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Miljödidaktisk lärandeanalys
Örebro University, School of Health Sciences.
Örebro University, School of Humanities, Education and Social Sciences.ORCID iD: 0000-0002-0118-832X
Örebro University, School of Humanities, Education and Social Sciences.ORCID iD: 0000-0002-1423-4233
2015 (Swedish)In: Naturmötespraktiker och miljödidaktiskt lärande / [ed] Leif Östman, Uppsala universitet, 2015, p. 235-254Chapter in book (Other academic)
Place, publisher, year, edition, pages
Uppsala universitet, 2015. p. 235-254
Series
Studia Didactica Upsaliensia, ISSN 1654-8426 ; 8
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:oru:diva-86668ISBN: 9789155486112 (print)OAI: oai:DiVA.org:oru-86668DiVA, id: diva2:1477821
Available from: 2020-10-20 Created: 2020-10-20 Last updated: 2020-10-20Bibliographically approved
In thesis
1. Naturmöten i pedagogiska verksamheter
Open this publication in new window or tab >>Naturmöten i pedagogiska verksamheter
2020 (Swedish)Licentiate thesis, comprehensive summary (Other academic)
Abstract [en]

The general public´s everyday encounters with nature have radically changed during the 20th century in industrial countries. Our relation towards nature in relation to environmental challenges is an important educational question, and this thesis investigates encounters with nature in educational practice. More specifically the aims are to investigate (i) how encounters with nature has been legitimated in the national curricula of Swedish school, and (ii) meaning making processes within pedagogical encounters with nature.  

In relation to the first aim a discourse analytical reading of the national curricula in Sweden is conducted. The results show that a scientific perspective of encounters with nature has been dominating during the last hundred years in the national curricula. In recent years, it is also more instrumental encounters that are expressed in the curricula, while students’ personal experiences and feelings are not focused in current curricula.  Paper II and III examine moral meaning making in three different educational practices – Outdoor Education Centres, All-Weather Outdoor Schools and the Radical Outdoor movement. A multidisciplinary method is used in paper II, LEDmodel (Landscape, Ethical and Didactical). Paper III is based on the ethical tendency and language-game analyses. The results from these studies show that the educational purpose have an impact on moral processes in relation to nature. When the purpose is related to scientific knowledge there is often an instrumental relation towards nature in contrast to encounters that are more open. Open encounters instead seem to create relations that are built on a sense of responsibility and empathy. The results show that relations are created in different ways where some are more personal and built on emotion when other emotions are more based on stated rules or norms.  

Place, publisher, year, edition, pages
Örebro universitet, 2020. p. 162
Series
Örebro Studies in Sport Sciences, ISSN 1654-7535 ; 31
Keywords
outdoor education, curriculum, nature experience, moral meaning making, moral relations
National Category
Sport and Fitness Sciences
Identifiers
urn:nbn:se:oru:diva-86603 (URN)
Presentation
2018-09-14, Gymnastikhuset, Örebro universitet, Örebro, 13:15 (Swedish)
Supervisors
Available from: 2020-10-20 Created: 2020-10-20 Last updated: 2020-10-27Bibliographically approved

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Andersson, Karin M.Rudsberg, KarinÖhman, Johan

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Citation style
  • apa
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