Abstract
How our outdoor experiences affect us depends on the meaning we derive from them. This meaning may be influenced externally by the frames created by program designers or leaders. In this chapter, we look at the design of outdoor environmental education programs from the perspective of framing theory. Accordingly, we analyze the ways in which program designers and leaders work with surface and deep frames, and how they use these frames to communicate the main messages of their programs. Based on our analyses, frames are considered important by program leaders. However, the application of frames in the practice of outdoor environmental education raises specific issues. This chapter briefly presents some of these issues and discusses their implications.
| 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 | 59-72 |
| Number of pages | 14 |
| ISBN (Electronic) | 9788021097582 |
| State | Published - Jan 1 2021 |
ASJC Scopus subject areas
- General Agricultural and Biological Sciences
- General Environmental Science