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dc.contributor.advisorPille Bunnell
dc.contributor.authorCorcoran, Rita Marie
dc.date.accessioned2017-04-04T04:07:12Z
dc.date.available2017-04-04T04:07:12Z
dc.date.issued2017-04-04
dc.date.submitted2017
dc.identifier.urihttp://hdl.handle.net/10170/1053
dc.description.abstractThrough autoethonography, I explored emergent nature learning in a family context. I facilitated and journaled about eighty-five family-based nature experiences with my own family, ten of which included other families. I created the term enthusiastic nature learning (ENL) as an indication of whether my children both enjoyed the nature experiences and either (1) took notice of the non-human life surrounding them, (2) made biological observations, (3) engaged in discussions regarding the natural surroundings, (4) used their natural surroundings in play, (5) or expressed interest in returning to the natural location. Variability among the three broad factors of Leadership, Participants and Place affected how ENL emerged. In addition, the explicit design of the experiences, called Active Design, the Relationships among participants, and the Modality of learning of each participant also affected the emergence of ENL.
dc.subjectautoethnography
dc.subjecteducation
dc.subjectemergent
dc.subjectenvironment
dc.subjectfamily-based
dc.subjectnature
dc.titleAn autoethnographic exploration of family-based emergent nature learning
dc.date.updated2017-04-04T04:07:12Z
dc.language.rfc3066en
dc.degree.nameM.A. in Environmental Education and Communication
dc.degree.levelMasters
dc.degree.disciplineSchool of Environment and Sustainability


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