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Experiential Learning through Art-based Environmental Education in a Storyline - a Foundation for Sustainable Thinking and Acting

Journal article
Authors Margaretha Häggström
Published in IMAG InSEA No 9
Volume 9
Pages 2-18
ISSN 2414-3332
Publication year 2020
Published at Department of Pedagogical, Curricular and Professional Studies
Pages 2-18
Language en
Links https://www.insea.org/IMAG/imag9/im...
Keywords Art-based environmental education, affective learning, experiential learning, sustainable development, storyline
Subject categories Visual Arts, Didactics, Learning, Pedagogical Work

Abstract

In the light of human impact on the planet´s ecosystems and concerns for children’s decreasing direct experience of nature, this essay argues that experiential learning through aesthetic tools may play a potential role for sustainable development. This essay takes its part of departure in a pilot study with pupils in grade 6 (age 12-13). The pedagogy is underpinned by the ideas of art-based environmental education. An interpretative phenomenological analysis is used together with theories of experiential and affective learning. Findings show that student-centered approaches that include experiential learning through aesthetic pedagogical work have the potential to enhance pupils’ interests in the nearby natural environment.

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