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- Lundholm, Cecilia, et al.
(författare)
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Developing lenses for understanding environmental learning.
- 2008
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Ingår i: Annual Meeting of the American Educational Research Association, Ecological and Environmental Education SIG, New York..
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Konferensbidrag (refereegranskat)abstract
- This paper describes the process and presents results of qualitative research synthesis conducted through a two-year international collaboration. Findings are drawn together from a wide range of research on students’ environmental learning and experiences, with particular reference to three studies conducted in England and Sweden with secondary school pupils and university students. As well as similarities in students experiences of the curriculum, interesting differences also emerged. The synthesis is framed around three lenses which capture different aspects of learning and students’ experiences; (i) values and emotions, (ii) student-teacher relations, and (iii) questioning relevance. The lenses are of relevance to practitioners in environmental education, offering conceptual frameworks relating to current research and enhancing our theoretical understanding of environmental learning.
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| 3. |
- Lundholm, Cecilia, et al.
(författare)
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Exploring students’ learning in Environmental Education.
- 2005
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Ingår i: European Association for Research on Learning and Instruction, Nicosia, Cyprus..
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Konferensbidrag (refereegranskat)abstract
- This paper explores students’ learning and learning experiences in environmental education (EE). Recent reviews in the field of environmental education research have made clear that insufficient attention has been paid to question of learning. In particular, there have been very few empirical investigations into the process (as opposed to the outcomes) of students’ learning experiences. There has also been a failure by environmental education researchers to engage with learning theory.In the light of this situation, this paper will report findings from two studies that focused specifically on learners’ experiences of and responses to environmental curricula. The purpose of the paper will be to highlight the complexity of the learning experience within EE and to draw attention to the need for improved research-based understandings of learning processes.The studies that inform this paper were undertaken independently but drew on similar theoretical perspectives and methodological approaches. The first focused on students’ responses to environmental geography lessons within three English secondary schools. The other looked at Swedish university students’ learning about environmental issues as part of undergraduate programmes.Drawing on data, the paper will:- present detailed empirical illustrations of learning challenges experienced by school and university students during environmental education courses- reflect upon the possibilities and limitations of what we call ‘an intentional approach’ for researching students’ learning in environmental educationAgainst the backdrop of wider research on students’ learning in other subjects and contexts, the paper will consider the influence of the values-rich and contested nature of environmental subject matter.We see this paper as a contribution to the development of environmental education as a research-informed practice, and the strengthening of research and theory relating to students’ learning in these contexts.
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