Frames in outdoor environmental education programs: What we communicate and why we think it matters

Jan Činčera, Bruce Johnson, Roman Kroufek, Miloslav Kolenatý, Petra Šimonová

Research output: Contribution to journalArticle

Abstract

This paper discusses the application of frame analysis as a method of designing and evaluating outdoor environmental education programs. In particular, it investigates what frames are communicated in these programs, why and how program leaders focus on communicating particular frames, and how students interact with these frames. Five outdoor environmental education programs for elementary school students were analyzed. We used a qualitative approach that combined field observation, interviews with program leaders (N = 15), qualitative findings based on questionnaires collected from the participants after completing the programs (N = 365), and interviews with some of the students (N = 10). According to the results, while the leaders intensively applied various surface frames to attract student interest and organize the program activities, the deep frames aimed for in the main program messages connected with the program goals often remained implicit and were not recognized by the students.

Original languageEnglish (US)
Article number4451
JournalSustainability (Switzerland)
Volume12
Issue number11
DOIs
StatePublished - Jun 1 2020

Keywords

  • Frames
  • Outdoor environmental education
  • Program evaluation
  • Qualitative

ASJC Scopus subject areas

  • Geography, Planning and Development
  • Renewable Energy, Sustainability and the Environment
  • Management, Monitoring, Policy and Law

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