Experiential learning in outdoor environmental education programs: A source of learning and confusion

Jan Činčera, Roman Kroufek, Bruce Johnson

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

This chapter focuses on program leaders’ personal theories of experiential learning. While the program leaders in our study all agree that outdoor environmental education programs should be experiential, the individual leaders’ personal theories of what and how students should learn by experience vary considerably. In this chapter, we identify three distinctive types of leaders’ personal theories and show that each type provides different answers for program design and implementation. We also analyze these personal theories’ weak points, their deviations from research-supported educational theories, and their other inconsistencies. Finally, we discuss the potential relationships between program leaders’ personal theories and the other crucial decisions regarding program design that were covered in the previous chapters.

Original languageEnglish (US)
Title of host publicationReal World Learning in Outdoor Environmental Education Programs
Subtitle of host publicationThe Practice from the Perspective of Educational Research
PublisherMasaryk University
Pages91-106
Number of pages16
ISBN (Electronic)9788021097582
StatePublished - Jan 1 2021

ASJC Scopus subject areas

  • Agricultural and Biological Sciences(all)
  • Environmental Science(all)

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