Outdoor environmental education programme leaders’ theories of experiential learning

Jan Cincera, Bruce Johnson, Roman Kroufek

Research output: Contribution to journalArticle

Abstract

Teachers’ practice is based on their beliefs about how student learning should be developed. In the practice of programme leaders in outdoor environmental education centres, experiential learning is considered to be one of the prominent learning theories. This study analyses the ways in which experiential learning is interpreted and transferred into the practice of programme leaders in five outdoor environmental education centres in the Czech Republic. The authors collected qualitative data from interviews with the programme leaders (N = 17) and from observations of five different outdoor environmental education programmes. They identified three distinctive experiential learning theories representing the leaders’ beliefs and practices. Further, the implications for future practice are discussed.

Original languageEnglish (US)
JournalCambridge Journal of Education
DOIs
StateAccepted/In press - 2020

Keywords

  • Experiential learning
  • outdoor environmental education programmes
  • teachers’ beliefs
  • theory–practice gap

ASJC Scopus subject areas

  • Education

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