Young Children Learning for the Environment: Researching a Forest Adventure
Young Children Learning for the Environment: Researching a Forest Adventure
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幼儿为环境而学习：研究森林探险
DOI：
10.1017/s0814062600000422
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发表时间：
2009
影响因子：
1.6
通讯作者：
Noeleen E. Rowntree
中科院分区：
文献类型：
--
作者：
Agatha Gambino;Julie M. Davis;Noeleen E. Rowntree
幼儿的抽象现场经验是环境教育/教育可持续性的理想媒介，因为有机会在自然界，综合学习和高度社区参与中获得直接经验。这项研究记录了这一发展 - 4-5岁的准备孩子 - 知识，态度和行动/倡导，以支持濒临灭绝的澳大利亚本土动物大比尔比。数据表明，由于参加森林田间冒险，儿童获得了新知识，改变了态度，并建立了本土动物保护中的行动/倡导策略曲目。支持这些幼儿学习的课程和教学特征包括：在自然环境中积极参与，通过课程在家庭和学校的课程整合，自然元素的拟人化表示，与文化实践建立联系以及代际学习。本文还强调了研究策略，这些研究策略在进行涉及幼儿的研究时可以有效地应用。
Abstract Field experiences for young children are an ideal medium for environmental education/education for sustainability because of opportunities for direct experience in nature, integrated learning, and high community involvement. This research documented the development - in 4-5 year old Prep children - of knowledge, attitudes and actions/advocacy in support of an endangered native Australian animal, the Greater Bilby. Data indicated that children gained new knowledge, changed attitudes and built a repertoire of action/advocacy strategies in native animal conservation as a result of participating in a forest field adventure. The curriculum and pedagogical features that supported these young children's learning include: active engagement in a natural environment, learning through curriculum integration at home and at school, anthropomorphic representations of natural elements, making connections with cultural practices, and intergenerational learning. The paper also highlights research strategies that can be usefully and ethically applied when conducting studies involving young children.