Learning in nature

Abstract

This paper traces the evolution of a theory of learning in nature in order to explain how people learn in natural settings. The intellectual roots of the theory in informal learning, cognition, affective development, experiential and meaningful learning are described and the synthesis into a comprehensive theory of learning in nature are explained. The evolution of the theory is traced through several iterations describing the addition of organizing concepts as well as efforts seeking simplicity in its conceptualization. An in‐depth case study of meaningful learning about bogs illustrates how the theory can be applied to explain environmental learning experiences. The implications for this theory in terms of environmental education are discussed.

Acknowledgements

I would like to thank all my colleagues in the North American Association for Environmental Education and the American Educational Research Association Special Interest Group in Ecological and Environmental Education, who over the past years have reviewed manuscripts, made suggestions, critiqued and encouraged this work. Thank you to the Chewonki Foundation in Wiscasset Maine and their Maine Coast Semester Program, where bogs and kids go hand in hand. Special thank you to Joseph Novak, who remains my inspiration in learning and teaching. Finally, thank you to Laura Mentch, my favorite critic and supporter.