Experiential Learning through Art-based Environmental Education in a Storyline - a Foundation for Sustainable Thinking and Acting

• In the light of human impact on the planet´s ecosystems and concerns for children’s decreasing direct experience of nature, this essay argues that experiential learning through aesthetic tools may play a potential role for sustainable development. This essay takes its part of departure in a pilot study with pupils in grade 6 (age 12-13). The pedagogy is underpinned by the ideas of art-based environmental education. An interpretative phenomenological analysis is used together with theories of experiential and affective learning. Findings show that student-centered approaches that include experiential learning through aesthetic pedagogical work have the potential to enhance pupils’ interests in the nearby natural environment.

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Lärande (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Learning (hsv//eng)

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Didaktik (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Didactics (hsv//eng)

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Pedagogiskt arbete (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Pedagogical Work (hsv//eng)

HUMANIORA  -- Konst -- Bildkonst (hsv//swe)

HUMANITIES  -- Arts -- Visual Arts (hsv//eng)

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences (hsv//eng)

Nyckelord

Art-based environmental education

affective learning

experiential learning

sustainable development

storyline

Art-based environmental education

Publikations- och innehållstyp

ref (ämneskategori)

art (ämneskategori)