Experiential learning trails as a mean for environmental interpretation

Article Sidebar

PDF (Čeština)
Published: Sep 30, 2010
DOI: https://doi.org/10.14712/18023061.51
Keywords:
learning trails, evaluation research, environmental interpretation

Main Article Content

Veronika Beňková
Jan Činčera

Abstract

The most popular means for environmental interpretation in the Czech Republic are learning trails. Other than the common type of trails focusing on transmitting information about a place in a written or picture format, a new form of trail offering participants various experiential activities with the aim of motivating them to learn has begun to appear. The paper presents the results of a mixed evaluation comparing two pairs of “traditional” and “experiential ” learning trails in the Liberec region. The monitored experiential trails were more attractive for visitors, but the amount of knowledge retained about the locality was comparable to the traditional trails.

Metrics

Metrics Loading ...

Article Details

How to Cite
Beňková, V., & Činčera, J. (2010). Experiential learning trails as a mean for environmental interpretation. Envigogika, 5(2). https://doi.org/10.14712/18023061.51
Issue
Vol. 5 No. 2 (2010)
Section
Reviewed Papers

References

AMANN, Michaela et. al. Pojďme na to od lesa. Příručka ekologické výchovy a lesní pedagogiky. Vimperk: Správa národních parků a CHKO ve Vimperku, 2003.

BACK, Larry ; CABLE, Ted. Interpretation for the 21st century. Champaign : Sagamore publishing, 2002. 207 s.

http://www.kentdowns.org.uk/[online]. 2004 [cit. 2010-03-21]. Dostupné z WWW: <http://www.kentdowns.org.uk>.

HAM, Sam H. Environmental interpretation : a practical guide for people with big ideas and small budgets. Colorado : Fulcrum Publishing, 1992. 431 s.

HENDL, Jan. Přehled statistických metod zpracování dat. Praha: Portál, 2004.

HENDL, Jan. Kvalitativní výzkum. Základní teorie, metody a aplikace. Praha: Portál, 2008. s.279

HUNGERFORD, Harold R.; VOLK, Trudi L. Changing Learner Behavior Through Environmental Education. The Journal of Environmental Education, 1990, Vol. 21, Iss. 3, p. 8-21. ISSN 0095-8964.

KNAPP, Douglas. Evaluating The Impact Of Environmental Interpretation : A Review of Three Studies. In Coalition for Education in the Outdoors Research Symposium Proceedings. [s.l.] : [s.n.], 1996. s. 127-135.

KNAPP, Douglas. Environmental Education and Environmental Interpretation: The Relationships. National Association for Interpretation. 1997, 3, s. 349-356. a

KNAPP, Douglas ; VOLK, Trudi L.; HUNGERFORD, Harold R. The identification of empirically derived goals for program development in environmental interpretation. The Journal of Environmental Education. 1997, 3, s. 24-34.

[online]. 2003 [cit. 2010-04-02]. Dostupné z WWW: <http://www.kvetenacr.cz/naucstezky.asp>.

KOLB, David. Experience as the source of learning and development. Upper Sadle River: Prentice Hall, 1984.

KOVALIK, Susan J.; OLSEN, Karen D. Kid's eye view of science. A Teacher's Handbook for Implementing an Integrated Thematic Approach to Teaching Science, K-6. Kent: Center for the Future of Public Education, 1994.

MRÁZOVÁ, Lenka; KOČÍ, Kateřina. Tvorba naučných stezek : Metodická příručka pro seminář pořádaný Českým Švýcarskem o.p.s. Krásná lípa : [s.n.], 2009. 70 s.

NEWCOMER, K.E.; WHOLEY, J.S.; HATRY H.P. Meeting the Need for Practical Evaluation Approaches: An Introduction. In Handbook of Practical Program Evaluation. San Francisco: Jossey-Bass, 2004. S. xxxiv.

PATTON, Michael Q. Qualitative Research and Evaluation Methods. California : Sage Publications, 2002. 700 s.

WARNER, Alan. Creating Earth Adventures : Self-Guided Programs To Connect Children With Nature. Green Teacher. 2009, 85, s. 3-8.