Outdoor environmental education programme leaders’ theories of experiential learning
Outdoor environmental education programme leaders’ theories of experiential learning
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户外环境教育项目领导者的体验式学习理论
DOI：
10.1080/0305764x.2020.1770693
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发表时间：
2020
影响因子：
2.3
通讯作者：
R. Kroufek
中科院分区：
文献类型：
--
作者：
Jan Činčera;B. Johnson;R. Kroufek
摘要教师的教学实践是基于他们对学生学习应该如何发展的信念。在户外环境教育中心的项目负责人的实践中，体验式学习被认为是突出的学习理论之一。本研究分析了体验式学习的解释和转移到实践中的方案领导人在捷克共和国的五个户外环境教育中心的方式。作者收集了定性数据的采访与方案负责人（N = 17），并从五个不同的户外环境教育计划的观察。他们确定了三种不同的体验式学习理论，代表了领导者的信念和实践。此外，对未来实践的影响进行了讨论。
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.