Experiential learning in outdoor environmental education programs: A source of learning and confusion

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F44555601%3A13430%2F21%3A43896517" target="_blank" >RIV/44555601:13430/21:43896517 - isvavai.cz</a>

Výsledek na webu

<a href="https://munispace.muni.cz/library/catalog/view/1978/5406/2981-1/0#preview" target="_blank" >https://munispace.muni.cz/library/catalog/view/1978/5406/2981-1/0#preview</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Experiential learning in outdoor environmental education programs: A source of learning and confusion

Popis výsledku v původním jazyce

This chapter focuses on program leaders personal theories of experiential learning. While the program leaders in our study all agree that outdoor environmental education programs should be experiential, the individual leaders personal theories of what and how students should learn by experience vary considerably. In this chapter, we identify three distinctive types of leaders personal theories and show that each type provides different answers for program design and implementation. We also analyze these personal theories weak points, their deviations from research-supported educational theories, and their other inconsistencies. Finally, we discuss the potential relationships between program leaders personal theories and the other crucial decisions regarding program design that were covered in the previous chapters.

Název v anglickém jazyce

Experiential learning in outdoor environmental education programs: A source of learning and confusion

Popis výsledku anglicky

This chapter focuses on program leaders personal theories of experiential learning. While the program leaders in our study all agree that outdoor environmental education programs should be experiential, the individual leaders personal theories of what and how students should learn by experience vary considerably. In this chapter, we identify three distinctive types of leaders personal theories and show that each type provides different answers for program design and implementation. We also analyze these personal theories weak points, their deviations from research-supported educational theories, and their other inconsistencies. Finally, we discuss the potential relationships between program leaders personal theories and the other crucial decisions regarding program design that were covered in the previous chapters.

Druh

C - Kapitola v odborné knize

CEP obor

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OECD FORD obor

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

Projekt

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2021

Kód důvěrnosti údajů

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

Název knihy nebo sborníku

Real world learning in outdoor environmental education programs: The practice from the perspective of educational research

ISBN

978-80-210-9758-2

Počet stran výsledku

15

Strana od-do

91-106

Počet stran knihy

195

Název nakladatele

Masarykova univerzita v Brně

Místo vydání

Brno

Kód UT WoS kapitoly

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