Øystein Winje

• Birch, Jens & Winje, Øystein (2026). I move, therefore I am. Meaning, philosophy and physical literacy. Frontiers in Sports and Active Living. 8. doi: 10.3389/fspor.2026.1920693. Full text in Research Archive Show summary

  Physical literacy (PL) is not simply being physically active. PL can be described as the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for engagement in lifelong physical activity. We will inquire into the philosophical underpinnings of the existentialist component of why one should value and take responsibility for engagement in lifelong physical activity. We discuss this “why” question by elaborating on a philosophical and existentialistic interpretation of meaning. Our belief is that by giving meaning to our engagement in physical activities we can maintain motivation, confidence, competence, knowledge, and understanding during our lifespan. After a presentation of some initial elements of existentialism, PL and a discussion of meaning in a philosophical sense, we will continue by discussing why it is important to find meaning in physical activity, and then what constitutes a meaningful life. We argue that the quest for philosophical meaning arises from the vulnerability of human life and the meaninglessness of a material universe. We propose to offer one type of answer via Lucretius’ thoughts on death, Owen Flanagan and Thomas Nagel's reflections on developing a meaningful lifestory, and then present Friedrich Nietzsche's idea of the so-called eternal recurrence . From there, we present our interpretation of the eternal recurrence as a question one must ask oneself when confronted with questions of meaning and what one should do with one's life. In the light of Nietzsche, we attempt to discuss physical activity and the holistic idea of physical literacy as an important part of living, of human existence and one possible way of finding meaning throughout our lifespan. Finally, our inquiry will lead us to a picture that presents physical literacy not only as something important, but first and foremost as something vital .

• Winje, Øystein; Skauen, Ida Mikalsen; Verhaug, Dorthe Arnesen & Dettweiler, Ulrich (2026). Fra grasrotbevegelse til forskningsfelt: en systematisk litteraturstudie av uteskole i norsk pedagogisk forskning fra 1997 til 2025. Norsk pedagogisk tidsskrift. ISSN 0029-2052. 110(3-4), p. 277–303. doi: 10.18261/npt.110.3-4.6. Full text in Research Archive Show summary

  I studien blir empirisk forskning på regelmessig uteskole i norsk grunnskole kartlagt. Totalt er 89 publikasjoner inkludert: 8 fagfellevurderte artikler, 5 doktorgradsavhandlinger og 76 masteroppgaver. Funnene indikerer at uteskole er utbredt, særlig på småtrinnet, og at det knyttes til helhetlig læring, motivasjon og inkludering. Forskningen er tematisk bred, men preget av kvalitative studier med små utvalg. I studien blir det etterlyst longitudinelle forskningsprosjekter med større utvalg og utvikling av vurderingsformer som fanger opp dybdelæring i tråd med læreplanens intensjoner.

• Salin, Kasper; Vlček, Petr; Elsborg, Peter; D’Anna, Cristiana; Lundvall, Suzanne & Pavlova, Iuliia [Show all 73 contributors for this article] (2026). Physical Education Curricula in Europe—The Dimensions of Goals and Contents. Journal of teaching in physical education. ISSN 0273-5024. p. 1–13. doi: 10.1123/jtpe.2025-0234. Full text in Research Archive Show summary

  Purpose : This study examines the progressive development of physical education (PE) curricula across 40 European countries, emphasizing conceptual ideas, curriculum goals, and content. Methods : Using a mixed-method approach, the study employed an expert-informed online survey developed through expert consultations to ensure validity and alignment with PE principles. Quantitative data were examined using descriptive distribution analyses with SPSS 29.0. Qualitative responses named national reports of country-level documentation were analyzed using inductive content analysis supported by ATLAS.ti for data organization. Results : The findings demonstrate a diverse interpretation of PE conceptualizations, which include health promotion, physical literacy, movement competence, and recreational goals. While most curricula emphasize psychomotor learning and inclusion, affective learning remains underrepresented. Variability in curricula goals and content underscores significant regional differences. Conclusion : Across Europe, PE curricula increasingly reflects a shared commitment to holistic and inclusive approaches. These approaches position PE as a vital component of contemporary education. Nevertheless, greater attention to both affective and cognitive learning dimensions remains essential to promote sustainable lifelong engagement in physical activity.

• Mattsson, Markus Tapani; Dettweiler, Ulrich; Winje, Øystein; Truelsen, Sigrid Lærke Bring; Løhaugen, Gro & Fernee, Carina Ribe (2026). The nature ”pill” for neurodiverse children and youth: a scoping review of plausible mechanisms, explanatory theories and psychosocial outcomes in ADHD and autism. Journal of Environmental Psychology. ISSN 0272-4944. 111. doi: 10.1016/j.jenvp.2026.103013. Full text in Research Archive Show summary

  Background Recent research has demonstrated a multitude of ways in which exposure to nature enhances health and well-being. However, it is unclear whether this is true for neurodiverse children and youth, such as children on the autism spectrum and children with ADHD or Tourette's syndrome. Objective This scoping review summarizes plausible mechanisms, explanatory theories, intended outcomes, and the results of studies examining the relationship between exposure to nature and psychosocial outcomes in neurodiverse children and youth. Design We searched for peer-reviewed research reports on the relationship between exposure to nature and psychosocial outcomes in 0–18-year-old children and youth with a diagnosis of ADHD, autism or Tourette's syndrome in six online databases with no language restrictions. The search included all years, and the final search was performed in April 2024. Animal-assisted studies and studies on family outcomes were excluded. Results This review covers 43 studies (1976–2023), primarily from North America and Europe, with 25 on ADHD and 18 on autism. Our systematic search did not identify any studies focusing on Tourette's syndrome. The most commonly identified causal pathways were restoring and building capacities. The most commonly mentioned theories – Attention Restoration Theory (ART) and Stress Reduction Theory (SRT) – were related to the restoring capacities pathway. Most studies adopted the medical model, viewing neurodevelopmental conditions as disorders. “Nature” was generally defined ostensively or operationally. Conclusions Drawing on our analysis of plausible causal pathways, underlying theories, and varying definitions and conceptualizations of nature, we identify five critical research gaps to guide future studies. 1) Exploring diverse geographical and cultural contexts – more diversity is required; 2) Conceptualizing nature – what is it that provides the beneficial effects in nature? 3) A more nuanced view of pathways – it is important to align the plausible pathways with how neurodiversity is conceptualized; 4) Expanding theoretical frameworks – while most studies cited ART and/or SRT, which relate to the restoring capacities pathway, explanatory theories related to the other pathways are needed; 5) Conceptualizing neurodevelopmental phenomena – there is room for building on more varied conceptualizations than the medical model, especially considering that restoring capacities and building capacities were the most commonly identified pathways.

• Carl, Johannes; Salin, Kasper; Barnett, Lisa M.; Foweather, Lawrence; Jurak, Gregor & Martins, João [Show all 72 contributors for this article] (2026). Alignment of physical education curricula with physical literacy across Europe: an observational mapping study with country-level predictors. The Lancet Regional Health - Europe. 65. doi: 10.1016/j.lanepe.2026.101641. Full text in Research Archive Show summary

  Background Physical literacy (PL) is recognised by UNESCO and WHO for fostering lifelong physical activity. Although PL stands on the global agenda of health and education policies, analyses of the adoption by European education are scant. This study aimed to map the alignment of physical education with PL in Europe, explore potential predictors at country level, and identify country ‘alignment laggards’. Methods Experts from 40 European countries assessed the alignment of national physical education curricula with PL using a pre-validated 15-indicator survey (α = 0·86). Country-level PL alignment scores were calculated and mapped. Regression models investigated whether these scores were predicted by educational attainment (PISA), human development (Human Development Index), relative economic strength (Gross Domestic Product/Capita), societal liberty (Human Freedom Index), and innovation spirit (Global Innovation Index). Residual errors were computed to identify association-adjusted ‘laggards’ in curricular PL alignment. Findings Significant heterogeneity in PL alignment existed across Europe. Estonia, Wales, Finland, and Norway showed the highest, and Romania, Croatia, Cyprus, and England the lowest PL alignment. Countries' educational attainment (β = 0·43 [CI95 0·13, 0·65], p = 0·0062), human development (β = 0·32 [CI95 0·011, 0·58], p = 0·043), and innovation spirit (β = 0·32 [CI95 0·0071, 0·58], p = 0·046) were significantly associated with curricular PL alignment but not relative economic strength and liberty. A total of 17 European countries were consistent ‘laggards’ in curricular PL alignment across all significant predictors. Interpretation PL policies follow educational, developmental, and innovative gradients. Stakeholders should integrate PL as a strategic lever to transform physical education, guiding curricula and programmes to foster health through lifelong physical activity.

• Carl, Johannes; Goss, Helen; Lundvall, Suzanne; Pavlova, Iuliia; Algurén, Beatrix & Antala, Branislav [Show all 72 contributors for this article] (2025). Compatibility of physical education curricula with physical literacy across 40 European countries. Journal of Curriculum Studies. ISSN 0022-0272. p. 1–21. doi: 10.1080/00220272.2025.2523436. Full text in Research Archive Show summary

  Although the student-centred concept of physical literacy (PL) has been emphasized by UNESCO, knowledge about its adoption/implementation into PE remains scant. Therefore, the goal of this study was to evaluate and compare the compatibility of PE curricula with PL in Europe. We collaboratively gathered a panel of experts encompassing 40 European countries. In the first step, the experts were invited to freely specify the compatibility of country’s PE curricula with PL. The reports were subjected to six-step reflexive thematic analysis. In the second step, we theoretically derived, psychometrically explored, and descriptively analysed 15 curricular-didactical items, each containing a spectrum of statements with high versus no/insufficient PL compatibility. We synthesized both data sources following an explanatory sequential mixed-methods design. While few PE curricula explicitly adhered to PL in Europe, most documents exhibited content and aims marking elements of PL. However, we registered large differences in PL-compatibility between four European regions for the deep structure of the curricula (η2=.27, p=.01). While the quantitative survey suggested no differences in PL compatibility between anglophone versus non-anglophone countries, the qualitative material revealed conceptual and terminological challenges across Europe. The European countries have hesitantly followed the UNESCO call to align PE with the holistic PL concept.

• Winje, Øystein & Løndal, Knut (2021). ‘Wow! is that a birch leaf? In the picture it looked totally different’: a pragmatist perspective on deep learning in Norwegian ‘uteskole’. Education 3-13: International Journal of Primary, Elementary and Early Years Education. ISSN 0300-4279. doi: 10.1080/03004279.2021.1955946. Full text in Research Archive Show summary

  This study investigates pupils’ experiences with learning outside the classroom and discusses how these experiences might contribute to ‘deep learning’ according to a pragmatist theoretical framework and a situated perspective on knowledge. The data comprise materials from three months of fieldwork with participatory observations and qualitative interviews of pupils from two Norwegian primary schools. The results are interpreted according to John Dewey’s two criteria for educative experiences, ‘transaction’ and ‘continuity’, and to our operationalisation of deep learning. We argue that learning activities that entail both transaction and continuity can be regarded as facilitating deep learning.

• Winje, Øystein & Løndal, Knut (2021). Theoretical and practical, but rarely integrated: Norwegian primary school teachers’ intentions and practices of teaching outside the classroom. Journal of Outdoor and Environmental Education (JOEE). ISSN 2206-3110. 24(2), p. 133–150. doi: 10.1007/s42322-021-00082-x. Full text in Research Archive Show summary

  This study investigates teachers’ intentions and practices related to teaching outside the classroom. We report on three months of feldwork consisting of participatory observations and qualitative interviews of teachers in two Norwegian primary schools practising weekly uteskole [outdoor school]. We fnd that the teachers’ intentions for uteskole are to facilitate frst-hand experiences for their pupils. The teachers organise and teach uteskole in two distinct ways: 1) friluftsliv activities [outdoor living activities] and 2) theoretical learning activities. The connections between friluftsliv activities and theoretical learning activities are seldom emphasised. Furthermore, the teachers rarely organise theoretical learning activities that entail pupils’ transacting with their surroundings. We discuss how the teachers’ work can be understood through the Romantic and the Pragmatist perspectives of experiential education and through the representational epistemology of traditional schooling. We outline how a transactional epistemology, operationalised as the “multi-modal model of knowing”, can support teachers in facilitating transaction between the pupils and the environment outdoors and aid in establishing continuity between learning activities outdoors and indoors. We argue that these are important factors that can enhance uteskole as a teaching method for facilitating deep learning in Norwegian primary education.

• Winje, Øystein & Løndal, Knut (2020). Bringing deep learning to the surface: A systematic mapping review of 48 years of research in primary and secondary education. Nordic Journal of Comparative and International Education (NJCIE). 4(2), p. 25–41. doi: 10.7577/njcie.3798. Full text in Research Archive Show summary

  Deep learning is a key term in current educational discourses worldwide and used by researchers, policymakers, stakeholders, politicians, organisations and the media with different definitions and, consequently, much confusion about its meaning and usage. This systematic mapping review attempts to reduce this ambiguity by investigating the definitions of deep learning in 71 research publications on primary and secondary education from 1970 to 2018. The results show two conceptualisations of the term deep learning—1) meaningful learning and 2) transfer of learning—both based on cognitive learning perspectives. The term deep learning is used by researchers worldwide and is mainly investigated in the school subjects of science, languages and mathematics with samples of students between 13 and 16 years of age. Deep learning is also a prevalent term in current international education policy and national curriculum reform, thus deeply affecting the practice of teaching and learning in general education. Our review identifies a lack of studies investigating deep learning through perspectives other than cognitive learning theories and suggests that future research should emphasise applying embodied, affective, and social perspectives on learning in the wide array of school subjects, in lower primary education and in a variety of sociocultural contexts, to support the adaptation of deep learning to a general educational practice.

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• Winje, Øystein (2026). Vil bruke uteskole for å gjøre skoledagen bedre - Universitetet i Agder. [Internet]. Universitetet i Agder sin nettside. Full text in Research Archive Show summary

  Nesten 70 prosent av norske skoler har minst én klasse som bruker uteskole regelmessig, men studier viser at undervisningspraksisen varierer i kvalitet. Nå kan lærere styrke sin didaktiske kompetanse om uteskole gjennom gratis videreutdanning.

• Winje, Øystein (2025). From Classroom to Community. Full text in Research Archive Show summary

  In recent years, Norwegian schools have experienced a negative trend characterized by weaker learning outcomes, declining motivation, reduced well-being, and increased bullying and absenteeism (Meld. St. 34 (2023–2024), p. 17). This has led to a heightened political focus on developing schools towards more practical approaches to teaching and learning. Uteskole (outdoor school) is recommended as a method that can contribute to this development. Uteskole is a teaching method involving weekly visits to relevant local community sites to support pupils' learning by contextualizing the content through concrete experiences, thereby providing authenticity to the learning process (Winje, 2022, p. 12). This method includes initiating inquiry-based problem-solving activities and explorative, practical approaches. Since 1997, there has been a grassroots movement of teachers in Norway conducting weekly classes outside the classroom. However, uteskole has not been included as a theme or subject in current Norwegian teacher education. In the autumn of 2024, a 10 ECTS program was designed to aid in-service teachers in establishing, developing, and conducting high-quality uteskole at their local schools. This conference presentation will showcase how in-service teachers (n=17) who took the course in the autumn of 2024 developed their uteskole teaching skills, explored the possibilities for discovering nearby nature and urban adventures, and planned learning activities in these settings.

• Winje, Øystein (2025). En kort introduksjon til uteskole. Full text in Research Archive
• Winje, Øystein (2024). The grass is greener outdoors - Deep learning and uteskole [outdoor school]. Full text in Research Archive
• Winje, Øystein (2024). Gresset er grønnere ute - en introduksjon til uteskole. Full text in Research Archive
• Winje, Øystein (2024). Naturen som læringsarena. Full text in Research Archive
• Skoglys, Emilie; Winje, Øystein & Fernee, Carina Ribe (2024). Friluftslæring, en vei til mestring i skolehverdagen? Fædrelandsvennen. ISSN 0805-3790. Full text in Research Archive
• Winje, Øystein (2024). Hva jeg lærte av å gjennomføre en litteraturstudie og hva jeg skulle ønske jeg visste før jeg begynte. Full text in Research Archive
• Skoglys, Emilie; Winje, Øystein & Fernee, Carina Ribe (2024). Friluftslæring, en vei til mestring i skolehverdagen? Fædrelandsvennen. ISSN 0805-3790. Full text in Research Archive
• Winje, Øystein (2023). Få elevene ut, i alle fag! Fædrelandsvennen. ISSN 0805-3790. Full text in Research Archive
• Lomsdalen, Christian & Winje, Øystein (2023). Øystein Winje om uteskole. [Radio]. Lektor Lomsdalens Innfall. Full text in Research Archive
• Winje, Øystein (2023). Gresset er grønnere ute - Potensialer for dybdelæring gjennom uteskoleundervisning. Full text in Research Archive
• Winje, Øystein (2022). Uteskole og dybdelæring - Et doktorgradsprosjekt. Full text in Research Archive
• Winje, Øystein (2022). Kjært barn, mange praksiser - Tre ulike uteskolepraksiser. Full text in Research Archive
• Winje, Øystein (2022). Min Dewey. Full text in Research Archive
• Winje, Øystein (2022). Hvorfor sitte inne når alt håp er ute? Fædrelandsvennen. ISSN 0805-3790. Full text in Research Archive
• Winje, Øystein (2022). Hvorfor sitte inne når alt håp er ute? lokalavisen fedrelandsvennen. Full text in Research Archive
• Jåbekk, Pål & Winje, Øystein (2020). Intervju med Øystein Winje. [Radio]. Kroppsøvingspodden. Full text in Research Archive
• Winje, Øystein & Løndal, Knut (2018). Hva er dydelæring? - En litteraturoversikt 1970-2018. Full text in Research Archive
• Winje, Øystein & Løndal, Knut (2018). What do researchers mean when they write about deep learning? - A systematic literature review 1970-2018. Full text in Research Archive
• Winje, Øystein (2017). Dybdelæring - En foreløpig forskningsoversikt. Full text in Research Archive
• Winje, Øystein (2017). In-depth learning and outdoor-learning:«A hunt for sustainable knowledge». Full text in Research Archive
• Winje, Øystein (2016). "Hvorfor sitte inne - når alt håp er ute"? Hvordan kan uteskoleundervisning bidra til dybdelæring i skolen? Full text in Research Archive
• Løndal, Knut; Skagen, Kaare & Winje, Øystein (2022). The grass is greener outdoors - Potentials for deep learning in Norwegian uteskole. OsloMet - storbyuniversitetet. ISSN 9788283644517. Full text in Research Archive Show summary

  In this article-based thesis I investigate how deep learning is understood in educational research, and how uteskole [outdoor school] can be practised to facilitate deep learning processes. These main research questions are operationalised into five research sub-questions: 1. How is deep learning conceptualised and defined in previous research on primary and secondary education? 2. How can the conceptualisations of deep learning be understood within an experiential education framework? 3. What are teachers’ intentions in practising regular uteskole? 4. What activities and strategies do teachers utilise when practising uteskole? 5. How do primary school pupils experience regular uteskole and how is deep learning reflected in these experiences? The ambition is firstly to gain an overview of how deep learning is conceptualised in previous research in primary and secondary education through a systematic mapping review of deep learning and adapt these concepts to an experiential education framework. Secondly, I explore teachers’ intentions and practise and pupils’ experiences of regular uteskole through a threemonth fieldwork with participatory observation and qualitative interviews with teachers and pupils at two Norwegian primary schools. As a theoretical perspective I utilise an experiential education framework, based on John Dewey’s educational philosophy, Arne Jordet’s didactic model of uteskole, and Robbie Nicol’s model of knowing, in the analyses of this empirical material. In article 1 we find that there are two main conceptualisations of deep learning defined in previous research in primary and secondary education: meaningful learning and transfer of learning, and that both concepts focus on cognitive aspects of learning. Furthermore, we find that deep learning has been investigated worldwide, in the school subjects of languages, mathematics and science, often in combination, and with informants in the age range of 13-16 years. We argue that the emphasis on cognitive aspects is not sufficient if it is going to account for pupils learning in all subjects and learning contexts in primary and secondary education and suggest that future studies of deep learning should take both embodied, affective, social and cognitive aspects into account. Furthermore, we suggest that future studies should investigate deep learning in a broader array of school subjects and in the lower age ranges of compulsory education. In article 2 we find that the teachers’ intentions for uteskole are to facilitate first-hand experiences outdoors for their pupils and that they teach and organise uteskole in two distinct ways: 1) friluftsliv activities [outdoor living activities] and 2) theoretical learning activities. The connections between friluftsliv activities and theoretical learning activities are seldom emphasised, and the teachers rarely organise learning activities that entail pupils’ interacting with their surroundings in relation to other school subjects than physical education. Based on these findings, we discuss how the teachers’ intentions and practise can be understood through the Romantic and the Pragmatist perspectives of experiential education and the representational epistemology of traditional schooling. In article 3 we find that in uteskole the pupil’s experience: 1) movement in and across varied terrain, and 2) organised outdoor learning activities. We analyse these findings through Dewey’s notion of experience and Nicol’s multimodal model of knowing and argue that the learning activities related to the school subjects of science and physical education in uteskole may facilitate deep learning processes. We conclude that there is potential for facilitating deep learning in uteskole, but there should be an increased emphasis on establishing transaction and continuity and the incorporation of other subject themes by alternating between diverse contexts to allow for integration of a wider variety of subject themes. In the narrative (kappen) of this thesis, I elaborate on the rationale, the context, the theoretical perspective, and the methodology and methods of the research project. Furthermore, I elaborate on the results and findings in the three articles and discuss their contribution to the research project as a whole. Firstly, I discuss how the concepts of deep learning identified in article 1 can be adapted to an experiential education framework through pragmatist philosophy, in particular the ideas of Dewey. Secondly, I outline how these concepts can be operationalised in an uteskole context through Nicol’s model of knowing. Thirdly, I suggest that there is not one coherent practice of uteskole but at least three distinct practices: uteskole as friluftsliv, uteskole as indoor learning activities outdoors and uteskole as an integrated practice. Fourthly, I argue that uteskole as an integrated practise facilitates deep learning processes according to an experiential education framework. I denne artikkel-baserte avhandlingen undersøker jeg hvordan begrepet dybdelæring er forstått i tidligere forskning i barne-, ungdom-, og videregående skole, og hvordan uteskole kan praktiseres for å legge til rette for dybdelæringsprosesser. Disse hovedspørsmålene er operasjonalisert i fem underspørsmål: 1. Hvordan er dybdelæring konseptualisert og definert i tidligere forskning i barne-, ungdom- og videregående skole? 2. Hvordan kan konseptualiseringer av dybdelæring bli forstått innenfor erfaringsbasert utdanning? 3. Hva er lærerens intensjoner med regelmessig uteskole? 4. Hvilke aktiviteter og strategier tar lærere i bruk når de praktiserer regelmessig uteskole? 5. Hvilke erfaringer har elever med regelmessig uteskole og hvilke spor av dybdelæring reflekteres i disse erfaringene? Målet med dette prosjektet er, først å skaffe en oversikt over hvordan dybdelæring er konseptualisert i tidligere forskning i barne-, ungdom-, og videregående skole gjennom en systematisk kartleggingsstudie av begrepet dybdelæring og å tilpasse disse konseptualiseringene til et rammeverk for erfaringsbasert utdanning [experiential education]. Deretter, utforsker jeg læreres intensjoner og praksis, og elevers erfaringer med regelmessig uteskole gjennom et tremåneder langt feltarbeid med deltagende observasjon, etterfulgt av kvalitative intervju med lærere og elever ved to barneskoler i Norge. Studiens teoretiske perspektiv er fundert på et rammeverk for erfaringsbasert utdanning, basert på John Deweys utdanningsfilosofi, Arne Jordets didaktiske modell for uteskole og Robbie Nicols ‘fire former for kunnen’. I artikkel 1 finner vi to hoved-konseptualiseringer av dybdelæring i tidligere forskning i barne-, ungdom-, og videregående skole: meningsfull læring og overføring av læring, og at begge konseptene fokuserer på kognitive forståelser av læring. Vi finner også at dybdelæring har blitt undersøkt over hele verden, men stort sett i tilknytning til språkfag, matematikk og naturfag [science], og med informanter i alderen 13-16 år. I denne artikkelen argumenterer vi for at en vektlegging av kognitive aspekter ved læring ikke er tilstrekkelig hvis den skal kunne beskrive elevers læring i alle skolefag og i læringssituasjoner i barne-, ungdom-, og videregående skole, og anbefaler at fremtidige studier av dybdelæring også vektlegger kroppslige, følelsesmessige, sosiale og kognitive aspekter ved læring. Vi anbefaler også at fremtidige studier bør undersøke dybdelæring i et bredere spekter av skolefag og i de laveste aldersgruppene av obligatorisk utdanning. I artikkel 2 finner vi at lærernes intensjoner for bruk av regelmessig uteskole er å legge til rette for at elevene skal få førstehåndserfaringer utendørs og at de legger opp undervisningen på to distinkte måter: 1) friluftslivsaktiviteter og 2) teoretiske læringsaktiviteter. Det er sjelden at sammenhengen mellom friluftslivsaktivitetene og de teoretiske aktivitetene vektlegges av lærerne, og at det kun er noen ganger at det blir tydelig at lærerne lykkes med å legge til rette for læringsaktiviteter hvor elevene er i interaksjon med omgivelsene i tilknytning til andre fag en kroppsøving. Basert på disse funnene, diskuterer vi hvordan lærernes intensjoner og praksis kan forstås gjennom romantiske og pragmatiske filosofiske perspektiver fra erfaringsbasert utdanning og skolens tradisjonelle vektlegging av representasjonell epistemologi. I artikkel 3 finner vi at elevenes erfaringer med uteskole i hovedsak handler om 1) bevegelse i og gjennom variert terreng, og 2) organiserte læringsaktiviteter. Vi analyserer disse funnene ved hjelp av Deweys forståelse av erfaring og Nicols ‘fire former for kunnen’, og argumenterer for at læringsaktivitet i uteskole knyttet til skolefagene naturfag og kroppsøving ser ut til å kunne legge til rette for dybdelæring. Vi ser det som viktig å utnytte potensialet for dybdelæring gjennom uteskole, og at det bør fokuseres på at elevene får være i transaksjon med relevante omgivelser, og at det etableres en kontinuitet mellom læringsaktivitetene som foregår i klasserommet og på uteskole. Vi anbefaler også at lærere varierer omgivelsene de velger å legge uteskole til, slik at det er mulig å inkorporere flere skolefag i praksisen. I avhandlingens kappe gjør jeg rede for forskningsprosjektets rasjonale, kontekst, teoretiske perspektiv, metodologi, og metode. Deretter utdyper jeg prosjektets funn og diskutere disse opp mot forskningsprosjektets overordnede mål. Jeg drøfter hvordan konseptualiseringene av dybdelæring som ble funnet i artikkel 1 kan tilpasses et rammeverk for erfaringsbasert utdanning ved hjelp av pragmatisk filosofi, særlig gjennom Deweys pedagogiske filosofi. Så viser jeg hvordan disse konseptene kan operasjonaliseres i en uteskolekontekst gjennom Nicols ‘fire former for kunnen’. Deretter hevder jeg at uteskole ikke er sammenhengende praksis, men at den består av minst tre distinkte praksisformer: 1) uteskole som friluftsliv, 2) uteskole hvor innendørs læringsaktiviteter tas med ut, og 3) uteskole som en integrert praksis. Til slutt argumentere jeg for at uteskole som integrert praksis legger til rette for dybdelæringsprosesser i tråd med et rammeverk for erfaringsbasert utdanning.

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