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Här odlar humlorna en äng: Skogsträdgården som pedagogiskt uterum
Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
2015 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Here is where the bumblebees grow a meadow : The forest garden as an educational outdoor room (English)
Abstract [sv]

Syftet med denna studie var att undersöka

uppfattningar av skogsträdgårdsverksamhet som

pedagogisk idé, samt att jämföra resultatet med

den tidigare forskningen om traditionell

skolträdgårdsverksamhet. I studien diskuteras om

skogsträdgårdsverksamhet skulle kunna

kompensera för de negativa aspekter som tidigare

forskning visat att skolträdgårdsverksamhet har.

Attention Restoration Theory (ART) bildade

teoretisk bakgrund till valet av studiens inriktning.

Utifrån en kvalitativ ansats genomfördes

semistrukturerade intervjuer samt ett spontant

samtal. Respondenternas utsagor utgjorde studiens

empiriska material. Genomförandet av studien

inspirerades av den fenomenografiska ansatsen

samt delar från grounded theory. Studiens resultat

visar vilka förutsättningar som behövs för att

bedriva skogsträdgårdsverksamhet, på vilka sätt

skogsträdgården ses som en plats för lärande samt

vilka effekter skogsträdgårdsverksamheten har på

elever. Detta resultat är till stora delar

samstämmigt med tidigare forskning om

skolträdgårdsverksamhet i pedagogiskt syfte. Det

finns dock en stor skillnad. Skogsträdgården

kräver inte lika mycket skötsel.

Abstract [en]

The aim of this study was to investigate perceptions

of forest garden activity as an educational idea, and

also to compare the result with the recent research

about traditional school garden activity. In addition,

the study also discuss whether forest garden activity

can compensate for the negative aspects that

previous research has shown that school garden

activity have. Attention Restoration Theory (ART)

formed the theoretical background to the selection

of the study’s focus. Based on a qualitative

approach the study was completed by semistructured

interviews and a spontaneous

conversation. The statements of the respondents’

represent the study’s empirical materials. Parts from

the phenomenographic approach and parts from

grounded theory inspired the implementation of the

study. The study’s result demonstrate the conditions

needed to carry out forest garden activity, in which

ways a forest garden is seen as a place of learning

and which effects the forest garden activity have on

pupils. This result is largely consistent with previous

research of school garden activity for educational

purposes. There is however a big difference. The

forest garden does not require as much


Place, publisher, year, edition, pages
2015. , 38 p.
Keyword [en]
Forest garden, school garden, outdoor education, education, positive effects
Keyword [sv]
Skogsträdgård, skolträdgård, utomhuspedagogik, utbildning, positiva effekter
National Category
Natural Sciences
URN: urn:nbn:se:hj:diva-27325ISRN: JU-HLK-JU-2-20150075OAI: diva2:823377
Subject / course
HLK, Learning
Available from: 2015-06-22 Created: 2015-06-18 Last updated: 2015-06-22Bibliographically approved

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