (Journal of American History, March 1992, 78(4):1347-1376)
Dyment, J.E., Potter, T.G. (2015), Is outdoor education a discipline? Provocations and possibilities Journal of Adventure Education and Outdoor Learning (Journal of Adventure Education and Outdoor Learning, 15(3):193-208)
Eilam, Efrat, Trop, Tamar, ESD Pedagogy: A Guide for the Perplexed. Journal of Environmental Education 2011, Vol. 42 Issue 1, p43-64. 22p.
Franck, O., Osbeck, C., Challenging the concept of ethical literacy within Education for Sustainable Development (ESD): storytelling as a method within sustainability didactics Education 3-13 (Education 3-13, 23 February 2018, 46(2):133-142)
Ideland, M., Malmberg, C., Governing ‘eco-certified children’ through pastoral power: critical perspectives on education for sustainable development Environmental Education Research (Environmental Education Research, 17 February 2015, 21(2):173-182)
Jordet, A. (2011), Det idéhistoriske grunnlaget for uteskole. I Klasserommet utenfor. Tillpasset opplaering i et utvidet laeringsrom. Latvia: Cappelen Damm AS. (finns på lisam)
Kudryavtsev, Alex, Stedman, Richard C., Krasny, Marianne E. (2012), Sense of place in environmental education. Environmental Education Research, 18(2), 229-250. doi:10.1080/13504622.2011.609615
Kuo, M., Barnes, M., Jordan, C., Do experiences with nature promote learning? Converging evidence of a cause-and-effect relationship Frontiers in Psychology (Frontiers in Psychology, 2019, 10(FEB))
Mårtensson, F., Lisberg Jensen, E., Söderström, M & Öhman, J. (2011). , Den nyttiga utevistelsen? Forskningsperspektiv på naturkontaktens betydelse för barns hälsa och miljöengagemang. Stockholm: Naturvårdsverket.
Mogensen, F., Schnack, K., The action competence approach and the 'new' discourses of education for sustainable development, competence and quality criteria Environmental Education Research (Environmental Education Research, February 2010, 16(1):59-74)
Plumwood, V. (2008), "Shadow places and the politics of dwelling." Australian Humanities Review 44.2008: 139-50.
Potter, T.G., Dyment, J.E. (2016), Is outdoor education a discipline? Insights, gaps and future directions Journal of Adventure Education and Outdoor Learning (Journal of Adventure Education and Outdoor Learning, 16(2):146-159)
Reason, M., Heinemeyer, C., Storytelling, story-retelling, storyknowing: towards a participatory practice of storytelling Research in Drama Education (Research in Drama Education, 1 October 2016, 21(4):558-573)
Wiek, A., Withycombe, L., Redman, C.L., Key competencies in sustainability: A reference framework for academic program development Sustainability Science (Sustainability Science, July 2011, 6(2):203-218)
Other
Komplett lista inklusive referenslitteratur publiceras på Lisam.
This tab contains public material from the course room in Lisam. The information published here is not legally binding, such material can be found under the other tabs on this page.
There are no files available for this course.