Developing a Curriculum Framework for Field Studies Using Experiential and Environmental Educational Theory

Abstract

Experiential and environmental education are educational philosophies with significant overlap. Experiential and environmental education are mutually supportive, and linked through five key components, (a) direct experience, (b) place, (c) learning community, (d) critical investigations, and (e) purposeful outcomes. A literature review demonstrated shared purpose and similar pedagogies. These similarities were used to define experiential environmental education. Field studies programs, educational expeditions defined by direct experience and investigations of place, are an effective way to put experiential environmental education theory in to practice. Curriculum frameworks are an educational tool used to develop specific curricula aligned with theoretical objectives. The key components of experiential and environmental education served as a foundation for the design of a curriculum framework for field studies programs. The intent of this work is for the curriculum framework to be made available as a tool for field studies practitioners to implement experiential environmental education.