2,271
Views
13
CrossRef citations to date
0
Altmetric
Articles

Outdoor environmental education programme leaders’ theories of experiential learning

ORCID Icon, ORCID Icon & ORCID Icon
Pages 729-745 | Received 07 Jan 2020, Accepted 14 May 2020, Published online: 22 Jun 2020

References

  • Athman, J. A., & Monroe, M. C. (2001). Elements of effective environmental education programs. In A. J. Fedler (Ed.), Defining best practices in fishing, boating and stewardship education (pp. 37–48). Washington, DC: Recreational Boating and Fishing Foundation.
  • Begum, S. (2012). A secondary science teacher’s beliefs about environmental education and its relationship with the classroom practices. International Journal of Social Sciences and Education, 2(1), 10–29.
  • Brown, M. (2008). Comfort zone: Model or metaphor? Australian Journal of Outdoor Education, 12(1), 3–12.
  • Charmaz, K. (2006). Constructing grounded theory. Practical guide through qualitative analysis. Thousand Oaks, CA: Sage.
  • Chawla, L. (1999). Life paths into effective environmental education. The Journal of Environmental Education, 31(1), 15–26.
  • Cincera, J. (2013a). Managing cognitive dissonance: Experience from an environmental education teachers’ training course in the Czech Republic. Journal of Teacher Education for Sustainability, 15(2), 42–51.
  • Cincera, J. (2013b). Střediska ekologické výchovy mezi teorií a praxí [Environmental education centres between theory and practice]. Praha: BEZK, Agentura Koniklec a Masarykova univerzita.
  • Cincera, J., & Johnson, B. (2013). Earthkeepers in the Czech Republic: Experience from the implementation process of an earth education programme. Envigogika: Charles University E-journal for Environmental Education, 8(4), 1–14.
  • Clayton, K., Smith, H., & Dyment, J. (2014). Pedagogical approaches to exploring theory – Practice relationships in an outdoor education teacher education programme. Asia-Pacific Journal of teacher Education, 42(2), 167–185.
  • Cotton, D. R. E. (2006). Implementing curriculum guidance on environmental education: The importance of teachers’ beliefs. Journal of Curriculum Studies, 38(1), 67–83.
  • Docekal, V. (2012). Prozitkove, zazitkove, nebo zkusenostni uceni? [Experiential, experiential, or experiential learning?]. e-Pedagogium, 12(1), 3–11.
  • Fang, Z. (1996). A review of research on teacher beliefs and practices. Educational Research, 38(1), 47–65.
  • Fives, H., & Gill, M. G. (2014). International handbook of research on teachers’ beliefs. New York, NY: Routledge.
  • Flogaitis, E., Daskolia, M., & Agelidou, E. (2005). Kindergarten teachers’ conceptions of environmental education. Early Childhood Education Journal, 33(3), 125–136.
  • Forbes, C. T., & Zint, M. (2011). Elementary teachers’ beliefs about, perceived competencies for, and reported use of scientific inquiry to promote student learning about and for the environment. The Journal of Environmental Education, 42(1), 30–42.
  • Grace, M., & Sharp, J. (2000). Exploring the actual and potential rhetoric-reality gaps in environmental education and their implications for pre-service teacher training. Environmental Education Research, 6(4), 331–345.
  • Grimwood, B. S. R., Gordon, M., & Stevens, Z. (2018). Cultivating nature connection: Instructor narratives of urban outdoor education. Journal of Experiential Education, 41(2), 204–219.
  • Haney, J. J., Wang, J., Keil, C., & Zoffel, J. (2007). Enhancing teachers’ beliefs and practices through problem-based learning focused on pertinent issues of environmental health science. The Journal of Environmental Education, 38(4), 25–33.
  • Jirasek, I. (2016). Doxa a episteme zazitkove pedagogiky [Dox and epistem of experiential pedagogy]. Pedagogika, 66(2), 154–178.
  • Jirasek, I. (2020). Transformative experience as a change of horizon. In J. Parry & P. Allison (Eds.), Experiential learning and outdoor education. Traditions of practice and philosophical perspectives (pp. 112–129). New York, NY: Routledge.
  • Jirasek, I., & Turcova, I. (2017). The Czech approach to outdoor adventure and experiential education: The influence of Jaroslav Foglar’s work. The Czech approach to outdoor adventure and experiential. Journal of Adventure Education and Outdoor Learning, 17(4), 321–337.
  • Jirasek, I., & Turcova, I. (2020). Experiential pedagogy in the Czech Republic. In J. Parry & P. Allison (Eds.), Experiential learning and outdoor education. Traditions of practice and philosophical perspectives (pp. 8–18). New York, NY: Routledge.
  • Johnson, B., & Cincera, J. (2015). Examining the relationship between environmental attitudes and behaviour in education programmes. Socialni studia, 12(3), 97–111.
  • Johnson, D. W., & Johnson, F. P. (2006). Joining together. Group theory and group skills. Boston, MA: Pearson.
  • Kitchenham, A. (2008). The Evolution of John Mezirow’s transformative learning theory. Journal of Transformative Education, 6(2), 104–123.
  • Kolar, J. (2013). Práce s reflexí u lektorů osobnostně sociálního rozvoje [The application of reflection by the leaders of socio-personal development]. Brno: Masarykova univerzita.
  • Kolb, A. Y., & Kolb, D. A. (2017). The experiential educator. Principles and practices of experiential learning. Kaunakakai: Elbls.
  • Kolb, D. (1984). Experiential learning. Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.
  • Kyung‐Ran Kim, & Buchanan, T. K. (2009). Teacher beliefs and practices survey: Operationalising the 1997 NAEYC guidelines. Early Child Development and Care, 179(8), 1113–1124.
  • Louv, R. (2005). Last child in the woods: Saving our children from nature-deficit disorder. Chapel Hill, NC: Algonquin Books.
  • Lumber, R., Richardson, M., & Sheffield, D. (2017). Beyond knowing nature: Contact, emotion, compassion, meaning, and beauty are pathways to nature connection. PLoS ONE, 12(5), 1–25.
  • Martin, A. J. (2011). The dramaturgy approach to education in nature: Reflections of a decade of international vacation school Lipnice courses, Czech Republic, 1997–2007. Journal of Adventure Education and Outdoor Learning, 11(1), 67–82.
  • Merizow, J. (1997). Transformative learning: Theory to practice. New Directions for Adults and Continuing Education, 74, 5–12.
  • Monroe, M. C., Plate, R. R., Oxarart, A., Bowers, A., & Chaves, W. A. (2017). Identifying Effective Climate Change Education Strategies: A Systematic Review of the Research. Environmental Education Research, 25(6), 791–812.
  • Moon, J. A. (2005). A handbook of reflective and experiential learning. Theory and practice. New York, NY: Routledge.
  • Morris, T. H. (2019). Experiential learning – A systematic review and revision of Kolb’s model. Interactive Learning Environments, 1–14. Advance online publication. doi:10.1080/10494820.2019.1570279
  • Moseley, C., & Utley, J. (2008). An exploratory study of preservice teachers’ beliefs about the environment. The Journal of Environmental Education, 39(4), 15–30.
  • Nikel, J. (2007). Making sense of education ‘responsibly’: Findings from a study of student teachers’ understanding(s) of education, sustainable development and education for sustainable development. Environmental Education Research, 13(5), 545–564.
  • Organisation for Economic Co-operation and Development. (2009). Creating effective teaching and learning environments. First results from TALIS. Paris: OECD publications.
  • Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307–332.
  • Parry, J., & Allison, P. (Eds.). (2020). Experiential learning and outdoor education. Traditions of practice and philosophical perspectives. New York, NY: Routledge.
  • Priest, S., & Gass, M. A. (2005). Effective leadership in adventure programming. Champaign, IL: Human Kinetics.
  • Prouty, D., Panicucci, J., & Collinson, R. (2006). Adventure education. Theory and applications. Champaign, IL: Human Kinetics.
  • Real World Learning. (2015). Real world learning model. Retrieved from http://www.rwlnetwork.org/rwl-model.aspx
  • Rickinson, M. (2001). Learners and learning in environmental education: A critical review of the evidence. Environmental Education Research, 7(3), 207–320.
  • Ross., N., Medin, D., Coley, J. D., & Atran, S. (2003). Cultural and experiential differences in the development of folkbiological induction. Cognitive Development, 18(1), 25–47.
  • Saldana, J. (2015). The coding manual for qualitative researchers. Thousand Oaks, CA: Sage.
  • Sobel, D. (1993). Children’s special places. Exploring the role of forts, dens, and bush houses in middle childhood. Tucson, AZ: Zephyr Press.
  • Sobel, D. (2008). Childhood and nature: Design principles for educators. Portsmouth, NH: Stenhouse Publishers.
  • Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks, CA: Sage.
  • Taylor, E. W., & Caldarelli, M. (2004). Teaching beliefs of non-formal environmental educators: A perspective from state and local parks in the United States. Environmental Education Research, 10(4), 451–469.
  • Van Matre, S. (1990). Earth education: A new beginning. Greenville, WV: Institute for Earth Education.
  • Vos, K. E. (2001). Recommended educational practices for youth environmental education from a 4-H youth development perspective. In A. J. Fedler (Ed.), Defining best practices in fishing, boating and stewardship education (pp. 157–172). Washington, DC: Recreational Boating and Fishing Foundation.
  • Vosniadou, S. (2013). Conceptual change in learning and instruction. The framework theory approach. In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 11–30). New York, NY: Routledge.
  • Wideen, M., Mayer-Smith, J., & Moon, B. (1998). A critical analysis of the research on learning to teach: Making the case for an ecological perspective on inquiry. Review of Educational Research, 68(2), 130–178.
  • Wohlers, L., & Johnson, B. (2003). A programmatic approach: Purposeful experiences. Zeitschrift Für Erlebnispädagogik, 23(5/6), 14–22.
  • Yang, G., Lam, C.-C., & Wong, N.-Y. (2010). Developing an instrument for identifying secondary teachers’ beliefs about education for sustainable development in China. Journal of Environmental Education, 41(4), 195–207.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.