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Naturen som pedagogiskt stöd: En kvalitativ studie om lärares uppfattningar om utomhuspedagogikens påverkan på elever i koncentrationssvårigheter
2018 (Swedish)Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesisAlternative title
Nature as educational support : A qualitative study of teachers perceived effect of outdoor educations’ impact on pupils in concentrations difficulties (English)
Abstract [sv]

Syftet med denna studie var att undersöka lärares upplevelser av utomhuspedagogikens påverkan på elever i koncentrationssvårigheter och vilka positiva samt negativa effekter de ansåg vara mest framträdande.

Studien utgår från det kommunikativa relationsinriktade perspektivet (KoRP) i synen på elevers olikheter.

Datainsamlingen skedde genom semistrukturerade kvalitativa intervjuer med fem lärare i grundskolan (f-9) från tre olika skolor i södra Sverige.

Studiens resultat visar på en övervägande positiv upplevelse av utomhuspedagogikens effekter på eleverna, där inte enbart koncentrationsförmågan upplevdes öka utan också andra viktiga faktorer.

Slutsatsen är att koncentrationsförmågan är en viktig del i de upplevda effekterna men att inkluderingsaspekten upplevdes vara minst lika viktig. Dock kräver utomhuspedagogiken med elever i koncentrationssvårigheter ett konsekvent arbete över längre tid med tydlig planering och struktur.

Abstract [en]

The aim of this study was to examine how teachers perceived outdoor education could impact pupils in concentrations difficulties and which positive, but also negative effects seemed the most prominent.

The study is based on the communicative relationsbased perspective (KoRP) in how pupils differences are viewed.

The data was gathered through semi-structured qualitative interviews with five teachers in elementary school from three different schools located in southern Sweden.

The result of the study indicates a predominant positive experience of outdoor educations effects on the pupils, where not only the ability to concentrate was  perceived to improve but also other major factors.

The conclusion is that the ability to concentrate is an important part of the perceived effects, but that the inclusion side was perceived just as important. Outdoor education for pupils in concentrations difficulties does however require consistent work over a longer period of time with a distinct planning and framework.

Place, publisher, year, edition, pages
2018.
Keywords [en]
outdoor education, concentration difficulties, ability to concentrate, inclusion, teachers experiences
Keywords [sv]
utomhuspedagogik, koncentrationssvårigheter, koncentrationsförmåga, inkludering, lärares upplevelser
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:hj:diva-40579ISRN: JU-HLK-JU-2-20180543OAI: oai:DiVA.org:hj-40579DiVA, id: diva2:1221097
Subject / course
HLK, Education
Examiners
Available from: 2018-06-20 Created: 2018-06-19 Last updated: 2018-06-20Bibliographically approved

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CiteExportLink to record
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Citation style
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