Introducing a fifth pedagogy: experience‐based strategies for facilitating learning in natural environments

Question

1. What are the contributions mentioned in the paper "Introducing a fifth pedagogy: experience-based strategies for facilitating learning in natural environments" ?

2. What were the main aspects of the program mentioned by fewer than 10% of the teachers?

3. How many classes were observed as they participated in the program?

4. What were the five standards that were used to help teachers reflect on their own performance?

Accepted Answer

This study was designed to explore and extend these pedagogies in the context of learning in natural environments, in particular, through the programs of Queensland Environmental Education Centres.. The implications for the delivery of environmental education programs both within and outside the classroom are discussed.

Accepted Answer

Other aspects that were mentioned by fewer than 10% of the teachers includedthe use of relevant themes; engaging curiosity; appealing to different styles of learning; providing a social experience; having a sense of purpose; focussing on environmental action; and allowing students to take some ownership and control.

Accepted Answer

Sixteen classes (10 Primary classes, aged 10-12; 4 Lower Secondary classes, aged 13- 15; and 2 Upper Secondary classes, aged 16-17) were observed as they participated in the target programs.

Accepted Answer

Their five standards (higher order thinking; depth of knowledge; connectedness to the world beyond the classroom; substantive conversation; and social support for student achievement) provided a tool that teachers could use to reflect on their own performance.

Accepted Answer

Most of the Productive Pedagogies that have been developed in the context ofclassroom environments (Education Queensland 2002) remain relevant in natural settings, particularly those that fall into the Connectedness category.

Accepted Answer

In particular, the low intensity negative emotions (e.g., felt nothing, bored) were much more likely to be reported by males than females.

Accepted Answer

As natural environments are considered conducive to reflective, restorative experiences (Kaplan 1995), it seems appropriate to ensure that, wherever possible, reflective experiences are included while students are in the natural environment.

Accepted Answer

In particular, Primary programs were more likely to include story or drama, games or play, and creative or reflective response 2 .2

Accepted Answer

The findings of this study (Table 7) confirm that the higher intensity positive emotions, such as excitement, interest and surprise, were most commonly associated with learning events.

Accepted Answer

Dettmann-Easler and Pease’s (1999) review of research suggests that environmental education that is solely school-based is only moderately successful, and that the best approach for teaching environmental concepts and awareness is to incorporate outdoor activities.

Accepted Answer

All students reported at least one learning event, the highest number reported was 13, and 60% of students reported 4 or more events.

Accepted Answer

Three additional items that capitalise on the particular strengths of learning in the natural environment are discussed here: Real Life Learning; Local Context; and Sensory Engagement.

Accepted Answer

While each Centre has its own local focus, program content and pedagogies, all programs are designed to incorporate the themes of biodiversity and education for a sustainable future.

Accepted Answer

Teachers commented that it was important to help students make connections between their own experience and the messages being conveyed.

Introducing a fifth pedagogy: experience‐based strategies for facilitating learning in natural environments

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Most frequently asked questions

1. What are the contributions mentioned in the paper "Introducing a fifth pedagogy: experience-based strategies for facilitating learning in natural environments" ?

2. What were the main aspects of the program mentioned by fewer than 10% of the teachers?

3. How many classes were observed as they participated in the program?

4. What were the five standards that were used to help teachers reflect on their own performance?

5. What is the important category of pedagogies in the classroom?

6. What were the common negative emotions reported by males?

7. What is the way to ensure that reflective experiences are included in the learning cycle?

8. What types of learning activities were likely to be included in Primary programs?

9. What are the common emotions associated with learning events?

10. What is the way to teach environmental concepts?

11. What was the highest number of learning events reported?

12. What are the three additional items that capitalise on the particular strengths of learning in the natural?

13. What is the main focus of the Centres?

14. What was the important thing to teachers?

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Citations

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References

Experiential Learning : Experience as the Source of Learning and Development

The restorative benefits of nature: Toward an integrative framework

Learners and Learning in Environmental Education: A Critical Review of the Evidence.

The Influence of Short-Term Outdoor Ecology Education on Long-Term Variables of Environmental Perspective

From Knowledge to Action? Exploring the Relationships Between Environmental Experiences, Learning, and Behavior

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