Cover Image

Real World Learning in Outdoor Environmental Education Programs : The Practice from the Perspective of Educational Research.

Bibliographic Details
Main Author: Činčera, Jan.
Other Authors: Johnson, Bruce., Kroufek, Roman., Kolenatý, Miloslav., Šimonová, Petra., Zálešák, Jan.
Format: eBook
Language:English
Published: Brno : Masaryk University, 2021.
Edition:1st ed.
Subjects:
Electronic books.
Online Access:Click to View
Table of Contents:
  • Intro
  • Prázdná stránka
  • ABSTRACT
  • CONTENTS
  • 1 INTRODUCTION: OUTDOOR ENVIRONMENTAL EDUCATION PROGRAMS - BRIDGING THEORY AND PRACTICE
  • 1.1 OUTDOOR ENVIRONMENTAL EDUCATION IN THE CONTEMPORARY WORLD
  • 1.2 LEARNING IN THE REAL WORLD: HOW WE STARTED OUR JOURNEY
  • 1.3 LEARNING THROUGH RESEARCH: HOW OUR JOURNEY CONTINUED
  • 1.4 ABOUT THE COLORS: WHAT PROGRAMS GUIDED OUR RESEARCH
  • 1.4.1 The Yellow Program
  • 1.4.2 The Green Program
  • 1.4.3 The Orange Program
  • 1.4.4 The Blue Program
  • 1.4.5 The White Program
  • 1.5 THE DATA BEHIND THIS BOOK
  • 2 PEOPLE, PLACE, AND THE PROGRAM: EXTERNAL FACTORS THAT INFLUENCE THE EFFECTIVENESS OF OUTDOOR ENVIRONMENTAL EDUCATION PROGRAMS
  • 2.1 INTRODUCTION
  • 2.2 STUDENTS LEARN, STUDENTS SHAPE
  • 2.3 TEACHERS AND LEADERS: THE ADULTS TO BE FOLLOWED?
  • 2.4 THE ROLE OF PLACE
  • 2.5 PROGRAM DESIGN
  • 2.6 CONCLUSION
  • 3 POWER AND EMPOWERMENT IN OUTDOOR ENVIRONMENTAL EDUCATION PROGRAMS
  • 3.1 INTRODUCTION: THE QUESTION OF POWER-SHARING
  • 3.2 POWER: TO EXERT OR TO EMPOWER?
  • 3.3 THE CHILDREN OR THE ADULTS: HOW MUCH STUDENT AUTONOMY IS GOOD?
  • 3.4 THE ADULTS AND THE ADULTS: WHO IS IN CHARGE?
  • 3.4.1 The Teachers and the Leaders: Opportunities for Cooperation, Sources of Tension
  • 3.4.2 The Designers, the Leaders, and the Parents in the Background
  • 3.5 CONCLUSION
  • 4 FRAMING OUTDOOR EXPERIENCES IN OUTDOOR ENVIRONMENTAL EDUCATION PROGRAMS
  • 4.1 INTRODUCTION
  • 4.2 FRAMES MATTER
  • 4.3 FRAMES IN OUTDOOR ENVIRONMENTAL EDUCATION
  • 4.4 FRAMES IN PRACTICE
  • 4.5 CONCLUSION
  • 5 VALUES IN OUTDOOR ENVIRONMENTAL EDUCATION PROGRAMS: BETWEEN EDUCATION AND ADVOCACY
  • 5.1 VALUES ARE CONTROVERSIAL - AND NECESSARY
  • 5.2 THE THEORY OF UNIVERSAL VALUES AND ITS IMPLICATIONS
  • 5.3 VALUES EDUCATION AND ENVIRONMENTAL EDUCATION
  • 5.4 VALUES IN OUTDOOR ENVIRONMENTAL EDUCATION PRACTICE.
  • 5.4.1 Value-Free Outdoor Environmental Education
  • 5.4.2 Pluralistic Outdoor Environmental Education
  • 5.4.3 Normative Outdoor Environmental Education and the Issue of Inculcation
  • 5.4.4 Does Normativity Matter?
  • 5.5 CONCLUSION
  • 6 EXPERIENTIAL LEARNING IN OUTDOOR ENVIRONMENTAL EDUCATION PROGRAMS: A SOURCE OF LEARNING AND CONFUSION
  • 6.1 INTRODUCTION
  • 6.2 WHAT MATTERS IS WHAT THE TEACHERS BELIEVE
  • 6.3 EXPERIENTIAL LEARNING AS REFLECTED IN OUTDOOR PROGRAM LEADERS' PERSONAL THEORIES AND IN THEIR PRACTICE
  • 6.3.1 The Theory of Authentic Learning
  • 6.3.2 The Theory of Transformative Experiences
  • 6.3.3 The Theory of Supportive Experiences
  • 6.4 CONCLUSION
  • 7 CONCEPTUAL LEARNING IN OUTDOOR ENVIRONMENTAL EDUCATION PROGRAMS
  • 7.1 INTRODUCTION
  • 7.2 THE ROLE OF CONCEPTUAL LEARNING
  • 7.3 CONCEPTUAL LEARNING IN OUTDOOR ENVIRONMENTAL EDUCATION: WHAT DO STUDENTS LEARN?
  • 7.4 CONCEPTUAL LEARNING IN OUTDOOR ENVIRONMENTAL EDUCATION: HOW DO PROGRAM LEADERS TEACH?
  • 7.4.1 Learning Models for Conceptual Change
  • 7.4.2 Supporting Conceptual Learning in Outdoor Programs
  • 7.5 CONCLUSION
  • 8 OUTDOOR ENVIRONMENTAL EDUCATION PROGRAMS FROM THE PERSPECTIVEOF THE PARTICIPATING STUDENTS AND THE ACCOMPANYING TEACHERS
  • 8.1 INTRODUCTION
  • 8.2 WHY TEACHERS CHOOSE PARTICULAR OUTDOOR PROGRAMS AND WHAT STUDENTS LIKE ABOUT THEM
  • 8.3 STUDENTS, TEACHERS, AND THE OUTDOOR PROGRAM
  • 8.3.1 The Outdoor Program as Experiential Learning
  • 8.3.2 The Outdoor Program as a Social Game
  • 8.3.3 The Outdoor Program as a Nature Experience
  • 8.4 CONCLUSION
  • 9 DISCUSSION AND CONCLUSION: WEAVING THE THREADS TOGETHERJAN
  • 9.1 INTRODUCTION
  • 9.2 THE CROSSROADS AND THE THREADS
  • 9.2.1 The Question of Aims, the Question of Perspective
  • 9.2.2 The Distribution of Power in Outdoor Programs
  • 9.2.3 The Significance of Strong Experiences in Outdoor Programs.
  • 9.2.4 Framing the Learning Experience in Outdoor Programs
  • 9.2.5 Values Education in Outdoor Programs
  • 9.2.6 Learning in Outdoor Environmental Education
  • 9.3 CONCLUSION
  • ACKNOWLEDGEMENTS
  • APPENDIX 1 THE RESEARCH METHODOLOGY APPLIED IN THE PROJECT: AN OVERVIEW OF THE INSTRUMENTS
  • REFERENCES
  • FIGURES AND TABLES.

Similar Items