Empowerment in outdoor environmental education: who shapes the programs?

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F44555601%3A13430%2F20%3A43895551" target="_blank" >RIV/44555601:13430/20:43895551 - isvavai.cz</a>

Nalezeny alternativní kódy

RIV/00216224:14230/20:00114301

Výsledek na webu

<a href="https://www.tandfonline.com/doi/full/10.1080/13504622.2020.1814205" target="_blank" >https://www.tandfonline.com/doi/full/10.1080/13504622.2020.1814205</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1080/13504622.2020.1814205" target="_blank" >10.1080/13504622.2020.1814205</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Empowerment in outdoor environmental education: who shapes the programs?

Popis výsledku v původním jazyce

Empowerment is often considered to be a central goal in outdoor education and environmental education. To develop student empowerment, a frequent recommendation is for the leaders of outdoor environmental education programs to provide students with a high level of autonomy through an emancipatory approach, by involving them in the decision-making processes about and during the programs. The study analyzes the strategies applied in five outdoor environmental education programs to involve students in shaping the programs. Further, it discusses the concepts of the program leaders, the accompanying teachers, and the participating students regarding how and whether such student involvement should be implemented. The findings show that while student involvement is achievable, most of the leaders and teachers questioned its effectiveness and expressed concern regarding the students&apos; ability to provide meaningful suggestions about the program. As a result, most of the leaders preferred instrumental programs, with few opportunities for students to shape the program. Instead, the leaders focused on enjoyable and attractive learning activities prepared by external program designers. The study argues for an adoption of an open and pluralistic approach to the practice, one that would accept both instrumental and emancipatory strategies as relevant for program design and implementation.

Název v anglickém jazyce

Empowerment in outdoor environmental education: who shapes the programs?

Popis výsledku anglicky

Empowerment is often considered to be a central goal in outdoor education and environmental education. To develop student empowerment, a frequent recommendation is for the leaders of outdoor environmental education programs to provide students with a high level of autonomy through an emancipatory approach, by involving them in the decision-making processes about and during the programs. The study analyzes the strategies applied in five outdoor environmental education programs to involve students in shaping the programs. Further, it discusses the concepts of the program leaders, the accompanying teachers, and the participating students regarding how and whether such student involvement should be implemented. The findings show that while student involvement is achievable, most of the leaders and teachers questioned its effectiveness and expressed concern regarding the students&apos; ability to provide meaningful suggestions about the program. As a result, most of the leaders preferred instrumental programs, with few opportunities for students to shape the program. Instead, the leaders focused on enjoyable and attractive learning activities prepared by external program designers. The study argues for an adoption of an open and pluralistic approach to the practice, one that would accept both instrumental and emancipatory strategies as relevant for program design and implementation.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

<a href="/cs/project/GA18-15374S" target="_blank" >GA18-15374S: Posilování změn hodnot a chování prostřednictvím environmentální výchovy v přírodě</a><br>

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2020

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Environmental Education Research

ISSN

1350-4622

e-ISSN

—

Svazek periodika

26

Číslo periodika v rámci svazku

12

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

17

Strana od-do

1690-1706

Kód UT WoS článku

000566639200001

EID výsledku v databázi Scopus

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