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 Work

Course level

Second cycle

Course type

Programme course

Examiner

Ola Uhrqvist

Course coordinator

Ola Uhrqvist

Director of studies or equivalent

Henrik Lindqvist, Åsa Järnvall
ECV = 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 2023) 202334-202423 Swedish Linköping, Valla E
L7MPD Master program in Pedagogical Practices, Part time (half time) (Pedagogical Practices, Part time (half time)) 5 (Autumn 2023) 202334-202423 Swedish Linköping, Valla E
L7MPD Master program in Pedagogical Practices, Part time (half time) (Pedagogical Practices, Part time (half time)) 7 (Autumn 2023) 202334-202423 Swedish Linköping, Valla E

Main field of study

Pedagogical Work

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.

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, VG

Other information

Course revised 2020-04-02; Dnr LiU-2020-01361

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.

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

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.

https://doi.org/10.1080/00958964.2012.719939

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)

https://doi.org/10.1080/03004279.2016.1201690

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)

https://doi.org/10.1080/13504622.2013.879696

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)

https://doi.org/10.1080/13504620903504032

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)

https://doi.org/10.1080/13569783.2016.1220247

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)

https://doi.org/10.1007

Other

Komplett lista inklusive referenslitteratur publiceras på Lisam.

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