Naturen som pedagogiskt verktyg i biologiundervisningen. En intervjustudie om hur biologilärare på högstadiet använder sig av utomhusundervisning

Abstract

In the Western world, interest in science and science literacy has declined within the educational context. Outdoor education may be an effective method for reversing this trend. Therefore, the aim of this study is to explore how outdoor education is conducted by teachers and why this form of teaching is not more commonly practiced. The research questions examine what outdoor education entails, what motivates teachers to use it, and what challenges exist when lower secondary biology teachers engage in outdoor teaching. The method used to address the research questions was qualitative interviews with biology teachers at the lower secondary level, which were then analyzed thematically. The results show that careful planning was central for the teachers, and that methods such as species identification, biodiversity surveys, forest bathing, and water sampling were commonly used. The teachers’ motivations included fostering students’ appreciation for nature, enhancing learning through real-world connections, and providing engaging experiences that become lasting memories. Many of the identified challenges were logistical, such as limited funding, lack of support from school leadership, and scheduling conflicts. However, the teachers’ need for control, such as concerns about trusting their student groups, was also seen as a barrier to conducting outdoor education. The conclusion drawn is that although outdoor education is being practiced, it remains limited, likely due to the number of challenges teachers face in implementing it.