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[{"key": "dc.contributor.author", "value": "V\u00e4lim\u00e4ki, Vilja", "language": null, "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.date.accessioned", "value": "2014-08-10T11:19:11Z", "language": "", "element": "date", "qualifier": "accessioned", "schema": "dc"}, {"key": "dc.date.available", "value": "2014-08-10T11:19:11Z", "language": "", "element": "date", "qualifier": "available", "schema": "dc"}, {"key": "dc.date.issued", "value": "2014", "language": null, "element": "date", "qualifier": "issued", "schema": "dc"}, {"key": "dc.identifier.other", "value": "oai:jykdok.linneanet.fi:1444249", "language": null, "element": "identifier", "qualifier": "other", "schema": "dc"}, {"key": "dc.identifier.uri", "value": "https://jyx.jyu.fi/handle/123456789/43976", "language": "", "element": "identifier", "qualifier": "uri", "schema": "dc"}, {"key": "dc.description.abstract", "value": "Vilja V\u00e4lim\u00e4ki (2014). \u201dPulpetti passivoi, ulkoilmakoulu aktivoi\u201d: Opettajien kokemuksia ulkoilmakoulun toteuttamisesta. Liikuntakasvatuksen laitos ja Opettajankoulutuslaitos, Jyv\u00e4skyl\u00e4n yliopisto. Liikuntapedagogiikan ja kasvatustieteen pro gradu \u2013tutkielma. 108 sivua. Liitteet 8 sivua. \r\n\r\nTutkielman tarkoituksena oli selvitt\u00e4\u00e4 millaisia kokemuksia opettajat saavat ulkoilmakoulun toteuttamisesta Suomessa. Lis\u00e4ksi tarkoituksena oli kuvata miten opettajat toteuttivat ulkoilmakoulua. Tutkimukseen osallistui kaksi alakoulun opettajaa luokkineen, kahdesta eri koulusta. Opettajat toteuttivat ulkoilmakoulua yhdeks\u00e4n viikon ajan syksyll\u00e4 2013. Kriteerin\u00e4 ulkoilmakoululle oli, ett\u00e4 opettajan tulee kerran viikossa j\u00e4rjest\u00e4\u00e4 opetus luokkahuoneen ulkopuolella, ulkoilmassa. Opetuksen tuli my\u00f6s olla oppiainerajat ylitt\u00e4v\u00e4\u00e4. \r\n\r\nTutkimuksessa k\u00e4ytetyt tutkimusmenetelm\u00e4t olivat laadullisia. Tutkimusjakson aikana opettajat kirjoittivat tutkimusp\u00e4iv\u00e4kirjaa kokemuksistaan. My\u00f6hemmin opettajat haastateltiin tutkimusp\u00e4iv\u00e4kirjojen pohjalta. P\u00e4iv\u00e4kirja-aineistoa kertyi yhteens\u00e4 14 sivua ja haastatteluaineistoa 85 minuuttia, mik\u00e4 tarkoittaa litteroituna 17 sivua (Times New Roman 12, riviv\u00e4li 1). Aineistot teemoitettiin ja analysoitiin laadullisesti sis\u00e4ll\u00f6nanalyysilla. \r\n\r\nUlkoilmakoulu oli molemmille opettajille my\u00f6nteinen kokemus. He uskovat jatkavansa sen toteuttamista tulevaisuudessa. Ulkoilmakoulup\u00e4ivien sis\u00e4ll\u00f6t painottuivat luonnontieteisiin, mutta mukana oli my\u00f6s liikuntaa, ryhm\u00e4ytymist\u00e4, \u00e4idinkielt\u00e4 ja vieraita kieli\u00e4. Opettajat toteuttivat ulkoilmakoulua koulun l\u00e4hiymp\u00e4rist\u00f6ss\u00e4. Molemmat opettajat hy\u00f6dynsiv\u00e4t paljon koulun ulkopuolisia toimijoita ulkoilmakoulun toteuttamisessa. Opettajat kokivat t\u00e4m\u00e4n yhteisty\u00f6n t\u00e4rke\u00e4ksi. Kummallakaan koululla ei ollut budjettia ulkoilmakoululle. Ulkoilmakoululla n\u00e4htiin olevan my\u00f6nteisi\u00e4 vaikutuksia niin fyysisest\u00e4, psyykkisest\u00e4, sosiaalisesta kuin kognitiivisestakin n\u00e4k\u00f6kulmasta. Ymp\u00e4rist\u00f6kasvatus, oppilaiden luontosuhteen vahvistaminen, ryhm\u00e4ytyminen, kokemuksellisuus, toiminnallisuus sek\u00e4 fyysisen aktiivisuuden lis\u00e4\u00e4minen n\u00e4htiin ulkoilmakoulun tavoitteiksi ja saavutuksiksi. Opettajat kokivat sen vaikuttavan my\u00f6s vuorovaikutustaitoihin, keskittymiseen, kouluviihtyvyyteen ja -motivaatioon. Ulkoilmakoulu edisti oppilaantuntemusta sek\u00e4 opettajan ja oppilaiden v\u00e4list\u00e4 luottamusta. Suurimpia haasteita ulkoilmakoulun toteuttamisessa olivat ennakkotiedon puute, riskien hallinta, vaihteleva s\u00e4\u00e4 ja oppilaiden puutteelliset varusteet. Pienemmiksi haasteiksi opettajat kokivat v\u00e4h\u00e4iset resurssit, suuren ryhm\u00e4koon, ajan puutteen, oppilaiden heikon fyysinen kunnon ja j\u00e4rjestelyn. Mik\u00e4\u00e4n haasteista ei kuitenkaan muodostunut esteeksi ulkoilmakoulun toteuttamiselle. \r\n\r\nOpettajan oma asenne ja halu l\u00e4hte\u00e4 ulos, n\u00e4ytt\u00e4isiv\u00e4t olevan avainasemassa ulkoilmakoulun toteuttamisessa. Ymp\u00e4rist\u00f6n my\u00f6nteinen suhtautuminen ja yhteisty\u00f6 muiden opettajien ja koulun ulkopuolisten tahojen kanssa helpottavat ulkoilmakoulun toteuttamista. Ulkoilmakoulun laajempi levi\u00e4minen vaatisi opettajista kulttuurinmuutosta ja ulkoilmakoulun lis\u00e4\u00e4mist\u00e4 opetussuunnitelmaan. Tutkimuksessa saatuja tuloksia voi hy\u00f6dynt\u00e4\u00e4 kasvatustieteen ja liikuntatieteen saralla sek\u00e4 opettajankoulutuksessa.", "language": "fi", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.abstract", "value": "Vilja V\u00e4lim\u00e4ki (2014). \u201dPassive behind the desk, active outdoors\u201d: Teachers\u00b4 experiences of putting outdoor schooling into practice. Department of Physical Education and Department of Teacher Education. University of Jyv\u00e4skyl\u00e4. Master\u00b4s Thesis in physical education and education. 108 pages. Attachments 8 pages. \r\n\r\nThe aim of this study was to find out teachers\u00b4 experiences of putting outdoor schooling into practice in Finland. The other goal was to describe the procedures of outdoor schooling. The participants were two teachers and their pupils, from different schools. Teachers organized outdoor schooling for nine weeks during the fall 2013. The criteria for outdoor schooling were to teach once a week outside the classroom, in the open air. The education had to also cross boundaries of separate school subjects. \r\n\r\nThe research methods used in this study were qualitative. During the research period, teachers were keeping a research diary about their experiences. Later teachers were interviewed based on the diaries. The diaries were in total 14 pages and interviews 85 minutes, which means 17 pages transcribed (Times New Roman 12, Line spacing 1). Data was themed and analyzed according to qualitative content analysis. \r\n\r\nOutdoor schooling was a positive experience for both teachers. They believe to continue it in the future. The content of outdoor days was centered on nature science, but also physical education, social skills, mother tongue and foreign languages were practiced. Teachers did put outdoor schooling into practice in the immediate surroundings of the school. Both teachers cooperated a lot with partners outside the school. They found that collaboration important. Neither of the schools had any budget for outdoor days. Environmental education, connection with nature, improving group cohesion, physical activity, experiential learning and learning by doing were seen as important goals and advantages of outdoor schooling. Teachers found that it had also effect on social skills, concentration and school motivation. Outdoor schooling promoted teachers\u00b4 knowledge of pupils and confidence between teacher and pupils. The biggest challenges were a lack of knowledge, risk management, changeable weather and pupils\u00b4 poor gears. Smaller challenges were minimum resources, big group sizes, pupils\u00b4 low physical condition and organization. None of the challenges created a barrier for putting outdoor schooling into practice. \r\n\r\nTeacher\u00b4s own attitude and will to go out seem to be the main factors for putting outdoor schooling into practice. Positive attitude in the community and cooperation with other teachers and partners outside the school make it easier to organize outdoor schooling. Teachers argue that making outdoor schooling spread in Finland would need a cultural change and a recommendation in the national curriculum. These results can be used in the field of education and physical education as well as in teacher education.", "language": "en", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Submitted using Plone Publishing form by Vilja V\u00e4lim\u00e4ki (vituvali) on 2014-08-10 11:19:10.950201. Form: Pro gradu -lomake (https://kirjasto.jyu.fi/julkaisut/julkaisulomakkeet/pro-gradu-lomake). 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"dc.subject.other", "value": "ulkoilmakasvatus", "language": null, "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.title", "value": "\"Pulpetti passivoi, ulkoilmakoulu aktivoi\" : opettajien kokemuksia ulkoilmakoulun toteuttamisesta", "language": null, "element": "title", "qualifier": null, "schema": "dc"}, {"key": "dc.title.alternative", "value": "Opettajien kokemuksia ulkoilmakoulun toteuttamisesta", "language": null, "element": "title", "qualifier": "alternative", "schema": "dc"}, {"key": "dc.type", "value": "master thesis", "language": null, "element": "type", "qualifier": null, "schema": "dc"}, {"key": "dc.identifier.urn", "value": "URN:NBN:fi:jyu-201408102324", "language": null, "element": "identifier", "qualifier": "urn", "schema": "dc"}, {"key": "dc.type.ontasot", "value": "Pro gradu -tutkielma", "language": "fi", "element": "type", "qualifier": "ontasot", "schema": "dc"}, {"key": "dc.type.ontasot", "value": "Master\u2019s thesis", "language": "en", 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