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ERIC Number: EJ1138185
Record Type: Journal
Publication Date: 2016
Pages: 17
Abstractor: As Provided
Reference Count: 35
ISBN: N/A
ISSN: EISSN-2331-186X
Stories of Learning: Inquiry-Based Pathways of Discovery through Environmental Education
Steele, Astrid; Hives, Lotje; Scott, Jeff
Cogent Education, v3 n1 Article 1202546 2016
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.
Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada