Abstract
This chapter focuses on the second of the three lenses we have used to look across the data generated in our three studies. Here we look at or for issues to do with relevance, and consider how these are manifest in environmental learning processes from the perspective of learners. We explore a range of environmental learning experiences and learners’ comments on these experiences. This analysis pursues two related themes: the first explores how environmental learning may (or may not) be conceived as relevant to learners themselves, while the second considers learners’ perceptions of the relevance of environmental learning to particular curricular contexts. Finally we reflect on what this lens shows us, linking back to the issues and themes discussed in the chapter titled “What Is Environmental Learning?”, and outlining key points which are developed further in the chapter titled “Enhancing Environmental Learning”.
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Rickinson, M., Lundholm, C., Hopwood, N. (2009). Questioning Relevance. In: Environmental Learning. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-2956-0_6
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DOI: https://doi.org/10.1007/978-90-481-2956-0_6
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