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Exploring the Conceptual Framework and Knowledge Base of Nature-based Experiential Education.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Exploring the Conceptual Framework and Knowledge Base of Nature-based Experiential Education./
Author:	Meyer, Joshua Joseph.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	292 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-04, Section: A.
Contained By:	Dissertations Abstracts International82-04A.
Subject:	Curriculum development. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27995125
ISBN:	9798678130051

Exploring the Conceptual Framework and Knowledge Base of Nature-based Experiential Education.
Meyer, Joshua Joseph.

Exploring the Conceptual Framework and Knowledge Base of Nature-based Experiential Education. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 292 p.

Source: Dissertations Abstracts International, Volume: 82-04, Section: A.

Thesis (Ph.D.)--Montana State University, 2020.

This item must not be sold to any third party vendors.

This study examined the current status of Nature Based Experiential Education (NBEE) with respect to its underlying knowledge base and conceptual framework. Compared to other professions, including K-12 education, these formalized attributes have appeared to be fairly minimal. Anecdotally, NBEE draws upon an eclectic array of sources for inspiration and knowledge, while practitioners rely extensively on their own acquired base of personal experience for guidance. If this is true, then there is a certain element of rugged individualism to be admired. The tradeoff, though, would be a commensurate inability to form a cohesive discourse community, to identify and codify best practice, to establish a coherent research agenda to advance the state of the art, and to support either professional development or the establishment of standards in any kind of systematic and meaningful manner.Assuming that these are desirable goals, the initial challenge was to determine what sources of knowledge are most prominent among its practitioners. This study addressed that problem by using a qualitative mixed methods approach. The researcher employed three separate but complementary methods - by critically reviewing NBEE-related literature, by interviewing individuals with expertise in NBEE, and by surveying NBEE practitioners.The results of this study tend to support the anecdotal view that practitioner knowledge is eclectic, diverse, and largely dependent upon the experiences of individual practitioners, a kind of folk craft which is nevertheless shared among members of the field. It also revealed a small but robust inventory of inspirational and informative publications, some widely known. The project itself was met with interest, as practitioners and experts generally agreed that the profession would benefit from a more systematic and contemporary foundation of canonical knowledge and guiding principles. The study concludes by making several recommendations on how these goals can be served.

ISBN: 9798678130051Subjects--Topical Terms:

684418
Curriculum development.
Subjects--Index Terms:

Conceptual framework

Exploring the Conceptual Framework and Knowledge Base of Nature-based Experiential Education.
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245 1 0 $a Exploring the Conceptual Framework and Knowledge Base of Nature-based Experiential Education.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 292 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-04, Section: A.
500 $a Advisor: Carson, Robert.
502 $a Thesis (Ph.D.)--Montana State University, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a This study examined the current status of Nature Based Experiential Education (NBEE) with respect to its underlying knowledge base and conceptual framework. Compared to other professions, including K-12 education, these formalized attributes have appeared to be fairly minimal. Anecdotally, NBEE draws upon an eclectic array of sources for inspiration and knowledge, while practitioners rely extensively on their own acquired base of personal experience for guidance. If this is true, then there is a certain element of rugged individualism to be admired. The tradeoff, though, would be a commensurate inability to form a cohesive discourse community, to identify and codify best practice, to establish a coherent research agenda to advance the state of the art, and to support either professional development or the establishment of standards in any kind of systematic and meaningful manner.Assuming that these are desirable goals, the initial challenge was to determine what sources of knowledge are most prominent among its practitioners. This study addressed that problem by using a qualitative mixed methods approach. The researcher employed three separate but complementary methods - by critically reviewing NBEE-related literature, by interviewing individuals with expertise in NBEE, and by surveying NBEE practitioners.The results of this study tend to support the anecdotal view that practitioner knowledge is eclectic, diverse, and largely dependent upon the experiences of individual practitioners, a kind of folk craft which is nevertheless shared among members of the field. It also revealed a small but robust inventory of inspirational and informative publications, some widely known. The project itself was met with interest, as practitioners and experts generally agreed that the profession would benefit from a more systematic and contemporary foundation of canonical knowledge and guiding principles. The study concludes by making several recommendations on how these goals can be served.
590 $a School code: 0137.
650 4 $a Curriculum development. $3 684418
650 4 $a Instructional design. $3 3172279
653 $a Conceptual framework
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653 $a Knowledge base
653 $a Mixed method
653 $a Nature-based experiential education
653 $a Nature-based learning
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690 $a 0447
710 2 $a Montana State University. $b Education. $3 1266794
773 0 $t Dissertations Abstracts International $g 82-04A.
790 $a 0137
791 $a Ph.D.
792 $a 2020
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27995125