How Experiences Transform over Time: A Retrospective Study on Place-Based Education in Micronesia and the Philippines

Autor/in	Takano, Takako
Titel	How Experiences Transform over Time: A Retrospective Study on Place-Based Education in Micronesia and the Philippines
Quelle	In: Journal of Adventure Education and Outdoor Learning, 22 (2022) 1, S.12-23 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Takano, Takako)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1472-9679
DOI	10.1080/14729679.2020.1854098
Schlagwörter	Place Based Education; Learning Processes; Learning Experience; Cross Cultural Studies; Asians; Life Style; Education Work Relationship; Outcomes of Education; Foreign Countries; Transformative Learning; Alumni; Program Descriptions; World Views; Youth Programs; Environmental Education; Adventure Education; Philippines; Japan + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; Lernerfahrung; Cultural comparison; Kulturvergleich; Asian; Asiat; Asiatin; Asiaten; Asiate; Lebensstil; Lernleistung; Schulerfolg; Ausland; Pädagogische Transformation; World view; Weltanschauung; Jugendsofortprogramm; Umweltbildung; Umwelterziehung; Umweltpädagogik; Adventure pedagogics; Abenteuerpädagogik; Erlebnispädagogik; Philippinen
Abstract	This study asked the participants of place-based educational programs in Micronesia and the Philippines between 1992 and 2017 how past learning experiences impact them now and how the learning changed over time. The responses of 128 program participants, mostly Japanese, were examined using a mixed-methods approach with an emphasis on qualitative data analysis. Ninety-four percent of the respondents stated that what they learned in these programs is linked to their current lifestyles, ways of thinking, and jobs. The categories of perceived learning were the same regardless of the age during the program and the time that had passed after the program. Most reported that the influence continued in various forms and transformed as an extension of the initial effect. The study demonstrates that learning develops through interaction with new learning in different contexts after the program through a meaning-making process, using the initial impactful experience as a reference. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01