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[null,"1.","Record Nr.",null,"UNINA9910557652503321"]
[null,null,"Autore",null,"Činčera Jan <1973->"]
[null,null,"Titolo",null,"Real World Learning in Outdoor Environmental Education Programs, The Practice from the Perspective of Educational Research / Jan Činčera"]
[null,null,"Pubbl/distr/stampa",null,"Brno [Czech Republic], : Masarykova univerzita nakladatelství, 2021"]
[null,null,"ISBN",null,"80-210-9758-2"]
[null,null,"Edizione",null,"[1st ed.]"]
[null,null,"Descrizione fisica",null,"1 electronic resource (194 p.)"]
[null,null,"Soggetti",null,"Environmental geography"]
[{"$nulls":4},"Applied Geography"]
[{"$nulls":4},"School education"]
[{"$nulls":4},"Methodology and research technology"]
[{"$nulls":4},"Environmental interactions"]
[{"$nulls":4},"Pedagogy"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Collezione"]
[null,null,"Nota di contenuto",null,"Intro -- Prázdná stránka -- ABSTRACT -- CONTENTS -- 1 INTRODUCTION: OUTDOOR ENVIRONMENTAL EDUCATION PROGRAMS - BRIDGING THEORY AND PRACTICE -- 1.1 OUTDOOR ENVIRONMENTAL EDUCATION IN THE CONTEMPORARY WORLD -- 1.2 LEARNING IN THE REAL WORLD: HOW WE STARTED OUR JOURNEY -- 1.3 LEARNING THROUGH RESEARCH: HOW OUR JOURNEY CONTINUED -- 1.4 ABOUT THE COLORS: WHAT PROGRAMS GUIDED OUR RESEARCH -- 1.4.1 The Yellow Program -- 1.4.2 The Green Program -- 1.4.3 The Orange Program -- 1.4.4 The Blue Program -- 1.4.5 The White Program -- 1.5 THE DATA BEHIND THIS BOOK -- 2 PEOPLE, PLACE, AND THE PROGRAM: EXTERNAL FACTORS THAT INFLUENCE THE EFFECTIVENESS OF OUTDOOR ENVIRONMENTAL EDUCATION PROGRAMS -- 2.1 INTRODUCTION -- 2.2 STUDENTS LEARN, STUDENTS SHAPE -- 2.3 TEACHERS AND LEADERS: THE ADULTS TO BE FOLLOWED? -- 2.4 THE ROLE OF PLACE -- 2.5 PROGRAM DESIGN -- 2.6 CONCLUSION -- 3 POWER AND EMPOWERMENT IN OUTDOOR ENVIRONMENTAL EDUCATION PROGRAMS -- 3.1 INTRODUCTION: THE QUESTION OF POWER-SHARING -- 3.2 POWER: TO EXERT OR TO EMPOWER? -- 3.3 THE CHILDREN OR THE ADULTS: HOW MUCH STUDENT AUTONOMY IS GOOD? -- 3.4 THE ADULTS AND THE ADULTS: WHO IS IN CHARGE? -- 3.4.1 The Teachers and the Leaders: Opportunities for Cooperation, "]
[{"$nulls":4},"Sources of Tension -- 3.4.2 The Designers, the Leaders, and the Parents in the Background -- 3.5 CONCLUSION -- 4 FRAMING OUTDOOR EXPERIENCES IN OUTDOOR ENVIRONMENTAL EDUCATION PROGRAMS -- 4.1 INTRODUCTION -- 4.2 FRAMES MATTER -- 4.3 FRAMES IN OUTDOOR ENVIRONMENTAL EDUCATION -- 4.4 FRAMES IN PRACTICE -- 4.5 CONCLUSION -- 5 VALUES IN OUTDOOR ENVIRONMENTAL EDUCATION PROGRAMS: BETWEEN EDUCATION AND ADVOCACY -- 5.1 VALUES ARE CONTROVERSIAL - AND NECESSARY -- 5.2 THE THEORY OF UNIVERSAL VALUES AND ITS IMPLICATIONS -- 5.3 VALUES EDUCATION AND ENVIRONMENTAL EDUCATION -- 5.4 VALUES IN OUTDOOR ENVIRONMENTAL EDUCATION PRACTICE."]
[{"$nulls":4},"5.4.1 Value-Free Outdoor Environmental Education -- 5.4.2 Pluralistic Outdoor Environmental Education -- 5.4.3 Normative Outdoor Environmental Education and the Issue of Inculcation -- 5.4.4 Does Normativity Matter? -- 5.5 CONCLUSION -- 6 EXPERIENTIAL LEARNING IN OUTDOOR ENVIRONMENTAL EDUCATION PROGRAMS: A SOURCE OF LEARNING AND CONFUSION -- 6.1 INTRODUCTION -- 6.2 WHAT MATTERS IS WHAT THE TEACHERS BELIEVE -- 6.3 EXPERIENTIAL LEARNING AS REFLECTED IN OUTDOOR PROGRAM LEADERS' PERSONAL THEORIES AND IN THEIR PRACTICE -- 6.3.1 The Theory of Authentic Learning -- 6.3.2 The Theory of Transformative Experiences -- 6.3.3 The Theory of Supportive Experiences -- 6.4 CONCLUSION -- 7 CONCEPTUAL LEARNING IN OUTDOOR ENVIRONMENTAL EDUCATION PROGRAMS -- 7.1 INTRODUCTION -- 7.2 THE ROLE OF CONCEPTUAL LEARNING -- 7.3 CONCEPTUAL LEARNING IN OUTDOOR ENVIRONMENTAL EDUCATION: WHAT DO STUDENTS LEARN? -- 7.4 CONCEPTUAL LEARNING IN OUTDOOR ENVIRONMENTAL EDUCATION: HOW DO PROGRAM LEADERS TEACH? -- 7.4.1 Learning Models for Conceptual Change -- 7.4.2 Supporting Conceptual Learning in Outdoor Programs -- 7.5 CONCLUSION -- 8 OUTDOOR ENVIRONMENTAL EDUCATION PROGRAMS FROM THE PERSPECTIVEOF THE PARTICIPATING STUDENTS AND THE ACCOMPANYING TEACHERS -- 8.1 INTRODUCTION -- 8.2 WHY TEACHERS CHOOSE PARTICULAR OUTDOOR PROGRAMS AND WHAT STUDENTS LIKE ABOUT THEM -- 8.3 STUDENTS, TEACHERS, AND THE OUTDOOR PROGRAM -- 8.3.1 The Outdoor Program as Experiential Learning -- 8.3.2 The Outdoor Program as a Social Game -- 8.3.3 The Outdoor Program as a Nature Experience -- 8.4 CONCLUSION -- 9 DISCUSSION AND CONCLUSION: WEAVING THE THREADS TOGETHERJAN -- 9.1 INTRODUCTION -- 9.2 THE CROSSROADS AND THE THREADS -- 9.2.1 The Question of Aims, the Question of Perspective -- 9.2.2 The Distribution of Power in Outdoor Programs -- 9.2.3 The Significance of Strong Experiences in Outdoor Programs."]
[{"$nulls":4},"9.2.4 Framing the Learning Experience in Outdoor Programs -- 9.2.5 Values Education in Outdoor Programs -- 9.2.6 Learning in Outdoor Environmental Education -- 9.3 CONCLUSION -- ACKNOWLEDGEMENTS -- APPENDIX 1 THE RESEARCH METHODOLOGY APPLIED IN THE PROJECT: AN OVERVIEW OF THE INSTRUMENTS -- REFERENCES -- FIGURES AND TABLES."]
[null,null,null,"Sommario/riassunto","This book analyzes the theoretical frameworks shaping the practice of outdoor environmental education programs. For the analyses, the authors applied the Real World Learning Model that defines the quality criteria for this kind of practice. They also further examined the Model from the perspectives of relevant theory and research, as well as from the perspectives of program leaders, accompanying teachers, and participating students. Specifically, the authors selected five programs, all three to five days long, offered by Czech outdoor environmental education centers for students in the 3rd to 7th grades and focused on "]
[{"$nulls":4},"shaping students’ environmental values and behavior."]