Exploring the role and potential of curriculum based environmental education for supporting the wellbeing of young people

探索基于课程的环境教育在支持年轻人福祉方面的作用和潜力

• 批准号: ES/X007081/1
• 负责人: Rachel Manning
• 金额: $ 12.23万
• 依托单位: UNIVERSITY OF EXETER
• 依托单位国家: 英国
• 项目类别: Fellowship
• 财政年份: 2022
• 资助国家: 英国
• 起止时间: 2022 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=ES%2FX007081%2F1
• 关键词: Exploring; role; potential; curriculum; based

Many students in the UK benefit from curriculum-based environmental education (EE) (A-level and GCSE biology and geography fieldwork) which is provided by organisations such as the Field Studies Council (FSC). However, this provision is too focused on a narrow, reductionist curriculum and neglects a key component of health and wellbeing (Alsop & Dillon, 2018).A large body of literature exists supporting the notion that young people derive both physical and psychological benefits from spending time in natural environments and developing a connection to nature (Mayer et al., 2009). As such, the concept of connection to nature has been a prominent feature in educational theory, and environmental education is commonly attributed as one of the main strategies for facilitating a connection to nature (Fletcher, 2017). However, details of the relationship between curriculum-based EE and wellbeing remain unclear. There has been little insight into the impact of curriculum-based EE on the wellbeing of young people and reveals little of the everyday emotions experienced within pedagogically based experiences of the natural environment.My novel doctoral research with the Field Studies Council (FSC) centre based at Slapton Ley, utilised an in-depth qualitative approach, that included focus groups and solicited participant diaries to gather young people's perspective of the role that curriculum-based EE plays in supporting their wellbeing. In exploring how wellbeing is experienced, understood, and articulated in curriculum-based EE by young people, I present an original piece of research that explores wellbeing in a curriculum focused outdoor learning setting.In doing this research, I was able to make recommendations to the FSC on how best to support young people's wellbeing. However, these recommendations raise several questions about the complex reality of situating wellbeing in curriculum-based EE, in a context where formal education programmes reflect a wider political landscape of educational policy driven by narrow assessment goals. My research has implications for EE stakeholders, and provides insight into the design of courses that support youth. My aim for this fellowship is to further disseminate my research to enhance the impact it has and to develop my research by including practitioner perspectives of wellbeing in EE, enhancing our knowledge of wellbeing in EE and developing high-impact outputs for academic and non-academic settings.The fellowship aims are to:- Contribute to the fields of education and wellbeing by disseminating my research to a broad audience; to academics through published journals and conferences, and to practitioners and policy-makers through a series of targeted online resources; - Create an interdisciplinary research agenda regarding wellbeing in EE by hosting a series of roundtables drawn from multiple disciplines. Having completed my PhD in the University of Exeter's Geography department, my aim is to undertake this fellowship at the Graduate School of Education, to benefit from a multidisciplinary approach to EE research. I see this approach as being critical for developing my academic connections and professional development;- Further understand how wellbeing can be facilitated in EE, by exploring practitioners' perspectives. Whilst there has been attention to young people's experiences of EE, little attention is given to how practitioners perspectives on facilitating wellbeing outcomes in curriculum-based EE. I will undertake collaborative research with practitioners to draw from their perspectives of facilitating wellbeing to explore barriers and enablers. This research could be used to identify key skills training and resource needs for current practitioners and health providers to effectively support the wellbeing of young people in EE.

英国的许多学生受益于由实地研究理事会（FSC）等组织提供的基于环境教育（EE）（A级和GCSE生物和地理实地考察）。然而，这一规定过于关注狭隘的简化主义课程，忽视了健康和福祉的一个关键组成部分（Alsop & Dillon，2018）。大量文献支持年轻人在自然环境中度过时间并与自然建立联系可以获得身心益处的概念（Mayer等人，2009年）。因此，与自然联系的概念一直是教育理论的一个突出特征，环境教育通常被认为是促进与自然联系的主要策略之一（弗莱彻，2017）。然而，基于EEE和幸福之间的关系的细节仍然不清楚。很少有人深入了解基于教学的EE对年轻人的福祉的影响，也很少揭示基于自然环境的教学经验中所经历的日常情感。我在Slapton Ley的实地研究理事会（FSC）中心的新博士研究，利用了深入的定性方法，其中包括焦点小组和征求参与者日记，以收集年轻人对基于社区的EE在支持他们的福祉方面所起作用的看法。在探讨如何幸福是经验丰富的，理解，并在基于EEE的年轻人阐述，我提出了一个原始的研究，探讨在以课程为重点的户外学习设置的幸福。在做这项研究，我能够向FSC就如何最好地支持年轻人的幸福提出建议。然而，这些建议提出了几个问题的复杂现实的定位福祉在基于教育的EE，在正规教育计划的背景下，反映了一个更广泛的政治格局的教育政策驱动的狭隘的评估目标。我的研究对EE利益相关者有影响，并为支持青年的课程设计提供了见解。我的目的是这个奖学金是进一步传播我的研究，以提高它的影响，并通过包括EE的福祉从业者的角度来发展我的研究，提高我们对EE的福祉的知识，并为学术和非学术环境开发高影响力的产出。奖学金的目的是：-通过向广大受众传播我的研究，为教育和福祉领域做出贡献;通过出版的期刊和会议向学术界提供信息，通过一系列有针对性的在线资源向从业者和政策制定者提供信息; -通过举办一系列来自多个学科的圆桌会议，创建关于EE福祉的跨学科研究议程。在埃克塞特大学地理系完成了我的博士学位后，我的目标是在教育研究生院接受这项奖学金，从多学科的方法中受益于EE研究。我认为这种方法对于发展我的学术联系和专业发展至关重要;-通过探索从业者的观点，进一步了解如何在EE中促进福祉。虽然有注意到年轻人的EE的经验，很少有人注意到如何从业人员的观点，促进福祉的成果，在以EEE为基础的EEE。我将与从业人员进行合作研究，从他们的角度，促进福祉，探索障碍和推动因素。这项研究可用于确定当前从业人员和医疗服务提供者的关键技能培训和资源需求，以有效支持EE中年轻人的福祉。