Utomhuspedagogik i NO-undervisning : En studie om hur utomhuspedagogik påverkar elevers begreppsförståelse och engagemang

Sammanfattning

Science education contains many abstract and complex concepts that pupils need to understand in order to develop knowledge within the science subjects. It is therefore important that teaching includes varied approaches that can make learning more concrete, meaningful, and engaging. One such approach is outdoor education, where pupils are given opportunities to learn through practical experiences and interactions with real world environments. The aim of this study was to investigate how outdoor education affects pupils’ conceptual understanding and engagement in science education in grades 4–6. The study also aimed to examine how teachers perceive the importance of outdoor education for pupils’ learning and motivation in science. To answer the research questions, both qualitative and quantitative methods were used. The data collection consisted of pretests and post-tests with 14 fourth-grade pupils, questionnaires regarding the pupils’ experiences of the teaching, and semi-structured interviews with six science teachers teaching in grades 4–6. The results show that both indoor and outdoor education contributed to increased knowledge among the pupils. However, the pupils who participated in outdoor education demonstrated greater knowledge development between the pre-test and posttest compared to the pupils who participated in indoor education. The pupils in the outdoor group also perceived the lesson as more enjoyable and engaging. Furthermore, the interviews showed that teachers perceive outdoor education as a teaching approach that can strengthen pupils’ conceptual understanding through concrete experiences and the use of multiple senses. In conclusion, the study indicates that outdoor education can contribute to increased engagement and improved conceptual understanding in science education.