.

0 (hodnocen0 x )

EB

ONLINE

Brno : Masaryk University, 2021

1 online resource (197 pages)

ISBN 978-80-210-9758-2 (electronic bk.)

ISBN 978-80-210-9757-5

Intro -- Prazdna stranka -- 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.

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1 Introduction: Outdoor Environmental Education Programs Bridging Theory and Practice 13 // 1.1 Outdoor Environmental Education in the Contemporary // World 14 // 1.2 Learning in the Real World: How We Started Our Journey 15 // 1.3 Learning through Research: How Our Journey Continued 17 // 1.4 About the Colors: What Programs Guided Our Research 20 // 1.4.1 The Yellow Program 20 // 1.4.2 The Green Program 21 // 1.4.3 The Orange Program 22 // 1.4.4 The Blue Program 23 // 1.4.5 The White Program 24 // 1.5 The Data Behind This Book 25 // 2 People, Place, and the Program: External Factors That Influence // the Effectiveness of Outdoor Environmental Education Programs.27 // 2.1 Introduction 28 // 2.2 Students Learn, Students Shape 28 // 2.3 Teachers and Leaders: The Adults to Be Followed? 32 // 2.4 The Role of Place 36 // 2.5 Program Design 39 // 2.6 Conclusion 41 // 3 Power and Empowerment in Outdoor Environmental Education // Programs 43 // 3.1 Introduction: The Question of Power-Sharing 44 // 3.2 Power: To Exert or To Empower? 45 // 3.3 The Children or the Adults: How Much Student Autonomy // Is Good? 47 // 3.4 The Adults and the Adults: Who Is in Charge? 51 // 3.4.1 The Teachers and the Leaders: Opportunities // for Cooperation, Sources of Tension 52 // 3.4.2 The Designers, the Leaders, and the Parents // in the Background 55 // 3.5 Conclusion 56 //

4 Framing Outdoor Experiences in Outdoor Environmental Education Programs 59 // 4.1 Introduction 60 // 4.2 Frames Matter 61 // 4.3 Frames in Outdoor Environmental Education 63 // 4.4 Frames in Practice 66 // 4.5 Conclusion 71 // 5 Values in Outdoor Environmental Education Programs: // Between Education and Advocacy 73 // 5.1 Values Are Controversial - and Necessary 74 // 5.2 The Theory of Universal Values and Its Implications..75 // 5.3 Values Education and Environmental Education 78 // 5.4 Values in Outdoor Environmental Education Practice 81 // 5.4.1 Value-Free Outdoor Environmental Education 81 // 5.4.2 Pluralistic Outdoor Environmental Education 82 // 5.4.3 Normative Outdoor Environmental Education // and the Issue of Inculcation 84 // 5.4.4 Does Normativity Matter? 87 // 5.5 Conclusion 90 // 6 Experiential Learning in Outdoor Environmental Education // Programs: A Source of Learning and Confusion 91 // 6.1 Introduction 92 // 6.2 What Matters Is What the Teachers Believe 94 // 6.3 Experiential Learning as Reflected in Outdoor Program // Leaders’ Personal Theories and in Their Practice 96 // 6.3.1 The Theory of Authentic Learning 96 // 6.3.2 The Theory of Transformative Experiences 99 // 6.3.3 The Theory of Supportive Experiences 102 // 6.4 Conclusion 105 // 7 Conceptual Learning in Outdoor Environmental Education // Programs 107 // 7.1 Introduction 108 // 7.2 The Role of Conceptual Learning 109 // 7.3 Conceptual Learning in Outdoor Environmental // Education: What Do Students Learn? 110

// 7.4 Conceptual Learning in Outdoor Environmental // Education: How Do Program Leaders Teach? 113 // 7.4.1 Learning Models for Conceptual Change 113 // 7.4.2 Supporting Conceptual Learning in Outdoor // Programs 117 // 7.5 Conclusion 118 // 8 Outdoor Environmental Education Programs from the Perspective // of the Participating Students and the Accompanying Teachers.119 // 8.1 Introduction 120 // 8.2 Why Teachers Choose Particular Outdoor Programs // and What Students Like about Them 121 // 8.3 Students, Teachers, and the Outdoor Program 123 // 8.3.1 The Outdoor Program as Experiential Learning 123 // 8.3.2 The Outdoor Program as a Social Game 126 // 8.3.3 The Outdoor Program as a Nature Experience 129 // 8.4 Conclusion 132 // 9 Discussion and Conclusion: Weaving the Threads Together 133 // 9.1 Introduction 134 // 9.2 The Crossroads and the Threads 134 // 9.2.1 The Question of Aims, the Question // of Perspective 134 // 9.2.2 The Distribution of Power in Outdoor Programs..138 // 9.2.3 The Significance of Strong Experiences // in Outdoor Programs 141 // 9.2.4 Framing the Learning Experience in Outdoor // Programs 144 // 9.2.5 Values Education in Outdoor Programs 147 // 9.2.6 Learning in Outdoor Environmental Education 150 // 9.3 Conclusion 131 // Acknowledgements 153 // Appendix 1 // The Research Methodology Applied in the Project: // An Overview of the Instruments 155 // References 173 // Figures and Tables 191

(Au-PeEL)EBL6913594

(MiAaPQ)EBC6913594

(OCoLC)1305841319