Nature journaling as a holistic pedagogical experience with the more-than-human world

Bibliographic Data

ID21428014
AuthorsIrida Tsevreni (0000-0001-8065-1249, University of Thessaly, corresponding author)
Year2021
Volume52
Issue1
Pages14-24
Publication date2021-01-02
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueThe Journal of Environmental Education (JOURNAL)
Journal identifiersISSN: 0095-8964 • E-ISSN: 1940-1892
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00958964.2020.1724854
OpenAlexW3008539508
LanguageEN
Citations received15
References cited43

The paper discusses alienation from the more-than-human world and the need for nature pedagogies through the experience of nature journaling in an environmental education course in higher education. Students at a University Department of Early Childhood Education in Greece engaged in nature journaling through an assignment that encouraged them to explore their connection with the more-than-human world and reflect on their experience. The research results revealed different ways that the students experienced and connected with the more-than-human world. Nature journaling appeared to be a multilayered pedagogical tool of experience, collaboration, participation, reflection and enjoyment in environmental teaching and learning in higher education

Alienation · Environmental education · Higher education · Journaling file system · Outdoor education · Pedagogy · Political science · Reflection (computer programming) · Sociology · Children's Rights and Participation · Environmental Education and Sustainability · Outdoor and Experiential Education · Psychology

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