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dc.contributor.authorAdams, Jessica
dc.date.accessioned2018-01-23T05:19:59Z
dc.date.available2018-01-23T05:19:59Z
dc.date.issued2018-01-23
dc.date.submitted2018
dc.identifier.urihttp://hdl.handle.net/10613/5410
dc.identifier.urihttp://dx.doi.org/10.25316/IR-359
dc.description.abstractEmploying a social learning framework in a phenomenological inquiry, this study investigated the potential for environmental education (EE) in primary schools through a field trip-based program. Interviews and focus groups were conducted with school principals, teachers, and parents so as to understand field trip participation using the following guiding questions: what do field trips mean to study participants; what is taken into consideration when deciding to participate in a field trip; and what factors are key to long-term participation in a field trip-based program? Findings revealed participants agree that field trips are valuable learning opportunities for students and that typical challenges such as educators’ lack of time or experience were not an issue in the program in question. These findings suggested potential for long-term collaboration, however, changeover in schools and within the field trip organisation were identified as important unknowns. These factors were considered together to provide recommendations on how the program may move forward.
dc.subjectenvironmental education
dc.subjectfield trips
dc.subjectphenomenology
dc.subjectsocial learning
dc.titleSeasonal nature discovery field trips : a platform for social learning between a non-profit organisation and local primary schools
dc.date.updated2018-01-23T05:19:59Z
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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