Bringing the inside out and the outside in: Place-based learning rendering classroom walls invisible

Bates, K

Bringing the inside out and the outside in: Place-based learning rendering classroom walls invisible

Bates, K

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Publication Type:: Chapter
Citation:: Palgrave Studies in Gender and Education, 2018, pp. 731 - 751
Issue Date:: 2018-01-01

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Field	Value	Language
dc.contributor.author	Bates, K https://orcid.org/0000-0002-6524-4036	en_US
dc.date.issued	2018-01-01	en_US
dc.identifier.citation	Palgrave Studies in Gender and Education, 2018, pp. 731 - 751	en_US
dc.identifier.uri	http://hdl.handle.net/10453/133824
dc.description.abstract	© The Author(s) 2018. Ecopedagogical approaches for teaching children about nature have evolved over time. The shifts have encompassed a number of approaches and integrative subsets that involve students in nature. These moves focus on developing students' appreciation of nature and responsibility to nature as ecologically active citizens. This chapter provides a research-informed narrative of these shifts from one educator's experience teaching across primary, secondary, and tertiary sectors. It begins from the notions that early childhood experiences in nature positively influence ecologically motivated behaviours in adulthood. The chapter continues by describing experimental education experiences from the 1980s through to current ecopedagogical practices in everyday teaching and learning experiences. The chapter closes by exploring how place-based learning has been embedded in a number of primary education subjects for preparing eco-rich, teacher-ready practitioners.	en_US
dc.relation.ispartof	Palgrave Studies in Gender and Education	en_US
dc.relation.isbasedon	10.1007/978-3-319-53550-0_50	en_US
dc.title	Bringing the inside out and the outside in: Place-based learning rendering classroom walls invisible	en_US
dc.type	Chapter
utslib.for	1302 Curriculum and Pedagogy	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
utslib.copyright.status	closed_access
pubs.publication-status	Published	en_US

Abstract:

© The Author(s) 2018. Ecopedagogical approaches for teaching children about nature have evolved over time. The shifts have encompassed a number of approaches and integrative subsets that involve students in nature. These moves focus on developing students' appreciation of nature and responsibility to nature as ecologically active citizens. This chapter provides a research-informed narrative of these shifts from one educator's experience teaching across primary, secondary, and tertiary sectors. It begins from the notions that early childhood experiences in nature positively influence ecologically motivated behaviours in adulthood. The chapter continues by describing experimental education experiences from the 1980s through to current ecopedagogical practices in everyday teaching and learning experiences. The chapter closes by exploring how place-based learning has been embedded in a number of primary education subjects for preparing eco-rich, teacher-ready practitioners.

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http://hdl.handle.net/10453/133824