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Exploring outdoor science in teacher education from a comparative Scandinavian perspective
Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. (UMSER)
Norges arktiska universitet (UIT).
2016 (English)Conference paper, Abstract (Refereed)
Place, publisher, year, edition, pages
Keyword [en]
activity theory, outdoors, science education, teacher-students
National Category
Pedagogical Work
Research subject
URN: urn:nbn:se:umu:diva-124490OAI: diva2:952601
XVII IOSTE Symposium: Science and Technology Education for a Peaceful and Equitable World, Braga, Portugal, 11-16 July, 2016

This theoretical paper conceptualises the development of prospective teachers’ competence to conduct outdoor science education ina Scandinavian context. This context is characterised by easy accessibility to open-air natural environment and folk traditions ofbeing and doing different activities outdoors. Working inthe field of science teacher education in Sweden and Norway, we have experienced that students of both sexes are interested in outdoor activities. Outdoor science in Sweden and Norway is traditionally linked to environmental and biology field courses or teaching units that contain fieldwork, and can be defined in following categories: The traditional excursions with a teacher as the expert, testing of hypotheses outdoors, inquiry-based field work and free explorative field work. The Ministries of education in both countries are supporting outdoor science in schools through a variety of programs, that are internet- and open source-based (,; Cultural Historical Activity Theory (CHAT) lensis applied tothe study. The conclusions ofthe study underline the importance ofworking actively with issues related to pedagogical complexity of outdoor teaching which is demanding a purposeful development of teacher competence and teaching material.

Available from: 2016-08-15 Created: 2016-08-15 Last updated: 2016-09-05Bibliographically approved

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Popov, Oleg
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ReferencesLink to record
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