Changing minds? Reassessing outcomes in free‐choice environmental education
Changing minds? Reassessing outcomes in free‐choice environmental education
复制标题
重新评估自由选择环境教育的成果？
DOI：
--
复制
发表时间：
2005
期刊：
影响因子：
--
通讯作者：
J. Heimlich
中科院分区：
文献类型：
--
作者：
M. Storksdieck;K. Ellenbogen;J. Heimlich
本文讨论了三个案例研究--一个关于生物多样性的展览，一个酒店水资源保护项目，以及一个自然中心和城市公立学校之间的合作--以建立参数来设计学习体验，以适应学习者不同的世界观和态度。所有三个案例都出现了积极的结果，但如果根据参与者是否愿意接受保护信息的准备情况来区分参与者的子样本，则可以最好地解释这一结果。这些研究表明，将狭隘的学习结果作为成败的基准是有局限性的。将讨论参观者/参与者的议程、需求、能力和兴趣在形成自由选择学习体验方面所起的作用。
This paper discusses three case studies – an exhibition on biodiversity, a hotel water conservation program, and a partnership between a nature center and urban public schools – to establish parameters for designing learning experiences that accommodate the varied worldviews and attitudes of learners. Positive outcomes occurred in all three cases, but could best be interpreted if sub‐samples of participants were distinguished based on their readiness to embrace conservation messages. The studies demonstrated the limitations of narrowly defined learning outcomes as benchmarks for success or failure. The role that visitor/participant agendas, needs, abilities and interests play in shaping free‐choice learning experiences will be discussed.