ABSTRACT
Outdoor studies has long been regarded as an important tool for public environmental concern (e.g. Hammerman, Hammerman & Hammerman, 2001; Place, 2004; Sandell & Öhman, 2010). In the last decade several studies have been conducted on the relationship between outdoor experiences and environmentalism, with an emphasis on the effect that participation in outdoor education has on environmental knowledge, pro-environmental attitudes and behaviour, and their interconnection (see Sandell & Öhman, 2013).
