Friluftsliv på gymnasiet : En jämförelse mellan friluftslivsinslag i tre svenska gymnasieskolor
Sammanfattning: Aim The 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? Method The study is based upon data collected from four interviews with PE ( physical education) teachers from four different high schools. These schools are situated in Stockholm, and in the south and north of Sweden. Moreover, a questionnaire was developed and distributed among the students at three of the High Schools (excluding one that had a focus on outdoor education). Results The PE teachers argue that they follow Lpf-94. However, they state that they improve their teaching style based on own experiences. They claim that their experiences are crucial when teaching outdoor life. The major difference between the schools is that in the high school in the north of Sweden, the PE teacher is not responsible for the outdoor education. This is not evident in the other schools. Furthermore, the most evident obsticles are problems associated with schedules as well as lack of time. In addition, the advantages with outdoor education are that the students can work according to their own abilities and learn how to dress for the outdoors. According to the PE teachers, the students can influence their outdoor education. However, the majority of the students claim that they cannot influence this education. Conclusions The outdoor education can be improved if the PE teachers develop their own knowledge and add to their own experiences. Furthermore, the education can be improved if schools with extended outdoor education share their knowledge, ideas and skills with others. Students appear to have only a minor influence of the education, contrary to regulations.
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