Student rights and obligations (login required)
Linköping University common rules and regulations (in Swedish)
Schoolage Educare 3, Children, Sustainable Development and Outdoor Education, 9 credits
Fritidspedagogik 3, Barn, hållbar utveckling och utomhuspedagogik, 9 hp
971G36
Main field of study
Pedagogical WorkCourse level
First cycleCourse type
Programme courseExaminer
Magnus JanssonCourse coordinator
Magnus JanssonDirector of studies or equivalent
Mats BrusmanECV = Elective / Compulsory / Voluntary
| Course offered for | Semester | Weeks | Language | Campus | ECV | |
|---|---|---|---|---|---|---|
| L1FRI | Primary School Teacher Programme with a specialization in Extended School Teaching | 3 (Autumn 2020) | 202034-202043 | Swedish | Norrköping, Norrköping | C |
Main field of study
Pedagogical WorkCourse level
First cycleAdvancement level
G1XCourse offered for
- Primary School Teacher Programme with a specialization in Extended School Teaching
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 instead 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.
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 |
|---|---|---|---|
| SME1 | Oral presentation | 1.5 credits | U, G |
| OBL1 | Exercises | 0 credits | D |
| MRE1 | Oral presentation | 1.5 credits | U, G |
| SRE3 | Exercies | 2.5 credits | U, G |
| SRE4 | Exercies | 3.5 credits | U, G, VG |
Obligatorisk litteratur
Andersson, Petra (2009). Naturligt=bra? Funderingar över ett värdeladdat begrepp. I Halldén, Gunilla (Red.) Naturen som symbol för den goda barndomen. Stockholm: Carlssons förlag.
Behrenfeldt, L., Brömster, E., Eadie, G., Fredman, A., Grantz, H., Gustafsson, J., Jansson, B., Lindblad, S., Lundberg, L., Manni, A., Tedenljung, A. & Wohlin, A. (2015). Att lära in ute för hållbar utveckling. Vimmerby: Outdoor Teaching Förlag.
Bryman, Alan (2011). Samhällsvetenskapliga metoder. Stockholm. Liber.
Elvstrand, H. Lago, L. Simonsson, M. (2019). Fritidshemmets möjligheter – att arbeta fritidspedagogiskt. Lund: Studentlitteratur
Grahn, Patrik (2007). Barnet och naturen. I Dahlberg, Lars-Owe m.fl. (Red.) Utomhuspedagogik som kunskapskälla. Närmiljö blir lärmiljö. Lund: Studentlitteratur.
Gyberg, Per & Rundgren, Carl-Johan (2013). Tio skäl att strunta i miljön: om varför det är så svårt att förändra vardagligt beteende. Linköping: Tema teknik och social förändring, Linköpings universitet.
Mårtensson, Fredrika, Lisberg Jensen, Ebba, Söderström, Margareta & Öhman, Johan (2011). Den nyttiga utevistelsen? Forskningsperspektiv på naturkontaktens betydelse för barns hälsa och miljöengagemang. Rapport 6407. Bromma. Naturvårdsverket.
Pleijel, Håkan (2013). Ekologi: en introduktion. Malmö: Gleerup.
Rönnlund, Maria (2015). Skolgården som socialt rum. Nordic Studies in Education, 35(3-4), 200-216.
Sandel, Klas & Öhman, Johan (2010). Educational potentials of encounters with nature: reflections from a Swedish outdoor perspective. Environmental Education Research, 16:1.
Skolverket. (2018). Lgr 11. Läroplan för grundskolan, förskoleklassen och fritidshemmet. Skolverket. (www.skolverket.se)
Skolverket. (2014). Allmänna råd med kommentarer. Skolverket. (www.skolverket.se)
Svedäng, Maria (2015). Utomhuspedagogik i fritidshemmet. I Ann S. Pihlgren (Red.). Fritidshemmet och skolan - det gemensamma uppdraget. Studentlitteratur.
Övrig litteratur
Brügge, Britta, Glantz, Matz & Sandell, Klas (2011). Friluftlivets pedagogik. För kunskap, känsla och livskvalitet. Stockholm: Liber.
Dahlgren, Lars Owe. Sjölander, Sverre. Strid, Jan Paul. Szczenpanski, Anders. (2007). (red). Utomhuspedagogik som kunskapskälla – närmiljö blir lärmiljö. Lund: Studentlitteratur.
Fägerstam, Emilia (2012) Space and Place- Perspectives on outdoor teaching and learning. Linköpings Universitet. Doktorsavhandling.
Hansson, Petra (2014). Text, Place and Mobility: Investigations of Outdoor Education, Ecocriticism anetra Environmental Meaning Making. Doktorsavhandling. Uppsala: Act Universitatis Upsaliensis (http://www.diva-portal.org/smash/record.jsf?pid=diva2%3A686311&dswid=8265)
Heinberg, Richard (2011) The end of growth - adapting to a new economic reality. New Society Publishers.
Myndigheten för Skolutveckling. (2004). Hållbar utveckling i praktiken. (www.skolverket.se)
Persson, Christel & Persson, Torsten (2011, upplaga 1:2) Hållbar utveckling - människa, miljö, samhälle. Lund: Studentlitteratur.
Digitala referenser
http://www.globalamalen.se/
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