Children with concentration difficulties are to a great extent a problem in schools and therefore it becomes interesting to see how possibilities around these children can appear in pre-school. From a pre-school teacher?s perspective, the study aims to provide a deeper understanding of how outdoor education can influence children with concentration difficulties. The method of the study is a qualitative research run-up with interviews that intends to describe pre-school teachers? views.

This report is about the current outdoor environment in the housing area Brunnsbacken in the city of Eskilstuna. The report examines the various factors in the outdoor environment that can affect the physical and psychic well being of the elderly people through availability and inclusion. The research methods that are affected are qualitative and has been implemented in order to give insight and knowledge about the way elderly people view the outdoor stay in their neighborhood, but also through analysis produce an informed design suggestion..

Syftet med studien var att ta reda på hur gymnasieungdomar upplever utomhuspedagogiska moment i undervisningen. Det är en kvalitativ undersökning gjord vid Bernadottegymnasiet i Stockholm. Studien baseras på deltagande observationer under drygt två fältdygn och på semi-strukturerade intervjufrågor med tolv elever, i tre fokusgrupper. Resultatet visar att elever upplever utomhuspedagogiska undervisningsmoment positivt.

The use of out-door pedagogy in the school has been frequently high-lighted during recent years. To which extent out-door education was practised in the school depends on the opinions among the active teachers. The aim of this study was to examine the opinions on out-door pedagogy among teachers in classes 4-6 of the elementary school and to find out to which extent the teacher used out-door teaching. The study was based on qualitatively structured interviews with 4 teachers having different lenght of teaching experience. The results of the interviews showed that the teachers had different opinions on the definition of out-door pedagogy.

In outdoor education the empirical outdoor experience is an important basis for a learning process ? the teacher can affect learning with the choice of location. In order to develop the model in school, we need to build on teachers' perception of how their every day schoolwork looks like. This paper takes as its starting point at three teachers' perception of their learning environment and outdoor environments as well as a theoretical model of the site's importance in the learning process. The paper addresses both the importance of a structured and a unstructured meeting with outdoor sites.

This literature review describes organic pig production in Sweden, its advantages and disadvantages, but also how its problems can be reduced or solved. Organic pigs have the possibility to a more natural behaviour than conventional pigs. With outdoor pigs comes problems, especially during wintertime, concerning water and feed supply, thermal environment and supervision. Parasites and leakage of plant nutrients are other difficulties that comes with outdoor pigs. All problems and difficulties can be reduced or put right through correct management.

Det här är en litteraturstudie som undersöker hur forskningsfältet kring utomhusmatematik ser ut, samt de olika resultat som forskningen kommit fram till.Genom systematiska sökningar har tretton artiklar i sin helhet valts ut för granskning, samt nio artiklar som ej finns tillgängliga i fulltext. Dessa inkluderades för att bidra till en mer komplett beskrivning av karaktären för hela det aktuella forskningsfältet. Resultatet visar framför allt att det finns relativt lite forskning inom området. Endast fem artiklar kunde bedömmas uppfylla kriterierna som vetenskapliga och därmed får dessa stå till grund för att visa vad forskningen för området säger. Dessa artiklar konkluderade att elever spontant upplever utomhusmatematik som roligt, att de lär sig lättare samt får en djupare förståelse för matematiken.

AbstractThis study deals with outdoor education together with Swedish language teaching. In my future profession as a teacher I want to be able to offer my pupils varied, discovering and exploring lessons focused on nature. The aim of this study is to throw light upon outdoor teaching, hoping that more people will discover nature as the right place to learn.In my study I have asked these questions:? What is outdoor education?? How can Swedish be taught out of doors?? Why is this method a good complement to the traditional teaching in the classroom?With these questions in wiev I made three qualitative interviews with teachers with different backgrounds. In addition I have planned, taught and evaluated the lesson that is the basis of the result.Outdoor education should be given increasing time in school and be used as a complement to the traditional teaching in the classroom.

The purpose of the survey was to find out how early childhood teachers work with the curriculum of I Ur och Skur with children between 1-3 years in the forest and how such educators are using the Outdoor pedagogy in the forest environment in preschool.In order to answer the study's aim and objectives interviews were performed with six teachers in I Ur och Skur kindergartens.What emerged from this study is that forest excursions are a central part of the curriculum and is seen as their educational place. The teachers are working to create a feeling of security among the youngest children of enjoying the woods and also to raise an interest in the children. Natural materials are used during the forest stay and no other toys or materials.The results reveal that educators work to get the smallest children to use and develop their imagination at play and at the same time they are involved with the children in their discovery of the woods. With the smallest children in kindergarten it involves being on the level of children and as a teacher to have the flexibility to change the forest stay environment if needed..

The purpose of my study was to examine how teachers in physical education experience different frame factors impact on their outdoor education and their choice of didactic approach. My study is based on Lundgren´s frame factor theory and Peitersen´s didactic learning model. I have used a qualitative research method to answer my questions. I have been using semi-structured interviews to interview six PE teachers who all teach at high school level.Based on my results we see that the teachers experience teaching hours and class sizes as the frame factors that mainly affect the outdoor education. Teachers often choose to split up the outdoor activities into sequences in order to achieve better learning.

 AimThe purpose of this study is to compare and highlight the scope for research into outdoor recreational pursuits in Sweden and Norway. - What are the similarities and differences in the financing of research into outdoor recreational pursuits in Sweden and Norway?- What are the similarities and differences in forums for research into outdoor recreational pursuits in the two countries?  Method The method that has been used in this study consists of qualitative interviews in conjunction with an examination of the published material on the subject. The qualitative interviews have been conducted with six key figures in the field of research into outdoor recreational pursuits in Sweden and Norway where the aim was to obtain a comprehensive overview of the research undertaken in both countries. The examination of the published material has been used to complement the interviews, primarily with information from propositions and reports from relevant organisations and authorities.  Results  Financing in Sweden is spread over several different research councils and authorities where no one organisation has an express responsibility for research into outdoor recreational pursuits. In Norway, however, The Research Council of Norway is the prime source of research funding.

Nearly 50 years after the building of the first million programme neighbourhoods many Swedish municipalities faces an extensive restoration work in these neighbourhoods which during their relatively short lifetime have acted as a target for a large amount of criticism. Öster in Gävle is a million programme neighbourhood that has gone through an extensive restoration between 2001-2009 with the aim of improving the living environment. Improvements have been made in the outdoor environment, to the facades of the houses and the entrances? of each building. The purpose of this study has been to investigate the effects of the renewal in the physical outdoor environment for those who live in the neighbourhood.

The purpose of this report is to contribute with knowledge about the views within special education. I want to explore and compare the way students with special needs are approached within two different pedagogies in Sweden: Waldorf pedagogy and Montessori pedagogy.I have closely studied these pedagogies, read the literature from existing research and also by conducting two interviews with a representative from each pedagogy Both pedagogies claim that their teaching methods are most suitable for children with reading and writing difficulties..The Waldorf pedagogy was founded in 1919 in Germany by Rudolf Steiner. The pedagogy believes in the development of the students into independent children who can use their bodies as a tool for the learning of knowledge. The Montessori pedagogy was also founded in the beginning of the nineteenth century and stands for developing the students into independent individuals. However, the pedagogical approach to reading, writing and dyslexia is different.

The purpose of this thesis is to examine how teachers work and reflects on gender education in preschools. We also want to take part of how teacher?s thoughts are reflected in the physical indoor environment and how the environment is designed by reviewing the rooms furnishing and the selected materials. We will do this by visiting a number of preschools located in Stockholm and New York. We have chosen three questions to get the answers on our purpose.How teachers reflect around gender pedagogy are, and how the thoughts are expressed in the practical work.How the teachers communicate with their co-workers about gender pedagogy.How the teachers own thoughts and reflections on gender pedagogy have been expressed in the physical indoor environment where the children stay during the day. We have used interviews and observations as a method to gather the information that we needed to answer our questions of the thesis.

The aim of this study is to examine which communication channels and communication strategies Umea? municipality could use for information concerning outdoor recreation. To achieve this aim the following theories and views have been applied: social communication, communication strategies, two-way symmetrical communication, social media and uses and gratifications. The study was conducted through four focus group interviews and one informant interview. The focus groups consisted of four groups of outdoor enthusiasts in Umea? municipality: outdoor interested students, organized outdoor enthusiasts, active families and active seniors.