Stories of Learning: Inquiry-Based Pathways of Discovery through Environmental Education

Autor/inn/en	Steele, Astrid; Hives, Lotje; Scott, Jeff
Titel	Stories of Learning: Inquiry-Based Pathways of Discovery through Environmental Education
Quelle	In: Cogent Education, 3 (2016) 1, Artikel 1202546 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hives, Lotje) ORCID (Scott, Jeff)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
Schlagwörter	Active Learning; Inquiry; Environmental Education; Educational Practices; Documentation; Self Determination; Story Telling; Grounded Theory; Learning Processes; Abstract Reasoning; Metacognition; Psychological Patterns; Reggio Emilia Approach; Personal Narratives; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Aktives Lernen; Umweltbildung; Umwelterziehung; Umweltpädagogik; Bildungspraxis; Dokumentation; Selbstbestimmung; Learning process; Lernprozess; Abstraktes Denken; Denken; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Reggio-Pädagogik; Erlebniserzählung; Ausland; Kanada
Abstract	In our work in environmental education (EE) as part of formal schooling we partnered with local schools to explore the practice of embedding, or integrating EE within formal school curriculum using inquiry-based pedagogies. In this paper we report on and discuss our growing understanding of the practice of pedagogical documentation and the subsequent creation of learning stories within the context of EE. Our thinking is focused on how teacher practice in the use of learning stories might strengthen student self-determination in inquiry-based environmental education opportunities. We describe the E4E (Educating for Environment) school project, and provide samples of learning stories as evidence for analysis and discussion. Working with a grounded theory approach, we propose that student thinking in inquiry-based contexts might follow one or more of five thinking/learning pathways (reasoning, propositional, action-oriented, metacognitive and emotive). We close with comments on the benefits to students and educators alike, when we merge EE with learning stories. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01