Sammendrag
Teaching outside the classroom has great potential in science education as a large body of research show. However, in order to be effective such education needs to be well prepared, executed and evaluated. Here we investigate outdoor education during an international Erasmus+ project with students from several countries. We analysed plans, reports and diaries in order to evaluate how the outdoor education met with the recommendations of the “Extended classroom” approach. Our results showed that the resulting activities fitted the plans quite well, but with somewhat diverging understanding of what constitutes effective out-of-classroom tasks. The activities deemed most relevant involved student involvement and activities where the outdoor site was integrated in the activity. Learning activities was quite diverse and was perceived as effective, but presentations consisting of primarily talks with some questions and answers were found less useful. We suggest that different pedagogical traditions and possibly cultural differences can explain some of the variation in the attitude towards what constitutes effective use of the outdoor as classroom. Here we present results that may be helpful in planning of future international student projects involving outdoor learning.
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