Abstract
This chapter focuses on program leaders’ personal theories of experiential learning. While the program leaders in our study all agree that outdoor environmental education programs should be experiential, the individual leaders’ personal theories of what and how students should learn by experience vary considerably. In this chapter, we identify three distinctive types of leaders’ personal theories and show that each type provides different answers for program design and implementation. We also analyze these personal theories’ weak points, their deviations from research-supported educational theories, and their other inconsistencies. Finally, we discuss the potential relationships between program leaders’ personal theories and the other crucial decisions regarding program design that were covered in the previous chapters.
| Original language | English (US) |
|---|---|
| Title of host publication | Real World Learning in Outdoor Environmental Education Programs |
| Subtitle of host publication | The Practice from the Perspective of Educational Research |
| Publisher | Masaryk University |
| Pages | 91-106 |
| Number of pages | 16 |
| ISBN (Electronic) | 9788021097582 |
| State | Published - Jan 1 2021 |
ASJC Scopus subject areas
- General Agricultural and Biological Sciences
- General Environmental Science