Two stories of environmental learning and experience

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH

Educational Action Research Pub Date : 2022-06-05 DOI:10.1080/09650792.2022.2084435

D. Zandvliet, Vajiramalie Perera

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引用次数: 0

Abstract

ABSTRACT This paper highlights action research into the practices of environmental learning through two interconnected stories focusing respectively on educational policy and the details of classroom instruction. Together these illustrate how a framework guides teachers in educational planning and supports the implementation of a curriculum for environmental learning in diverse subjects. Teacher inquiry, focus groups and interviews informed a collaborative writing process involving teachers and academics. The framework offers a conceptual view for environmental learning in all settings providing principles of teaching and learning to guide teachers in activities in a variety of learning contexts. The broader study sets the scene and the context for imbedded teacher inquiry. This study provides a personal perspective on how environmentally focused lessons were developed and researched by teachers. It highlights the story of a Grade 2/3 teacher (Ms. P) as she embarks on a program of action research about outdoor learning exemplary of other elements of the imbedded action research in the broader study. Multiple, overlapping themes emerge as she documents her reflections and students’ interactions with local environments. This paper and its narratives together relate how the concepts of environmental learning and teacher experience empower us to guide learning in new, exciting ways.

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两个关于环境学习和经验的故事

本文通过两个相互关联的故事，分别关注教育政策和课堂教学的细节，重点介绍了环境学习实践的行动研究。这些共同说明了一个框架如何指导教师进行教育规划，并支持在不同学科中实施环境学习课程。教师询问、焦点小组和访谈为教师和学者的合作写作过程提供了信息。该框架为所有环境中的环境学习提供了一个概念性的观点，提供了教学和学习的原则，以指导教师在各种学习环境中的活动。更广泛的研究为嵌入式教师探究设定了场景和背景。本研究就教师如何开发和研究以环境为重点的课程提供了个人视角。它突出了一位2/3年级教师(P女士)的故事，她开始了一个关于户外学习的行动研究项目，这是在更广泛的研究中嵌入式行动研究的其他要素的典范。当她记录自己的反思和学生与当地环境的互动时，多个重叠的主题出现了。这篇论文和它的叙述一起讲述了环境学习和教师经验的概念如何使我们能够以新的、令人兴奋的方式指导学习。

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来源期刊

Educational Action Research EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.10

自引率

8.30%

发文量

期刊介绍： Educational Action Research is concerned with exploring the dialogue between research and practice in educational settings. The considerable increase in interest in action research in recent years has been accompanied by the development of a number of different approaches: for example, to promote reflective practice; professional development; empowerment; understanding of tacit professional knowledge; curriculum development; individual, institutional and community change; and development of democratic management and administration. Proponents of all these share the common aim of ending the dislocation of research from practice, an aim which links them with those involved in participatory research and action inquiry. This journal publishes accounts of a range of action research and related studies, in education and across the professions, with the aim of making their outcomes widely available and exemplifying the variety of possible styles of reporting. It aims to establish and maintain a review of the literature of action research. It also provides a forum for dialogue on the methodological and epistemological issues, enabling different approaches to be subjected to critical reflection and analysis. The impetus for Educational Action Research came from CARN, the Collaborative Action Research Network, and since its foundation in 1992, EAR has been important in extending and strengthening this international network.