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
Margareta EngvallECV = Elective / Compulsory / Voluntary
Main field of study
Pedagogical WorkCourse level
Second cycleAdvancement level
A1XCourse offered for
- Master´s programme in Pedagogical Practices/Education with Emphasis in Outdoor Didactics/Special Education
- 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
Three-grade scale, U, G, VGOther 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| Code | Name | Scope | Grading scale |
|---|---|---|---|
| STN1 | Written exam | 10 credits | U, G, VG |
| OBL1 | Mandatory part | 2.5 credits | U, G |
| MRE1 | Oral presentation | 2.5 credits | U, G |
Course literature is preliminary.
Mer litteratur kan tillkomma.
Bentsen, P., & SØndergaard Jensen, F. (2012). The nature of udeskole: outdoor learning theory and practice in Danish schools. Journal of Adventure Education and Outdoor Learning, 12(3), 199-219.
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)
Dyment, J., & Potter, T. (2014). Is outdoor education a discipline? Provocations and possibilities. Journal of Adventure Education and Outdoor Learning, 14(1), 1-16.
Faskunger, J., Szczepanski, A., & Åkerblom, P. (2018). Klassrum med himlen som tak. En kunskapsöversikt om vad utomhusundervisning betyder för lärande i grundskolan. Skrifter från Forum för ämnesdidaktik Linköpings universitet nr 10. Linköping: Linköpings universitet.
Fägerstam, E. (2012). Space and Place. Perspectives on outdoor teaching and learning. Avhandling. Linköping: Linköpings universitet.
Fägerstam, E. (2018). Secondary school student’s experience of outdoor learning: A Swedish case study. Education, 138(4), 378-392.
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., Prince, H., & Henderson, K. (2016). Routledge International Handbook of Outdoor Studies. London: Routledge (finns som e-bok)
Jordet, A. (2011). Klasserommet utenfor. Tillpasset opplaering i et utvidet laeringsrom. Latvia: Cappelen Damm AS.
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
Kuo, M., Barnes, M., & Jordan, C. (2019). Do experiences with nature promote learning? Converging evidence of a cause-and effect relationship. Frontiers in Psychology, 10:305.
Potter, T., & Dyment, J. (2015). Is outdoor education a discipline? Insights, gaps and future directions. Journal of Adventure Education and Outdoor Learning, 16(2), 146-159.
Plumwood, Val. "Shadow places and the politics of dwelling." Australian Humanities Review 44.2008 (2008): 139-50.
Sund, P., & Sund, L. (2017). Hållbar utveckling-ämnesdidaktisk tematisering för grundskolan. Stockholm: Liber.
Östman, L. (2015). Naturmötespraktiker och miljömoraliskt lärande. Studia Didactica Upsaliensia 8. Uppsala: Uppsala universitet.
Referenslitteratur
Behrenfeldt, L. et al. (2015). Att lära in ute – För hållbar utveckling. Vimmerby: Outdoor Teaching Förlag AB.
Björneloo, I. (2011). Hållbar utveckling-att undervisa utifrån helheter och sammanhang. Stockholm: Liber.
Davis, J. (ed.). (2010). Young children and the environment. Early education for sustainability. Cambridge: Cambridge University Press.
Jensen, M. (2016). Lärande och lärandeteorier. Om den intentionella människan. Lund: Studentlitteratur.
Jutvik, G., & Liepina, I. (n.d). Education for change. A handbook for teaching and learning sustainable development. Uppsala University.
Kramming, K. (2017). Miljökollaps eller hållbar framtid? Hur gymnasieungdomar uttrycker sig om miljöfrågor. Geographica 13. Avhandling. Uppsala: Uppsala universitet.
Manni, A. (2015). Känsla, förståelse och värdering. Elevers meningsskapande i skolaktiviteter om miljö- och hållbarhetsfrågor. Avhandling. Umeå: Umeå universitet.
Världsnaturfondens sida för högre utbildning om hållbar utveckling http://www.wwf.se/esdsverige.
Waller, T., Ärlemalm-Hagser, E., Hansen Sandseter, E. B., Lee-Hammond, L., Lekies, K., & Wyver, S. (2017). The Sage Handbook of Outdoor Play and Learning. London: SAGE (finns som e-bok)
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