Experiential Learning Theory: The Importance of Outdoor Classrooms in Environmental Education

Autor/inn/en	Jose, Sara; Patrick, Patricia G.; Moseley, Christine
Titel	Experiential Learning Theory: The Importance of Outdoor Classrooms in Environmental Education
Quelle	In: International Journal of Science Education, Part B: Communication and Public Engagement, 7 (2017) 3, S.269-284 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-8455
DOI	10.1080/21548455.2016.1272144
Schlagwörter	Experiential Learning; Learning Theories; Outdoor Education; Environmental Education; Secondary School Students; Prior Learning; Geographic Regions; Field Trips; Water; Freehand Drawing; Scores; Pretests Posttests; Knowledge Level; Statistical Significance; Informal Education; Cognitive Tests; Scoring Rubrics; Statistical Analysis + Suchen Sie Ihr Suchwort? Experiental learning; Erfahrungsorientiertes Lernen; Learning theory; Lerntheorie; Freiluftunterricht; Umweltbildung; Umwelterziehung; Umweltpädagogik; Sekundarschüler; Vorkenntnisse; Exkursion; Wasser; Drawing; Zeichnen; Wissensbasis; Informelle Bildung; Nichtformale Bildung; Kognitiver Fähigkeitstest; Scoring formulas; Auswertungsbogen; Statistische Analyse
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01