Petting Bees or Building Bee Boxes? Strategies for Transformative Learning

Autor/inn/en	Bueddefeld, Jill; Ostrem, Julie; Murphy, Michelle; Halpenny, Elizabeth; Orr, Brian
Titel	Petting Bees or Building Bee Boxes? Strategies for Transformative Learning
Quelle	In: Environmental Education Research, 28 (2022) 4, S.560-580 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Murphy, Michelle) ORCID (Halpenny, Elizabeth) ORCID (Orr, Brian)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2022.2045905
Schlagwörter	Environmental Education; Program Effectiveness; Sustainability; Citizen Participation; Science and Society; Transformative Learning; Knowledge Level; Conservation (Environment); Experiential Learning; Foreign Countries; Natural Resources; Entomology; Canada + Suchen Sie Ihr Suchwort? Umweltbildung; Umwelterziehung; Umweltpädagogik; Nachhaltigkeit; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Pädagogische Transformation; Wissensbasis; Conservation; Environment; Konservierung; Bewahung; Umwelt; Experiental learning; Erfahrungsorientiertes Lernen; Ausland; Natural Ressource; Natürliche Ressource; Entomologie; Kanada
Abstract	This paper presents findings from a research study exploring the effectiveness of three environmental education programs. The first was an interpretive program where visitors learned to safely interact with and 'pet' bees (control group), the second was the same interpretive program with the addition of post-visit action resources (interactive treatment group), and the third was a contributory citizen science bee box building project (citizen science treatment group). Using personal meaning maps, interviews, and participatory observations we explored learning outcomes in relation to Transformative Learning Theory. This study found that the interpretive program facilitated a more complex learning experience across all transformative learning domains. The participants who engaged in a contributory citizen science bee box project demonstrated a narrower, albeit more focused learning experience where their knowledge increased specifically in relation to understanding the issues native bees face and actions related to native bee conservation. These findings have important implications for experiential learning where action outcomes and transformative learning are interrelated goals. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01