Abstract
In this chapter we present a brief discussion of how the term ‘environmental learning’ has been defined and explained in the literature, and the complex range of activities, interests, contexts and purposes that it can encompass. We then detail what we mean and how we engage with the term, by discussing the who, what, where, how, and why of environmental learning. For each of these we illustrate how the focus of this book (which arises from the empirical contexts upon which it is based) in some ways reflects the diversity of environmental education (as with the areas of content addressed), but in others is quite narrowly focused on specific aspects (as with our emphasis on formal settings).
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Rickinson, M., Lundholm, C., Hopwood, N. (2009). What Is Environmental Learning?. In: Environmental Learning. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-2956-0_2
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DOI: https://doi.org/10.1007/978-90-481-2956-0_2
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