Viktiga egenskaper hos framgångsrika svenska skolskogar
A substantial part of the Swedish outdoor education is being practiced in so called "school forests". The concept school forest was first introduced in the 1980's by the organization Skogen i Skolan. The definition of a school forest is an area that is being used for educational purposes, over which...
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| Formato: | Otro |
| Lenguaje: | sueco sueco |
| Publicado: |
2008
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| Acceso en línea: | https://stud.epsilon.slu.se/12207/ |
| _version_ | 1855572020738129920 |
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| author | Bergquist, Lina |
| author_browse | Bergquist, Lina |
| author_facet | Bergquist, Lina |
| author_sort | Bergquist, Lina |
| collection | Epsilon Archive for Student Projects |
| description | A substantial part of the Swedish outdoor education is being practiced in so called "school forests". The concept school forest was first introduced in the 1980's by the organization Skogen i Skolan. The definition of a school forest is an area that is being used for educational purposes, over which the school and the land owner has reached an agreement of how the school may utilize it. The success of the school forest activities vary between different school forests and the role of this study is to examine characteristics of successful school forests.
This study is based on interviews with pedagogues who practice outdoor education in eight different schools in Sweden. The physical features of the forest area has been in focus, but also non-forestal factors like support from the school board or need of an agreement with the land owner has been discussed. Furthermore, the physical features of the school forests has been documented by surveys, photographies and semantic environment reviews which deals with the experience values of different environments.
The most outstanding result of the interviews is the need for variation in the school forests – the access to different kinds of environments that correspond with the different school subjects or the different activities that are desirable to perform. The experience values of the successful school forest were very divers, which also supports the idea that there is no specific environment type that is the optimal one, but the environmental variation per se is rather much more important. The features that characterized the most successful school forests were spatiality, complexity, originality and wildness. This indicates that forests that give an enclosed feeling and that is experienced as exciting and thrilling can improve outdoor education.
Moreover it is important to adapt the size of the school forest area to the degree of utilization and its distance to the school to the age of the pupils who utilize it. Having the school forest located close to the school itself seem to more important than having a peaceful area separated from the outer world. For the pupils to gain understanding of the interactions in nature it is important that the outdoor education is practiced continuously all year around and consisting of many different activities. For the school forest activity to reach long-term stability, measures like composing long-term activity plans, utilization agreements and school policies should also be carried out. |
| format | Otro |
| id | RepoSLU12207 |
| institution | Swedish University of Agricultural Sciences |
| language | Swedish swe |
| publishDate | 2008 |
| publishDateSort | 2008 |
| record_format | eprints |
| spelling | RepoSLU122072017-11-02T12:00:19Z https://stud.epsilon.slu.se/12207/ Viktiga egenskaper hos framgångsrika svenska skolskogar Bergquist, Lina Dept. of Forest Resource Management Forestry - General aspects A substantial part of the Swedish outdoor education is being practiced in so called "school forests". The concept school forest was first introduced in the 1980's by the organization Skogen i Skolan. The definition of a school forest is an area that is being used for educational purposes, over which the school and the land owner has reached an agreement of how the school may utilize it. The success of the school forest activities vary between different school forests and the role of this study is to examine characteristics of successful school forests. This study is based on interviews with pedagogues who practice outdoor education in eight different schools in Sweden. The physical features of the forest area has been in focus, but also non-forestal factors like support from the school board or need of an agreement with the land owner has been discussed. Furthermore, the physical features of the school forests has been documented by surveys, photographies and semantic environment reviews which deals with the experience values of different environments. The most outstanding result of the interviews is the need for variation in the school forests – the access to different kinds of environments that correspond with the different school subjects or the different activities that are desirable to perform. The experience values of the successful school forest were very divers, which also supports the idea that there is no specific environment type that is the optimal one, but the environmental variation per se is rather much more important. The features that characterized the most successful school forests were spatiality, complexity, originality and wildness. This indicates that forests that give an enclosed feeling and that is experienced as exciting and thrilling can improve outdoor education. Moreover it is important to adapt the size of the school forest area to the degree of utilization and its distance to the school to the age of the pupils who utilize it. Having the school forest located close to the school itself seem to more important than having a peaceful area separated from the outer world. For the pupils to gain understanding of the interactions in nature it is important that the outdoor education is practiced continuously all year around and consisting of many different activities. For the school forest activity to reach long-term stability, measures like composing long-term activity plans, utilization agreements and school policies should also be carried out. En betydande del av det svenska utomhuspedagogiska arbetet bedrivs i så kallade skolskogar. Konceptet skolskog utarbetades på 1980-talet av organisationen Skogen i Skolan och definieras som ett område som disponeras av en skola för utomhuspedagogisk aktivitet, över vilket ett nyttjanderättskontrakt upprättats mellan skola och markägare. Framgången i skolskogsverksamheten varierar mellan olika skolskogar och huvudsyftet med denna studie har varit att undersöka vad som kännetecknar framgångsrika skolskogar. Studien som i huvudsak varit av kvalitativ art har grundats på intervjuer som genomförts med pedagoger som bedriver utomhusundervisning på åtta utvalda skolor runtom i landet. Fokus har legat på fysiska egenskaper hos skogsområdet i sig, men även icke-skogliga faktorer såsom stöd från skolans ledning och behov av en skriven överenskommelse med markägaren har behandlats. Dessutom har skolskogarnas fysiska beskaffenhet dokumenterats genom fältinventeringar, fotografering samt semantiska miljöbeskrivningar vilka behandlar upplevelsevärden hos olika miljöer. Det tydligast framträdande resultatet från intervjuerna är behovet av variation i skolskogarna; man vill ha tillgång till många olika slags miljöer som kan passa för de olika ämnen man ska undervisa om eller de olika aktiviteter man vill ägna sig åt. Upplevelsevärdena hos de olika framgångsrika skolskogsområdena varierade stort, vilket också stöder idén att det inte finns någon specifik miljötyp som är den optimala, utan att variationen av miljötyper i sig är långt mer viktig för en givande utomhuspedagogisk verksamhet. Egenskaper som kännetecknade de mest framgångsrika områdena var rumslighet, komplexitet, originalitet och vildhet. Detta tyder på att skogar som ger en omslutande känsla samt upplevs som spännande kan främja skolskogsverksamheten. Vidare är det av vikt att anpassa områdets storlek efter utnyttjandegrad, samt dess avstånd från skolan efter ålder på de elever som nyttjar det. Att skogen ligger nära skolan och är lättillgänglig kan ses som viktigare än att den upplevs som rofylld och skild från omvärlden. För att uppnå förståelse för samspel och växelverkan i naturen hos eleverna är det av vikt att den utomhuspedagogiska verksamheten bedrivs kontinuerligt året runt och omfattar skiftande aktiviteter. Om skolskogsverksamheten skall uppnå långsiktighet bör också åtgärder såsom författande av långsiktiga verksamhetsplaner, nyttjandekontrakt och skolpolicys genomföras. 2008-10-06 Other NonPeerReviewed application/pdf sv https://stud.epsilon.slu.se/12207/1/bergquist_l_171102.pdf Bergquist, Lina, 2008. Viktiga egenskaper hos framgångsrika svenska skolskogar. UNSPECIFIED, Umeå. Umeå: (S) > Dept. of Forest Resource Management <https://stud.epsilon.slu.se/view/divisions/OID-260.html> urn:nbn:se:slu:epsilon-s-8560 swe |
| spellingShingle | Dept. of Forest Resource Management Forestry - General aspects Bergquist, Lina Viktiga egenskaper hos framgångsrika svenska skolskogar |
| title | Viktiga egenskaper hos framgångsrika svenska skolskogar |
| title_full | Viktiga egenskaper hos framgångsrika svenska skolskogar |
| title_fullStr | Viktiga egenskaper hos framgångsrika svenska skolskogar |
| title_full_unstemmed | Viktiga egenskaper hos framgångsrika svenska skolskogar |
| title_short | Viktiga egenskaper hos framgångsrika svenska skolskogar |
| title_sort | viktiga egenskaper hos framgångsrika svenska skolskogar |
| topic | Dept. of Forest Resource Management Forestry - General aspects |
| url | https://stud.epsilon.slu.se/12207/ https://stud.epsilon.slu.se/12207/ |