Student teachers’ views on outdoor education as a teaching method−two cases from Finland and Norway

Sjöblom, Pia; Eklund, Gunilla; Fagerlund, Petra

doi:10.1080/14729679.2021.2011338

Cited by 15 publications

(14 citation statements)

References 39 publications

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“…Teachers of physical education devote almost no time to dancing because they cannot dance themselves and as consequence are limited (pedagogical) in teaching [33]. Outdoor education has positive impacts for children and interest among teachers in this teaching method is growing [34]. 312 teachers (24%) out of 1300 (100%) consider outdoor and adventure as undemanding and popular in 10.08% (n = 130) of teachers.…”

Section: Discussionmentioning

confidence: 99%

Teachers’ preferences of teaching primary physical education: curriculum preferences

Adamčák

Marko²,

Bartík

2023

ppcs

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Background and Study Aim. Physical education teachers play an important role in helping students to understand the importance of physical activity. By maximizing physical activity time in physical education, physical education teachers can influence physical activity needs of students. The present study was aimed at analysing and comparing teachers’ preferences of teaching primary physical education. Material and Methods. Survey instrument (teachers’ preferences) was carried out five months (May – September, 2022) through an intentional sampling with survey group size of 1300 physical education teachers of primary education: (i) Preschool and elementary pedagogy (50.76%, n = 660), (ii) Related pedagogy (49.24%, n = 640). Pearson correlation coefficient (r), chi-square test (χ2) (inferential) and descriptive statistics were used to analyse and compare the data. Results. Physical education is often viewed as a marginal subject within the curriculum, however after analysing the data, on average, 63.54% (n = 826) of survey group believes that physical education is just as important as any other school subject (p ˂ .01). According to 52% (n = 676) of survey group, games are popular teaching activity in physical education (p ˂ .01). About 40.50% (n = 526) of survey group does not enjoy teaching dance in physical education (p ˂ .01). About 37.55% (n = 488) of survey group considers teaching health and fitness as demanding (p ˃ .05) and athletics and gymnastics (36.06%, n = 468) as undemanding (p ˂ .01). Conclusions. Primary physical education is an important component of curriculum and provides unique challenges for those involved with its teaching.

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Section: Discussionmentioning

confidence: 99%

Teachers’ preferences of teaching primary physical education: curriculum preferences

Adamčák

Marko²,

Bartík

2023

ppcs

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“…Mer timer til naturfag på begynnelsen og slutten av skoleåret vil kunne gjøre det enklere å gjennomføre denne undervisningen ute samt et større fokus på uteopplegg som ikke krever snøfrie områder, f.eks fysikk og kjemi (Höper & Köller, 2018;Höper et al 2022, Iversen, 2021. Sjöblom et al (2021) fant at laererstudenter i Norge og Finland er positive til uteundervisning, men usikker på hvordan dette kunne gjennomføres. I en annen studie etterlyser laerere som bruker uteskole kompetanseheving (Unhjem & Frenning, 2020).…”

Section: Konklusjonunclassified

Naturfag utenfor klasserommet fra et Nordnorsk perspektiv

Killengreen

Lundberg²,

Höper

et al. 2023

NorDiNa

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This survey investigated how teachers in the northernmost parts of Norway use outdoor science teaching, and what they consider to be the most important challenges. Most teachers report that they do outdoor science activities a couple of times a year, more often in primary school than secondary school. The topics covered are largely related to biology during autumn and spring. Factors that inhibit use of outdoor teaching are related to the length of classes and time to prepare, together with lack of competence and weather challenges. Both expectation from parents and encouragement from management had little influence on the use of outdoor teaching, while the teacher own interest of outdoor life and the fact that students enjoyed such teaching were important elements. Moreover, experienced teachers considered the student group’s characteristics to be of importance for how much outdoor teaching was used compared to teachers who had worked for less than five years. Our study also confirmed that the teacher’s perception of species knowledge was closely linked to their own interest in nature.

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“…Dalam beberapa tahun ini, minat outdoor education semakin meningkat (Sjöblom & Svens, 2019). outdoor education dapat didefinisikan dengan cara yang berbeda beda, namun konsep dasar dari ourdoor education sama yaitu melakukan pendidikan diluar ruangan seperti di lingkungan alam (Sjöblom et al, 2021). Di beberapa negara, aktivitas outdoor tidak hanya dijadikan sebagai model pembelajran saja, namun sudah dijadikan sebuah kebiasan.…”

Section: Pendahuluanunclassified

Pengaruh Model Pembelajaran Outdoor Education Terhadap Keterampilan Motorik

Alben¹,

Mardius²,

Wang³

2023

JMO

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Abstrak Penelitian ini adalah membahas tentang Pengaruh model pembelajaran outdoor education terhadap perkembangan motorik masih sangat jarang ditemukan. Tujuan penelitian ini bertujuan untuk memberikan informasi tentang Pengaruh model pembelajaran outdoor education terhadap perkembangan motorik. Metodologi Penelitian ini menggunakan metode literature review dengan menggunakan strategi yang komprehensif seperti pencarian artikel di data base jurnal penelitian. Basis data yang digunakan adalah Scopus, Web of Science, dan Google Scholar. Hasil literature review menunjukkan bahwa outdoor education memberikan dampak yang positif pada perkembangan motorik. Outdoor education dapat dilakukan dengan memodifikasi dalam bentuk permainan, menjadikan sebuah program khusus, dan menjadikan sebagai kurikulum disekolah untuk meningkatkan keterampilan motorik. Kata Kunci: Pembelajaran, Outdoor Education, Motorik.

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Student teachers’ views on outdoor education as a teaching method−two cases from Finland and Norway

Cited by 15 publications

References 39 publications

Teachers’ preferences of teaching primary physical education: curriculum preferences

Teachers’ preferences of teaching primary physical education: curriculum preferences

Naturfag utenfor klasserommet fra et Nordnorsk perspektiv

Pengaruh Model Pembelajaran Outdoor Education Terhadap Keterampilan Motorik

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