av A Szczepanski · 2006 · Citerat av 19 — teacher perspective. An intervention study of teachers in nine-year compulsory school. Anders Szczepanski, Center for Environmental and Outdoor Education,

Anders Szczepanski, forskare och lärarutbildare vid Linköping universitet. Dr. (Ph. Lic.), ass prof Outdoor Education, och Senior Adviser i Outdoor Education vid

outdoor education leads to a number of positive effects for school age children, e.g., improved learning (better cognitive abilities, concentration, working memory, and motivation for studies), sufficient evidence for the possibility to introduce more outdoor-based elements in teaching among children and youth in the whole educational system, ”Outdoor education” är stort i bland annat USA, Kanada, Nya Zeeland och Skottland. Anders Szczepanksi gör bedömningen att ett hundratal förskolor och ungefär lika många F-6-skolor i Sverige idag bedriver regelbunden utomhusundervisning. Anders Szczepanski finns på Facebook Gå med i Facebook för att komma i kontakt med Anders Szczepanski och andra som du känner. Med Facebook kan du dela Conference on Outdoor Learning at the University of East London 3 ed July 2015 Perspectives on place – 15 professors’ perceptions of the importance of the place for learning and teaching outdoors. Anders Szczepanski* The National Centre for Outdoor Education, Department of Culture and Communication, Linköping University Per Andersson -Dr. (Fil lic) Anders Szczepanski, author of Outdoor Education, Assistant Professor of Outdoor Education, Spetsa Company at University Holding, Linköping University Sweden.

University lecturer in the topic Outdoor Education and Director at the Center for Outdoor Environmental Education, Outdoor Education - Authentic Learning in the Context of Landscape Literary Education and Sensory Experience. Anders Szczepanski, Nina Nelson. Szczepanski, A. (2013): Platsens betydelse för lärande och undervisning – ett utomhuspedagogiskt perspektiv. Nordic Studies in Science Education (NorDiNa), 9(1), 3–17. Szczepanski, A. (2008): Knowledge hrough Action – Teachers´perceptions of the landscape as a learning environ- ment. We argue that the distinctive nature and identity of outdoor education has a potential, as if it is realised through educational awareness, that can benefit meaningful learning (Ibid, p. 40).With outdoor education, a more movement-intensive form of learning is created in preschool and school, which is currently supported by several scientific studies focusing on our relations to the physical Outdoor Education : literary education and sensory experience : an attempt at defining the identity of outdoor education Beijing Company Ltd Beijing China, 2005.

1998 Anders Szczepanski , director, researcher, ass visiting prof outdoor education National Center for Outdoor Education - NCU parks as the city's lungs and respiratory opportunity. Outdoor education and learning as a place based concept! Place based active learning for health and learning about sustainability in practice.

Outdoor Education - Authentic Learning in the Context of Landscape (place based) Literary education and sensory experience. Perspective of Where, What, Why, How and When of learning environments. Inter-disciplinary context. (2011-05-09). Anders Szczepanski, ass visiting prof Outdoor Education, Director

ass Prof DR. Fil lic. University lecturer in the topic Outdoor Education and Director at the Center for Outdoor Environmental Education, Outdoor Education - Authentic Learning in the Context of Landscape Literary Education and Sensory Experience. Anders Szczepanski, Nina Nelson.

Dr Anders Szczepanski, assistant professor outdoor education, Linköping University Sweden. “This is a book of its time A must have manual for every school!” Janet Millington and Carolyn Nuttall, authors of Outdoor Classrooms - A Handbook for School Gardens. “The manual is very well written and covers all areas of permaculture.”

1–17, iFirst article Effects of an outdoor education intervention on the mental health of schoolchildren Per E. Gustafssona, Anders Szczepanskib, Nina Nelsonb,and Per A. Gustafssonb aUmeå University, Umeå, … Ass visiting prof Outdoor Education at Kielce University Poland 2005 Ass visiting prof Outdoor Education at CVU… Director, ass. prof Anders Szczepanski Curriculum Vitae (CV) - Biographical Statement Anders Szczepanski, born March 1954 in Norrköping Sweden Education; MSc 1981(biology, geology, geography, chemistry, pedagogics/didactics). Anders Szczepanski has also established contacts, letter of co-operation with University of Minnesota (Outdoor Environmental Education) US, University of British Columbia Canada, Edinburgh University Scotland, Karls University Prague, Czech Republic, Marburg University Germany, CVU Denmark, Hedmark University College Norway, Tallin University Estonia, Riga Pedagogical Faculty Latvia and Kilece Anders Szczepanski. Handlingsburen kunskap. Lärares uppfattningar om landskapet som lärandemiljö. Outdoor Education - Authentic Learning in the Context of Landscape Literary Education and Sensory Experience. Perspective of Where, What, Why, How and When of Learning Environments.

Kunskaperna går in via hela kroppen och blir mer bestående och hållbara.” Anders Szczepanski Anders SZCZEPANSKI, Ass prof Outdoor Education | Cited by 99 | | Read 8 publications | Contact Anders SZCZEPANSKI. Linköping University, Department of Culture and Communication, National Centre for Outdoor Education (NCU) (Closed down 2016-05-01) av A Szczepanski · 2006 · Citerat av 19 — teacher perspective. An intervention study of teachers in nine-year compulsory school. Anders Szczepanski, Center for Environmental and Outdoor Education, (9). Maria Hammarsten, Anders Szczepanski, Cecilia Boldemann and Marie Öhman Journal of Adventure Education and Outdoor Learning, 2012, 12, 63-79. * In Service Education connected to professional development in Outdoor Environmental Education at pre- and primary schools (compulsory school system).
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Perspective of Where, What, Why, How and When of learning environments. Interdisciplinary context and the outdoor and indoor dilemma. Anders Szczepanski. Nina Nelson. Anders Szczepanski.

(Fil lic) Anders Szczepanski, author of Outdoor Education, Assistant Professor of Outdoor Education, Spetsa Company at University Holding, Linköping University Sweden. BUY IT NOW! “Brimming with practical examples of how to support children in connecting with themselves, each other and the growing cycle. However, no formal pilot study was performed. Outdoor education and mental health 7 School work at the reference school employed traditional methods; all education was book-based and consisted of paper-and-pencil work in the indoor classroom environment.
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The primary school in Motala is using teaching material from the outdoor course. Anders Szczepanski, ass prof outdoor education Dr. (Fil lic) Spetsa AB,

Outdoor education and learning as a place based concept! Place based active learning for health and learning about sustainability in practice. The multi - sensory Sedan 1981 har Anders Szczepanski varit verksam på Linköpings Universitet där han numera är enhetschef för NCU, Nationellt Centrum för Utomhuspedagogik. Han är naturvetare från grunden, filosofie licensiat, har författat ett stort antal publikationer och är kontaktperson inom Region Östra Götaland. Anders Szczepanski director, as visiting prof Outdoor Education NCU –National Center for Outdoor Education, Linköping University Phone: +46 (0)13-28 19 91, +46 (0) 709 756803 Outdoor education is experienced as a place-related toolkit with opportunities to integrate different subjects and anchor teaching in the real world. Anders Szczepanski Institutionen för kultur- och kommunikation (IKK), Linköpings universitet DOI: https://doi.org Anders Szczepanski, Sweden, anders.szczepanski@liu.se Introduction Theoretical framework Outdoor education is an environment-focused educatio-nal approach characterized by action-centred and thematic learning processes frequently involving outdoor activities (Dahlgren & Szczepanski, 1998).