This study aimed to determine the effect of the earthcomm learning model in increasing environmental awareness in high school students. Increased environmental awareness is a representation of students' knowledge, attitudes, behaviors and skills in solving environmental problems. In addition, this study was conducted to know the differences in…

Experiential learning literally is making meaning from direct experience. It plays vital role in facilitating the process of creating knowledge, sense-making and knowledge transfer in teaching, training and development. This study assessed the effectiveness of Exploration, Research, Interaction and Creation (ERIC) Learning Model which is a…

This article addresses the need to integrate experiential learning into environmental and sustainability curriculum and considers the challenges faced by academic institutions in providing relevant experiential learning opportunities at an appropriate scale. Through an experiential case study, this article illustrates how adopting a "hybrid…

There have been numerous efforts aimed at improving geographic literacy in order to address societal challenges. Extension educators can use geographic information system (GIS) technology to help their clients cultivate spatial thinking skills and solve problems. Researchers can use it to model relationships and better answer questions. A program…

This article contributes to the ongoing dialogue regarding what it means to engage young children as active researchers in Early Childhood Environmental Education (ECEE) and Early Childhood Education for Sustainability (ECEfS). Drawing from a participatory and phenomenological framework, this paper considers the advantages, challenges, and…

Environmental awareness is evaluated related to cognitive and affective areas so it might be considered one of the important points in order to predict environmental behavioural change. One of the behavioural change models is ecological dynamics model (EDM) and this model's characteristics overlap with ecopedagogy-based outdoor experiential…

Our study examines the environmental knowledge (EK) and behavioural outcomes of students studying ecotourism in Sydney, Australia. Three competing models were tested to examine the relationships between EK, participation intention (PI) in ecotourism programs, landscape likeability (LL) and social interactions (SI); and the study also tested the…

As our understanding of complex environmental issues increases, institutions of higher education are evolving to develop new learning models that emphasize synthesis across disciplines, concepts, data, and methodologies. To this end, we argue for the implementation of environmental science education at the intersection of systems theory and…

The article aims to introduce Environmental Education (EE) in Finland and to discuss how it has been taken into account in Finnish nature schools. Firstly, we present EE models used in Finland. Thereafter we describe a qualitative case study on EE in nature schools (NS). The aim of the study was to get information for the development of EE. The…

To motivate student learning, the affective domain--emotion, attitude, and motivation--must be engaged. We propose a model that is specific to the geosciences with theoretical components of motivation and emotion from the field of educational psychology, and a term we are proposing, "connections with Earth" based on research in the…

This hands-on, minds-on zoo project provides a fun and safe opportunity for students to experience the world of animals and nature right in their own classroom. Students have the chance to work individually or in small groups to explore, observe, and discover answers to their questions about the natural world. In addition, it provides numerous…

Presents a new definition of outdoor education. Describes the different approaches to outdoor education advocated in adventure education and environmental education. Proposes that an integration of approaches can result in a functional outdoor education experience. (ML)

Following criticism of a previously described concept model, a new diagrammatic model of outdoor education (outside the classroom) and environmental education (inside the classroom) is proposed that defines and clarifies terms and shows overlapping methods, instructional settings, grade levels, and objectives. (SAS)

Emphasizing the need to experience environments through both sensory and psychological awareness, this workshop model's goals are to: explore basic environmental concepts and examine them in relationship to the classroom; provide an experience base for each of these concepts; and relate environmental concepts and activities to specific curriculum…

Explaining what outdoor experiential education is can be problematic, as a variety of terms are being used to identify a wide range of outdoor experiential learning methods. This paper proposes the metaphoric model of an umbrella to explain the relationships existing among these terms and their respective outdoor experiential learning methods. The…