Incorporating Experiential Teaching Methods in Sustainable Natural Resources Curriculum: A Case Study

Autor/inn/en	Quesada-Pineda, Henry J.; Adams, Erica; Hammett, A. L. Tom
Titel	Incorporating Experiential Teaching Methods in Sustainable Natural Resources Curriculum: A Case Study
Quelle	In: Journal of Natural Resources and Life Sciences Education, 40 (2011), S.181-190 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-9053
DOI	10.4195/jnrlse.2010.0035u
Schlagwörter	Learning Theories; Economic Development; Experiential Learning; Forestry; Foreign Countries; Natural Resources; Teaching Methods; Case Studies; Learner Engagement; Wildlife; Higher Education; Colleges; Student Centered Curriculum; Active Learning; Cognitive Style; Feedback (Response); Course Evaluation; Environmental Education; Student Journals; Sustainability; Costa Rica + Suchen Sie Ihr Suchwort? Learning theory; Lerntheorie; Wirtschaftsentwicklung; Experiental learning; Erfahrungsorientiertes Lernen; Forstwissenschaft; Waldwirtschaft; Ausland; Natural Ressource; Natürliche Ressource; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Hochschulbildung; Hochschulsystem; Hochschulwesen; College; Hochschule; Fachhochschule; Aktives Lernen; Cognitive styles; Kognitiver Stil; Umweltbildung; Umwelterziehung; Umweltpädagogik; Studentenzeitung; Nachhaltigkeit
Abstract	This article presents results of utilizing a college course design that is based on experiential learning theory and experiential education methods. The subject matter of the course included how human dimensions, economic development, and policy affect the sustainability of natural resources such as water, wildlife, and forestry in a highly ranked sustainable country. The course was taught in three phases. In phase I students were introduced to the subject matter using mostly teacher-centered methods. In phase II students traveled to Costa Rica to learn on the subject matter using student-centered methods. In the last phase, a combination of student and teacher-centered methods were used to help students to reflect on the learned concepts. Results from using this course design indicate that students were able to understand how natural resources and their sustainability are in constant interaction with human dimensions, economic development, and policy. Also, at the end of the course, students expressed that they felt engaged and empowered to reflect on their experiences and were able to apply these experiences in a different context. (Contains 7 tables.) (As Provided).
Anmerkungen	American Society of Agronomy. 677 South Segoe Road, Madison, WI 53711. Tel: 608-273-8080; Fax: 608-273-2021; Web site: http://www.jnrlse.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10