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Nature based approaches enhancing experiential learning
Book chapter   Peer reviewed

Nature based approaches enhancing experiential learning

Catherine McClusky, Coral Campbell and Christopher Speldewinde
Teaching to Transform Learning: Pedagogies for Inclusive, Responsive and Socially Just Education (1st edition). , pp.208-218
Cambridge University Press, 1st
2024
Appears in  Recent Faculty of Education Publications

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Abstract

This chapter presents a synthesis of two key constructs: nature-based approaches and experiential learning. The first part of this chapter presents an overview of nature-based approaches. Research perspectives are presented to outline the importance of natural spaces in nurturing children and young people’s wellbeing, connection with nature, development of ecological awareness and holistic engagement with learning. Experiential learning theory is defined and described to examine the transformational potential of learning experienced outdoors. The interactive relationship and theoretical perspectives underlying experiential approaches are presented. The second part of this chapter presents discussion on nature-based programs such as Forest Schools, Bush Kinders and Schools, and Nature/Environmental Kindergartens and Schools. Case studies will provide authentic contexts to highlight key aspects of intentional practice that enhance experiential learning and inquiry in nature-based settings. Finally, a synthesis of enabling practice is presented to further consider specific pedagogical implications underlying nature based approaches.

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