Environmental Learning and Experience
An Interdisciplinary Guide For Teachers (2007)
Integrating Environmental Learning Principles
In this framework, the following principles work together to integrate environmental learning by connecting diverse subject areas for students from kindergarten to post-secondary levels. These principles are presented to assist teachers both in the design of instructional strategies and in the critical use of learning resources.
Facilitating environmental education in the learning of all subjects, rather than isolating it, models for students how the environment is connected to their daily lives and relationships within their communities. The principles of environmental learning are organized into two related areas:
principles for teaching and learning of direct experience, critical reflection and negotiation; and
describing and summarizing the organizing principles for learningenvironmental concepts.
This organization demonstrates the interdisciplinary nature of environmental concepts, while showing a progression for the development of ideas that can lead students towards a deeper engagement with environmental learning.
Teaching and Learning Principles
It is generally recognized that teaching could be described as both art and science. Environmental learning considers multiple models for teaching and learning, as well as teachers’ own pedagogical content knowledge to form a unique blend of disciplinary knowledge combined with teachers’ knowledge about specific learning contexts.
While some guiding principles can be helpful, they are only a starting point. New and experienced teachers will develop their own ‘teaching style’ that reflects their current experiences and ideas about teaching and learning.
It is acknowledged that direct experience with a concept or problem, followed by opportunities for observation, reflection and negotiation leading to further inquiry, presents the richest form of learning.
Direct Experience
Direct experience with the environment, both individually and in groups, is an important and vital way to learn about sustainability. These opportunities must be provided for the studies to be relevant, because they help provide students with a deeper understanding of natural systems and the impact humans have on those systems. Direct experience then allows students to challenge other cultural perspectives regarding environmental problems and examine them critically.
Critical Reflection and Negotiation
For direct experience to be relevent to students, the development of critical and reflective capacities is also important. When students are given adequate time to reflect on their learning, they evaluate their own experiences against the experiences of others. Central in this process is allowing students to negotiate among multiple perspectives or ideas about environmental problems. Negotiation involves actively seeking out differences in opinions and looking for common ideas or themes around specific issues.
Experiential Learning
A view of teaching and learning that incorporates the direct experience, critical reflection and negotiation as a foundation for the learning process has been summarized in a model described as the experiential learning cycle.
The model was created from a broad range of cognitive science research. It is further supported by experiential and social-constructivist views about teaching. Methodology typical to a learning cycle approach includes: choosing a concept and appropriate experience to be taught, and having students explain their experience and evaluate their ideas against others’ conclusions, as well as with their direct experiences.
In this model, environmental knowledge is not to be viewed as stable, and often can be conditional as our developing knowledge grows from exposure and experience. In the learning cycle model, teachers emphasize thinking, understanding and self-managed learning for their students.
Figure 1: Experiential Learning Cycle Model
Suggestions for Practice
The following are useful to consider in the design of learning experiences for students, as learning should:
Encourage the integration of subjects/multidisciplinary approaches
Environmental education may be viewed to be an example of cross-curricular or integrated learning.
Encourage critical reflection on a range of perspectives
Education provides a range of perspectives and viewpoints. It is important to provide the tools to think critically and to analyze issues from multiple perspectives.
Examine issues for their currency and authenticity
In the study of issues and concerns related to the environment, it is important to stay current and have students engage with issues relevent to their communities.
Acknowledge aboriginal perspectives
In learning about environmental issues, the First Peoples Traditional Ecological Knowledge (TEK) of specific landscapes, regions or ecologies can be an important component of culturally appropriate and responsive, environmental education.
Acknowledge other perspectives
B.C. is a multicultural province, and there are diverse perspectives on the environment, other than those of Euro-Canadians. It is important that other cultural and religious perspectives are acknowledged, respected and analyzed in terms of their implications for issues.
Consider the place of action
It is important for students to understand the variety of ways in which action can take place and the consequences of those actions on the environment.
Consider issues from both local and global perspectives
While the majority of environmental education activity will be focused locally, there is great need for a global perspective. Actions taken at a local level have global ramifications that should also be considered when making decisions.
Occur within a context of hope
Thinking and communicating about the environment sometimes focuse on extreme “doom and gloom” scenarios for the future of the planet. Teachers should encourage a more positive outlook and focus on the challenge and excitement of exploring solutions to complex problems.
Encourage humility
One aspect of the human world view that has contributed to many of our environmental problems is the idea that nature should be controlled by humans. Humility can help us understand how we can live in balance with nature and how individual actions can make a difference.
