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This article examines what key aspects primary teachers highlight when they describe their use of out of school learning in the science subjects. The empirical study is made in the form of a semi-structured interview with primary teachers (N=15). Compared to earlier research in the area the results highlight the importance of clear learning aims for the outdoor sequence. The results show that teachers view outdoor education as an opportunity to study nature “for real”, which, according to teachers, increases the interest of the children. As aspects that obstruct outdoor teaching, teachers mainly describe different organizational-economic aspects. In their description of the learning content in the outdoor education, teachers mainly talk about the students’ interest (affective motivations) and the concrete activity or act (process-oriented motivations). The scientific subject knowledge is limited in the teachers’ descriptions.