東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Adventure, Inquiry, and Technology a...

Henrickson, Jeni Kathryn.

Linked to FindBook

Google Book

Amazon

博客來

Adventure, Inquiry, and Technology as Driving Forces in Sustainability Education.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Adventure, Inquiry, and Technology as Driving Forces in Sustainability Education./
Author:	Henrickson, Jeni Kathryn.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	158 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-12(E), Section: A.
Contained By:	Dissertation Abstracts International77-12A(E).
Subject:	Educational technology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10153257
ISBN:	9781369083958

Adventure, Inquiry, and Technology as Driving Forces in Sustainability Education.
Henrickson, Jeni Kathryn.

Adventure, Inquiry, and Technology as Driving Forces in Sustainability Education. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 158 p.

Source: Dissertation Abstracts International, Volume: 77-12(E), Section: A.

Thesis (Ph.D.)--University of Minnesota, 2016.

Education for Sustainable Development (ESD) has increasingly taken on importance around the world, in part due to the growing awareness of environmental concerns such as climate change, and in part due to a challenge set forth by the United Nations Decade of Education for Sustainable Development (2005-2014) to integrate the principles, values, and practices of sustainable development into all aspects of education and learning. There is, as a result, a growing body of ESD literature (e.g., see Blum, Nazir, Breiting, Goh, & Pedretti, 2013; Chalkey, 2006; De Hann, Bormann, & Leicht, 2010; Eilam & Trop, 2011; Green & Somerville, 2014; Karatzoglou, 2013; Kemmis & Mutton, 2012; Reunamo & Pipere, 2011; Rieckmann, 2013; Walshe, 2008; Weaver, 2015), and many places in the developed world have begun to establish policies addressing ESD.

ISBN: 9781369083958Subjects--Topical Terms:

517670
Educational technology.

Adventure, Inquiry, and Technology as Driving Forces in Sustainability Education.
LDR:04065nmm a2200337 4500 001 2123780
005 20171010112649.5
008 180830s2016 ||||||||||||||||| ||eng d
020 $a 9781369083958
035 $a (MiAaPQ)AAI10153257
035 $a AAI10153257
040 $a MiAaPQ $c MiAaPQ
100 1 $a Henrickson, Jeni Kathryn. $3 3285722
245 1 0 $a Adventure, Inquiry, and Technology as Driving Forces in Sustainability Education.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2016
300 $a 158 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-12(E), Section: A.
500 $a Adviser: Aaron H. Doering.
502 $a Thesis (Ph.D.)--University of Minnesota, 2016.
520 $a Education for Sustainable Development (ESD) has increasingly taken on importance around the world, in part due to the growing awareness of environmental concerns such as climate change, and in part due to a challenge set forth by the United Nations Decade of Education for Sustainable Development (2005-2014) to integrate the principles, values, and practices of sustainable development into all aspects of education and learning. There is, as a result, a growing body of ESD literature (e.g., see Blum, Nazir, Breiting, Goh, & Pedretti, 2013; Chalkey, 2006; De Hann, Bormann, & Leicht, 2010; Eilam & Trop, 2011; Green & Somerville, 2014; Karatzoglou, 2013; Kemmis & Mutton, 2012; Reunamo & Pipere, 2011; Rieckmann, 2013; Walshe, 2008; Weaver, 2015), and many places in the developed world have begun to establish policies addressing ESD.
520 $a Adventure has been incorporated into sustainability education in a variety of ways throughout history: through literature, outdoor and physical education, field-based exploration and research, and most recently, technology, which has, for example, allowed learners to journey virtually along with explorers and scientists on expeditions to the far-reaches of the world. Technology has also enhanced and expanded the types of adventures we can engage in today, such as through advances in equipment and tools that allow us to explore regions of the planet that were previously inaccessible, and to participate in events previously unimagined, via the personal computer, the Internet, and mobile devices.
520 $a The three related studies that comprise this dissertation focus on the use of adventure learning as a driving force in inquiry-based sustainability education. These studies examine three different online adventure learning projects. Paper 1 shares research conducted on the role of adventure in the GoNorth! adventure learning series, and advances suggestions for how adventure might be employed in distance, online, and mobile learning in ways that promote experiential learning and sustainability education. Paper 2 examines to what extent an informal online learning environment such as WeExplore might provide a technology-fueled classroom tool for teachers that fosters inquiry and creativity while allowing learners to design authentic transdisciplinary experiences grounded in contemporary issues. Paper 3 shares data and narratives from six Earthducation field expeditions and examines how education might influence sustainability in differing contexts and geographical locations.
520 $a Findings from the studies indicate adventure learning is a promising model that educators and designers can draw from in both formal and informal learning settings as a means to fuse inquiry, sustainability education, and technology in a pedagogically meaningful way that engages learners and teachers alike. The studies advance our understanding of how we might better design technology-enhanced learning environments that foster engagement and creativity while encouraging learner curiosity and wonder and cultivating inquiry and collaboration.
590 $a School code: 0130.
650 4 $a Educational technology. $3 517670
650 4 $a Environmental education. $3 528212
650 4 $a Sustainability. $3 1029978
690 $a 0710
690 $a 0442
690 $a 0640
710 2 $a University of Minnesota. $b Education, Curriculum and Instruction. $3 1024107
773 0 $t Dissertation Abstracts International $g 77-12A(E).
790 $a 0130
791 $a Ph.D.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10153257