Hvordan kan valgfaget friluftsliv påvirke elevenes motivasjon og læring?
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The main purpose of this reseach was to identify optional subject outdoors as a learning arena. My main issue has been: How can the optional subject outdoors affect students' motivation and learning? This has been an empirical, qualitative study where different methods have been used. The empirical material presented through student reports, field observations and interviews of a student group and teacher. Electives signaling the freedom for students to choose a subject based on their own interests and needs. The choice is a symbol that provides the basis for increased well-being, vitality and growing confidence in themselves. The curriculum tells us that students, individually and jointly, strengthens the desire to learn and experience mastery through practical and varied. Students acquire learning alone and in collaboration with others. Vygotsky emphasizes that all intellectual development and thinking rooted in social activity. He claimed that the language and speech were the two main factors in this process. Data also show that the teaching of the subject is largely aimed at learning of practical skills and social interaction among students. Fellow student, the significance and role appears as important. It is important to find the right balance between pleasure / free expression and academic challenges. A proper balance can make it easier to legitimize the use of outdoor activities in school. Motivation and mastery is essential for student learning. Outdoor activities can be the code that opens up for this.