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Hicks, Jonathan R.; Stewart, William P. – Journal of Environmental Education, 2020
This study sought to explore the implications for individuals who experienced awe while in the presence of wildlife. A conceptual framework was adapted that integrated the theory of emotional learning with experiential learning theory. In-depth interviews brought into focus the resultant learning stemming from experiences of wildlife-inspired awe.…
Descriptors: Wildlife, Emotional Response, Experiential Learning, Teaching Methods
Clegg, Tamara; Boston, Carol; Preece, Jennifer; Warrick, Elizabeth; Pauw, Daniel; Cameron, Jacqueline – Journal of Environmental Education, 2020
This article examines community-driven adult environmental learning in a volunteer watershed stewards program. We look for evidence of elements that portray steps toward "concientización"--the process of individuals and communities directing their own learning in nonhierarchical ways. Leveraging two theories from the learning sciences…
Descriptors: Environmental Education, Adult Education, Informal Education, Community Development
Dunkley, Ria Ann – Journal of Environmental Education, 2018
This emergent field of ecopedagogy gives little conceptual, methodological, and empirical consideration to the significance of spatial and temporal elements of environmental learning. This article focuses on both spatial and temporal components of three ecopedagogic instances, examining experiences from participant's perspective. Specific…
Descriptors: Ecology, Environmental Education, Time, Teaching Methods
Peer reviewed
Ewert, Alan – Journal of Environmental Education, 1988
Examines types of decisions, how they are made, and how adverse conditions effect them all in the context of outdoor experiential learning. Compares these issues in light of related work done in psychology and sociology. (CW)
Descriptors: Adults, Conflict Resolution, Critical Thinking, Decision Making
Peer reviewed
Phipps, Maurice – Journal of Environmental Education, 1988
Explained are differences in communication, perception, arousal, and motivation for both teaching and learning styles. Experiential education is distinguished from experiential learning, and salient educational strategies are integrated into the educational cycle. (Author/CW)
Descriptors: Adults, Cognitive Structures, Cognitive Style, College Science