Exploring the Impact of Integrated Fieldwork, Reflective and Metacognitive Experiences on Student Environmental Learning Outcomes

Autor/inn/en	Ballantyne, Roy; Anderson, David; Packer, Jan
Titel	Exploring the Impact of Integrated Fieldwork, Reflective and Metacognitive Experiences on Student Environmental Learning Outcomes
Quelle	In: Australian Journal of Environmental Education, 26 (2010), S.47-64 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0814-0626
Schlagwörter	Teacher Effectiveness; Environmental Education; Learning Strategies; Biology; Learning Processes; Teaching Methods; Metacognition; Case Studies; Interviews; Video Technology; Student Attitudes; Outcomes of Education; Interdisciplinary Approach; Field Experience Programs; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Umweltbildung; Umwelterziehung; Umweltpädagogik; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Biologie; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Schülerverhalten; Lernleistung; Schulerfolg; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Praxisnahes Lernen; Ausland; Australien
Abstract	Although the important role of providing fieldwork experiences for students in the natural environment is now well-established within environmental education literature, there is still little research evidence to guide teachers in their choice of effective teaching strategies. This paper presents findings from an interpretive case study designed to investigate the value of combining experience-based fieldwork in a mangrove and coastal environment with reflective and metacognitive activities. Analysis of video recordings, researcher observation notes and interviews of a class of Year 11 biology students who participated in the activities resulted in the emergence of five themes. These themes together provided evidence of enhanced student environmental learning, and included student appreciation for various learning contexts, self-awareness of group learning processes, and awareness of the integration of cross-curriculum knowledge. The study supports and illustrates the contention that the most effective environmental learning experiences are likely to be those that integrate learning in the natural environment "with" classroom learning strategies. (As Provided).
Anmerkungen	Australian Association for Environmental Education, Inc. P.O. Box 560, Bellingen, NSW 2454, Australia. Tel: +61-2-6655-1865; Fax: +61-2-6655-1596; e-mail: admin@aaee.org.au; Web site: http://www.aaee.org.au/publications/ajee.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10