Where Is Nature? Where Is Nature in Nature and Outdoor Learning in Higher Education? An Analysis of Nature-Based Learning in Higher Education Using Multispecies Ethnography

Autor/in	Ameli, Katharina
Titel	Where Is Nature? Where Is Nature in Nature and Outdoor Learning in Higher Education? An Analysis of Nature-Based Learning in Higher Education Using Multispecies Ethnography
Quelle	In: Journal of Teacher Education for Sustainability, 24 (2022) 2, S.113-128 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1691-4147
DOI	10.2478/jtes-2022-0020
Schlagwörter	Higher Education; Natural Resources; Animals; Plants (Botany); Online Courses; Outdoor Education; Sustainability; World Views; Environmental Education; Sustainable Development; Masters Programs; Teacher Education Programs; Experiential Learning + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Natural Ressource; Natürliche Ressource; Animal; Tier; Tiere; Pflanze; Online course; Online-Kurs; Freiluftunterricht; Nachhaltigkeit; World view; Weltanschauung; Umweltbildung; Umwelterziehung; Umweltpädagogik; Nachhaltige Entwicklung; Magister course; Magisterstudiengang; Experiental learning; Erfahrungsorientiertes Lernen
Abstract	The multiple crises of the 21st century once again highlight the significant role of sustainable education in all educational institutions. Particularly in higher education, the inclusion of nature and animals in the curricula is underrepresented. Using the method of Multispecies Ethnography, which recognizes the interconnectedness and inseparability of humans and other life forms of the more-than-human world, such as plants or animals, this paper discusses the presence of nature in online-based nature and outdoor learning in higher education. This study examines nature-based learning in higher education. It analyses the role of nature in the learning process in general and in sustainable education in particular. The results of the study show that a relationship with nature leads to a change in one's worldview, which is evidence of the methodological importance of introducing nature in the learning process. The results also illustrate that -- despite digitalization -- direct interaction with nature is essential for a paradigm shift in education. (As Provided).
Anmerkungen	Sciendo, a company of De Gruyter Poland. 32 Zuga Street, 01-811 Warsaw, Poland. Tel: +48-22-701-5015; e-mail: info@sciendo.com; Web site: https://www.sciendo.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01