Experiential learning theory: the importance of outdoor classrooms in environmental education

ABSTRACT

This research study, grounded in experiential learning theory, utilized a draw-and-explain assessment to measure change in secondary students’ knowledge before and after an experiential field trip. Our results indicated that the secondary students (aged 15–18 years) had pre-existing knowledge of the local delta area that included both abiotic and biotic factors. Prior to the field trip students drew generic and isolated configurations of land and water features. The change in scores from pre- to post-visit drawings indicated that the experiential field trip did cause an overall statistically significant change in students’ knowledge of the local delta environment. Our findings denote the importance of outdoor field experiences and calls attention to the need for collaboration between informal and formal educators. Based on the findings of this study, an experiential learning approach could provide an effective model for informal program design and formal classroom activities related to field experiences. The researchers make suggestions for formal and informal educators that reflect the findings and relate to the experiential learning cycle.

KEYWORDS:

• Drawings
• environmental education
• experiential learning theory
• field trips
• outdoor education

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Sara Jose works to lead and develop informal science education programming at the Oso Bay Wetlands Preserve in Corpus Christi, TX, USA. She is interested in helping practitioners lead effective programs, and understanding student responses to EE programs.

Patricia Patrick is an Assistant Professor at Columbus State University in the Department of Counseling, Foundations, and Leadership. Her specialty is in preparing Informal Science Educators and the influence of families on learning. Her work focuses on the importance of social and cultural interactions and the importance of those interactions within families. Dr. Patrick speaks about topics, such as questioning skills, preparing informal educators, reflective practice, and the future of conservation education.

Christine Moseley is a Full Professor, Emeriti of Interdisciplinary Studies at the University of Texas at San Antonio. Her research interests focus on pre-service teachers’ beliefs about the environment, their personal connections – a sense of place – to the environment, and their EE teaching efficacy.