Understanding Moral Development and Environmental Values through Experience

Beringer, Almut

doi:10.1177/105382599001300306

Cited by 5 publications

(4 citation statements)

References 6 publications

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“…As these paradigms shift, researchers may begin to rethink the assumptions and methods employed at each of the levels of evidence. For example, rather than dismissing participant reports of learning as anecdotal evidence, new social science paradigms, such as narrative analysis or grounded theory, may be adopted and offer new insight into descriptive understandings of the phenomenon of adventure education (Beringer, 1990). Thus, it may be more helpful to view Hamilton's levels in a dialectic manner where new questions at any level of the hierarchy are theoretically pertinent and important, and extend up and down the hierarchy.…”

Section: Building Theory: a Ladder Of Evidencementioning

confidence: 99%

The Role of Theory, Research, and Evaluation in Adventure Education

Baldwin¹,

Persing²,

Magnuson³

2004

Journal of Experiential Education

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Some of the present approaches for studying adventure education are based on grounded theory, folk pedagogies, and existing social science theory. These approaches share some problems, including: (a) an overemphasis on outcomes without specifying processes, (b) a misunderstanding of how different types of evaluation contribute to theory, and (c) under-theorized evaluation and program models. As an alternative, program theory evaluation, which focuses on a “theory-program-outcome” model, in which all three components are specified simultaneously, can help avoid these mistakes while contributing a more sophisticated understanding of how programs have effects.

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Section: Building Theory: a Ladder Of Evidencementioning

confidence: 99%

The Role of Theory, Research, and Evaluation in Adventure Education

Baldwin¹,

Persing²,

Magnuson³

2004

Journal of Experiential Education

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“…However, Robottom (1989) states that the process engendered by environmental education is as important as its results. It is perhaps this kind of thinking that has focussed the attention of many environmental education researchers (Stapp, 1978;Beringer, 1990;Hungerford & Volk, 1990;Gayford, 1993;Ballantyne & Parker, 1996) on the development of appropriate teaching and learning methodologies. These researchers are concerned that methodologies need to include strategies that will enhance and improve learning in our pupils.…”

Section: Resultsmentioning

confidence: 99%

“…Gayford (1993) recommends the group discussion format for tackling controversial environmental issues. Having students tell stories about their own real life experiences of environmental issues and conflicts has also been recommended (Beringer, 1990).…”

Section: Resultsmentioning

confidence: 99%

Functional wildlife parks: The views of Kenyan children who live with them

Ali

Maskill

2004

Natural Resources Forum

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This study reports on Kenyan school children's ideas about wildlife parks in their country. A comparison is made between the responses of school children in primary school, before they receive any science education, and those of secondary school pupils at the end of the secondary cycle. The findings show little difference between the two groups of students in terms of their ideas about wildlife parks. This has serious implications for science and environmental education in Kenya. Parks are understood by these pupils in terms of real life issues, as derived from social consequences. The children's ideas are all based on the role that parks play in society, but the function of parks to support biodiversity conservation does not seem to be important to the students. While it is satisfying to note that the school children have a good understanding of parks in their social context, it is essential to address fully the scientific and ecological role of parks in order that biodiversity becomes more valued in our society.

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“…Connection to, knowledge of natural places and processes are the solid foundation from which people develop ethical positions. As Beringer (1990) points out, the development of a sense of moral community with animals, plants, soil and water is strongly related to the direct experience and knowledge that a person has of these. Ethical responses are developed from reflection upon these experiences and connections, rather than from an abstract sense of social or ecological ethics and justice.…”

Section: Naturea Great Teachermentioning

confidence: 99%

Adult Environmental Education and Ecology

Slattery

1999

Aust. J. environ. educ.

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Land management is often a three-way partnership between management agencies, scientists and community members. Co-operation between these three sectors in working for better environmental outcomes has a long history in Victoria, and nature conservation has often previously been achieved through successful adult environmental education. The recent development of an ecology course on the Box and Ironbark forests continues this tradition. It was organised by the Department of Natural Resources and Environment (DNRE) for community interest groups and was taught by scientists.This article presents the results of qualitative research into some participants' view of their learning on the course. It suggests significant directions for adult learning in environmental education. An intensive experience of field-based scientific inquiry appeared to prompt not only ecological learning but also development of aesthetic, moral and action dimensions for the interviewees. The article suggests that environmental education needs to embrace fruitful elements of various learning methods for adults, including scientific learning about ecology. The process of enabling people to extend their knowledge of natural settings and processes can also enhance their relationship with and commitment to these places.

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Understanding Moral Development and Environmental Values through Experience

Cited by 5 publications

References 6 publications

The Role of Theory, Research, and Evaluation in Adventure Education

The Role of Theory, Research, and Evaluation in Adventure Education

Functional wildlife parks: The views of Kenyan children who live with them

Adult Environmental Education and Ecology

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