Experts, Insects and Informality: Three Key Features within a School-Linked Conservation Initiative

Autor/in	Ruck, Andy
Titel	Experts, Insects and Informality: Three Key Features within a School-Linked Conservation Initiative
Quelle	In: Environmental Education Research, 28 (2022) 1, S.146-159 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ruck, Andy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2021.1978940
Schlagwörter	Environmental Education; Conservation (Environment); Program Effectiveness; Experiential Learning; Expertise; Outdoor Education; Elementary Secondary Education; Foreign Countries; Visual Aids; Instructional Materials; Entomology; Educational Environment; United Kingdom + Suchen Sie Ihr Suchwort? Umweltbildung; Umwelterziehung; Umweltpädagogik; Conservation; Environment; Konservierung; Bewahung; Umwelt; Experiental learning; Erfahrungsorientiertes Lernen; Expert appraisal; Freiluftunterricht; Ausland; Anschauungsmaterial; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Entomologie; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Großbritannien
Abstract	This article highlights three key features that appeared to add value to young people's experience of a school-linked environmental education initiative built around conservation activities. The three features -- close-up encounters with other species, working with external experts, and a degree of informality -- were identified through a combination of participant-observation, and focus groups seeking young people's own perspectives. This article therefore responds to the need for further studies focusing not (only) on the outcomes of such programmes, but on participants' lived experience of the processes contributing to them. Taken together, the three features highlight the value of a process of 'curriculum making' that included an openness to the communities in which schools are situated, to the material or 'more-than-human' world, and to unplanned events that enabled young people to experience a programme in their own ways. This finding brings together conclusions from related studies that separately emphasise the role of these elements in curriculum making processes. (As Provided).
Anmerkungen	Routledge. 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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01