Att lära genom att göra : En kvalitativ studie av lärares arbete med fysiska och virtuella fältstudier i undervisning i geografi

• Main Author: Gustafsson, Lukas
• Format: Others
• Language: Swedish
• Published: Karlstads universitet, Institutionen för geografi, medier och kommunikation (from 2013) 2021
• Subjects: Geografi; Fältstudier; Virtuell; Fysisk; Möjligheter; Utmaningar; Social Sciences; Samhällsvetenskap
• Online Access: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-83740

The focus of this essay is to explore and investigate active teachers´ management of field studies in the subject of geography. The concept of field studies is wide, which is why all forms of outdoor education will be included. Field studies from inside the classroom, alongside tools such as computers, will also be part of the concept. The essay can be described as put in two different positions, how teachers work with physical field studies and how teachers work with virtual field studies. The purpose is also to find out the obstacles and opportunities that are experienced. The theory consists in how field studies contribute to an irreplaceable dimension of the subject. At the same time, it is a fact that many teachers do not implement it at all, some a bit, some more.    All the interviewed respondents are working on a high school. Half of them are women, half men and all of them are teaching in geography. The result depicts a positive attitude towards both physical and virtual field studies. The obstacles that occur in physical studies are for example time and resources, while in virtual studies, it seems that knowledge is more of a difficulty. The opportunities are many. Among other things, the close environment could be effective, but the obstacles appear to overcome the possibilities. Virtual field studies can fit as a suitable complement, but every interviewed teacher agreed that actively leaving the classroom never could be replaced by computers.