Learning in and from the field: a qualitative study of affective engagement

Abstract

Affective engagement is critical if environmental education is to promote pro-environmental behaviors. Given the contextual complexities impacting the affective domain in environmental education, affective engagement may vary depending on the programs, cohorts and classes. In this ethnographic case study, we used point-of-view (POV) camera glasses along with written and verbal student reflections to track the moment-to-moment first-person experiences and the post-trip reflections of secondary school students associated with an ecology field trip to a local coastal area. This case study offers an in-depth account of two students’ affective engagement during the field trip. One student demonstrated great interest and curiosity when learning about nature despite being scared to touch wildlife, whereas another student demonstrated limited interest in the field trip but showed a strong desire to protect nature. These findings suggest a complicated, unpredictable relationship between interest in and curiosity about nature, motivation and constraints to learn, environmental consciousness, intention, and ability to act on behalf of nature. Future research should attend to why students feel the way they feel and how they achieve affective learning outcomes during planned and chance encounters in natural outdoor settings.

Keywords:

• Affective learning
• out-of-classroom experiences
• field trip
• case study
• POV camera glasses

Acknowledgements

We wish to thank TWGHs Wong Fung Ling College and the teachers for its contribution to and support of the study; and the instructors from The Swire Institute of Marine Science (SWIMS), and the student helpers from The Faculty of Education of The University of Hong Kong for their input and efforts. We are grateful to Professor Peter Renshaw for his insightful comments as a critical friend to the project.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by the Seed Funding for Seed Funding for Strategic Interdisciplinary Research Scheme (102009944), University Research Committee, The University of Hong Kong.

Notes on contributors

Polly Y. Y. Chik

Polly Chik is an EdD student affiliated with the University of Hong Kong. She is interested in teaching and learning of sustainability issues. Her research focuses on bringing local community into sustainability education, and fostering connections between nature and different stakeholders.

Jessica S. C. Leung

Jessica Leung is an Assistant Professor in the Faculty of Education, The University of Hong Kong. Her current research interests are focused on the learning and teaching of socioscientific issues, in particular how students can be better supported to make informed judgments on these issues.

Susan M. Bridges

Susan M. Bridges is a Professor of Practice and Director of the Centre for the Enhancement of Teaching and Learning (CETL), The University of Hong Kong. Her interdisciplinary research explores the ‘how’ of inquiry-based pedagogies and integrated curriculum designs through ethnographic approaches. Her higher education initiatives focus on professional education, particularly integrated curriculum designs and inquiry-based learning and how educational technologies can support and enhance these.

Gray A. Williams

Gray A Williams is the Director of the Swire Institute of Marine Science and Professor in the School of Biological Sciences, The University of Hong Kong and an Adjunct Professor at Xiamen University, China. His primary research interests focus on the ecophysiology and behaviour of intertidal species; especially those inhabiting the extreme high shore area in the tropical SE Asia region.

Bayden D. Russell

Bayden D. Russell is an Associate Professor at the Swire Institute of Marine Science and School of Biological Sciences, The University of Hong Kong. He is a marine ecologist focused on understanding how human activities (especially climate change) impact marine ecosystems and how we can restore functions and services using restoration.

Christelle A. Not

Christelle A Not is an Assistant Professor in the Science Faculty and the Swire Institute of Marine Science, The University of Hong Kong. She conducts interdisciplinary research which focuses on the human impact on Oceans and Climate. She is dedicated to enhancing the impact of her work in society, and she is closely collaborating with corporate, NGOs and charities on topic such as sustainability and climate education.