Abstract
AbstractIn our work in environmental education (EE) as part of formal schooling we partnered with local schools to explore the practice of embedding, or integrating EE within formal school curriculum using inquiry-based pedagogies. In this paper we report on and discuss our growing understanding of the practice of pedagogical documentation and the subsequent creation of learning stories within the context of EE. Our thinking is focused on how teacher practice in the use of learning stories might strengthen student self-determination in inquiry-based environmental education opportunities. We describe the E4E (Educating for Environment) school project, and provide samples of learning stories as evidence for analysis and discussion. Working with a grounded theory approach, we propose that student thinking in inquiry-based contexts might follow one or more of five thinking/learning pathways (reasoning, propositional, action-oriented, metacognitive and emotive). We close with comments on the benefits to studen...
Highlights
As humans, we are inextricably linked to the planet on which we live; its health and well-being determine our own
Literature review In this paper we focus our thinking on how teacher practice in the use of learning stories might strengthen student self-determination in inquiry-based environmental education
Our work with the E4E project has demonstrated that teacher practice in the use of learning stories, as environmental education (EE) is embedded in curriculum, has considerable impact on the level and quality of opportunities of student agency, as evidenced by their deep engagement
Summary
Wonderful learnings for students and teachers can emerge when environmental education is integrated into school curricula, and learning stories are created. In the E4E (Education for Environment) school project, students were provided with many opportunities for inquirybased learning, both indoors and out, in ways that connected to their school subjects, while letting them explore topics of interest to themselves individually. Students and their educators focused careful attention on their words and actions during the learning experiences. Learning pathways unique to each student emerged. Learning stories, created by the educators and presented in text and photos, provide opportunities for reflection on the many learnings that took place
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