The purpose of this study was to gain a deeper understanding of teacher´s motives to engage in Outdoor education in their teaching. A qualitative approach through interviews was used and a total of eight teachers were interviewed. The result showed that there were several motives to engage in Outdoor education. These motives were divided into three main categories which were: to engage in Outdoor education from teacher`s interest, to engage in Outdoor education based on teacher`s perceptions of children's needs and to engage in Outdoor education based on external factors..

The overall aim with this study is to elucidate Outdoor education as an education method and on the basis of that illustration to examine active educators vision on it as a way to motivate students' learning. This study is based on a literature component and a qualitative study through interviews five teachers.The results of the interviews show how to interpret the motivation and how to work with students' motivation. As well as Outdoor education as part of the activity.  The interviews show the importance of Outdoor education can be to increase students'motivation for learning. They also show the importance of Outdoor education is for student learning and test scores have shown the effectiveness of student learning through Outdoor education.

The overall aim with this study is to elucidate Outdoor education as an education method and on the basis of that illustration to examine active educators vision on it as a way to motivate students' learning. This study is based on a literature component and a qualitative study through interviews five teachers.The results of the interviews show how to interpret the motivation and how to work with students' motivation. As well as Outdoor education as part of the activity.  The interviews show the importance of Outdoor education can be to increase students'motivation for learning. They also show the importance of Outdoor education is for student learning and test scores have shown the effectiveness of student learning through Outdoor education.

This paper is a study about Outdoor education in pre- school. The main purpose is to look over if Outdoor education in pre- school is a restraint or a resource. The study is based on two questionnaires, one to personnel in pre- school and one to parents who have children in pre- school. The study showed that Outdoor education is mostly viewed to be a resource but there can be some problems in how to use it. Time, planning and knowledge were problems that were often mentioned by teachers.

This is a study where the purpose was to investigate whether preschool teachers have a positive or negative attitude to Outdoor education. Their view of outdoors education is also treated. The methods used were questionnaires and semi-structured interviews. The survey was sent to all preschool teachers in three municipalities and on a social network. The interviews were conducted at a preschool, which had a form of outdoor profile.

The overall aim with this study is to elucidate Outdoor education as an education method and on the basis of that illustration to examine active educators vision on it as a way to motivate students' learning. This study is based on a literature component and a qualitative study through interviews five teachers.The results of the interviews show how to interpret the motivation and how to work with students' motivation. As well as Outdoor education as part of the activity.  The interviews show the importance of Outdoor education can be to increase students'motivation for learning. They also show the importance of Outdoor education is for student learning and test scores have shown the effectiveness of student learning through Outdoor education.

The study is of qualitative research method, where the interviews are the main material for the study. This study aims to analyze teachers and pupils perspectives on Outdoor education in the early years of the elementary school. The main reason for this study is that all the literature in the area tends to lift up the positive aspects of the field. While the practice of education tends to go the other way, where the majority of our children?s classes takes place inside the classrooms.

Abstract This research is about Outdoor education as a pedagogical method, and its purpose is to find out six teachers thoughts about outdoor learning, and their experiences about this method.Many philosophers and advocates for the Outdoor education claims that learning is best acquired when children uses all their senses and that school subjects that are thought in the classrooms also can be thought outdoors.  Studies have shown that children´s health and learning ability increase when they are thought outdoors.Interviews and observations have been done.My questions are: How do the teachers practice Outdoor education in their classes and what is the result? Which subjects do they use in Outdoor education? Do the teachers see any obstacles using the outdoor method and why do the not use it to a greater extent? Keywords: Outdoor education, outdoor mathematics, learning and effects, children, thoughts and expiriences. .

Abstract The purpose of this paper is to investigate teachers´attitudes to and work with Outdoor education in preschool. The aim is also to identify the opportunities and barriers that exist to conduct Outdoor education. In my research I have interviewed six preschool teachers in a medium sized municipality, where five of the teachers worked in the suburbs to the Big City and one teacher worked in the downtown Big City. All respondents in the study were in favor of conducting Outdoor education. The respondents claimed that it promoted children´s health and motor skills. The result also shows that the teachers saw a great opportunity for learning related to Outdoor education, by using the resources of nature.

The objective for this study was to acquire a greater insight if children with concentration difficulties are assisted by Outdoor education in the traditional teaching. With the use of a qualitative methodology four teachers were interviewed. The outcome gave evidence for that the teachers thought that Outdoor education has a positive outcome for children with concentrations difficulties. The findings were divided into three key categories: the teacher?s reflections about Outdoor education, Outdoor education for children with difficulties in concentration and if there was any difference in how the children behaved indoors after having educations outdoors..

AimOur aim with this study was to examine how Outdoor education is designed and experienced in three upper (senior) levels of compulsory school in Stockholm, and to compare it with the Norwegian equivalence.MethodOur method has been interviews with ten teachers, of whom six are Swedish teachers and four are Norwegian teachers. Two Swedish teachers are teaching in other subjects than Physical Education, four are teachers in Physical Education, two are teachers in Norway in Physical Education at and two are teachers in Norway at university level. Questionnaires were used to examine the Swedish pupils? attitudes towards Outdoor education. 90 questionnaires were delivered, and 70 answered them.

AimThe purpose with our study has been to investigate if upper secondary high schools in the south of Sweden, Stockholm and north of Sweden follow the Outdoor education regulations stated in the curriculum (Lpf-94). Moreover, we aim to study if the teachers? previous experiences as well as the students affect the Outdoor education. Finally, the purpose is to find out how the outdoor-life-education can be improved. These are the research questions:o How do the chosen high schools follow the Outdoor education regulations stated in Lpf-94?o What obstacles, advantages and differences exist between the outdoor-life-education in these high schools?o In what way do the teachers? outdoor life experiences influence their education at school?o How can the students influence the Outdoor education in their High Schools?o How can Outdoor education be improved?MethodThe study is based upon data collected from four interviews with PE ( physical education) teachers from four different high schools.

Through a quantitative examination, 26 pedagogies in the pre-school activity answered a few questions in an enquiry about Outdoor education. The purpose with this examination was to find out what pedagogies think and apprehend about Outdoor education, and also if the "education plan" is in their minds during outdoor activities and if they see them self´s as competent in nature studies. They have also answered questions whether they think that they have good outdoor environment that stimulates children´s development and learning and if there´s any forest that they visit on regular basis.The pedagogies think that during time spent outdoor, it´s the motor skills that are best developed. All of the pedagogies mentioned above think that they need to get more educated in nature studies and also that pedagogies attitude towards time spent outdoors affect the children. They do not think about the goals and intentions of the "educations plan" all the time.

Through a quantitative examination, 26 pedagogies in the pre-school activity answered a few questions in an enquiry about Outdoor education. The purpose with this examination was to find out what pedagogies think and apprehend about Outdoor education, and also if the "education plan" is in their minds during outdoor activities and if they see them self´s as competent in nature studies. They have also answered questions whether they think that they have good outdoor environment that stimulates children´s development and learning and if there´s any forest that they visit on regular basis.The pedagogies think that during time spent outdoor, it´s the motor skills that are best developed. All of the pedagogies mentioned above think that they need to get more educated in nature studies and also that pedagogies attitude towards time spent outdoors affect the children. They do not think about the goals and intentions of the "educations plan" all the time.

AimThe aim of this interview study was to examine how PE teachers related to factors (ramfaktorer) affecting the implementation of outdoor recreation in school.MethodWe conducted a qualitative interview study with six PE teachers in the Stockholm area. These were selected after all the PE teachers in Stockholm were contacted via e-mail. In the e-mail they declared the number of outdoordays (friluftsdagar) conducted at their school, for grades four, five and six. The selection was carried out in that we chose the PE teachers who declared the most and least number of outdoor days. After the transcription of the interviews we divided the teachers in to two groups, based on the width of outdoor activities in their teaching.