Making connections with nature: Bridging the theory — practice gap in outdoor and environmental education

2004 ◽  
Vol 8 (1) ◽  
pp. 12-19 ◽  
Author(s):  
Lou Preston
Keyword(s):  
Environmental Education ◽  
Practice Gap ◽  
Theory Practice Gap

The Historical, Present and Futurenessof Environmental Education in India

2011 ◽  
Vol 27 (1) ◽  
pp. 122-133 ◽  
Author(s):  
Sylvia Almeida ◽  
Amy Cutter-Mackenzie
Keyword(s):  
Environmental Education ◽  
Education System ◽  
Formal Education ◽  
Indian Education ◽  
Future Directions ◽  
Education In India ◽  
Practice Gap ◽  
Theory Practice Gap

AbstractWhat is distinctive or indistinctive about environmental education in schools and other formal education settings in India? In essence, what is thenessof environmental education in the Indian education system? Our responses to these important questions form the focus of this paper, shedding light on the historical, present and future directions (orness) of environmental education in India. In effect, we attempt to capture thenessof environmental education by considering practice, policy and research developments throughout the various contemporary and traditional environmental education movements. In so doing, we identify a theory-practice gap and a dire lack of research as some of the pertinent issues facing environmental education in India. In conclusion we discuss possible future directions that environmental education might take in addressing these issues.

scholarly journals Values Education in Outdoor Environmental Education Programs from the Perspective of Practitioners

2020 ◽  
Vol 12 (11) ◽  
pp. 4700
Author(s):  
Jan Činčera ◽  
Bruce Johnson ◽  
Roman Kroufek ◽  
Petra Šimonová
Keyword(s):  
Environmental Education ◽  
Values Education ◽  
Education Programs ◽  
Program Leaders ◽  
Education Practice ◽  
Outdoor Environmental Education ◽  
Theoretical Perspectives ◽  
Normative Practice ◽  
Practice Gap ◽  
Theory Practice Gap

Shaping environmental values is considered one of the goals of environmental education. At the same time, this creates questions about the line between indoctrination and education. While values education has been widely discussed from various theoretical perspectives, few studies have analyzed how it is being practiced. This article investigates five outdoor environmental education programs and identifies the values the programs promote as well as the means they use to communicate these values to students. Additionally, the article examines the perspectives of 17 program leaders and center directors regarding the ways in which values should be promoted in environmental education and the approaches they use in their practice. According to the findings, all the observed programs applied a normative, value-laden approach, communicating mainly the values of universalism. The most frequently observed strategy was the inculcation of desirable values by moralizing and modeling. Simultaneously, some of the leaders’ beliefs, while highlighting value-free or pluralistic approaches, contradicted their rather normative practice. This article describes the theory–practice gap identified and discusses the implications of the prevailing use of the normative approach in outdoor environmental education for the field. It calls for opening an in-depth debate on what, why, and how values belong in outdoor environmental education practice.

Childrens' Conceptions of Nature

1998 ◽  
Vol 14 ◽  
pp. 19-26 ◽  
Author(s):  
Phillip Payne
Keyword(s):  
Environmental Education ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Sixth Grade ◽  
Teaching And Learning Strategies ◽  
Practice Gap ◽  
Environmental Educators ◽  
Theory Practice Gap ◽  
Children’S Conceptions

ABSTRACTThis paper describes a study of sixth grade children's conceptions of nature and the environment. In so doing, it asks that environmental educators pay more attention to children's preconceived notions of environment and nature. Should this occur the theory-practice gap in environmental education may be diminished. Learners' concepts of ‘nature’ and the ‘environment’ provide a needed perspective for the development of individually and contextually appropriate teaching and learning strategies in environmental education. Without knowledge of them it is not clear whose version of environment it is which the learner is being educated ‘in’, ‘about’, ‘with’ or ‘for’.

Theory-Practice Gap: The Experiences of Nigerian Nursing Students

2018 ◽  
Vol 20 (1) ◽  
Author(s):  
Titilayo Dorothy Odetola ◽  
Olusola Oluwasola ◽  
Christoph Pimmer ◽  
Oluwafemi Dipeolu ◽  
Samson Oluwayemi Akande ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Developing Country ◽  
The Body ◽  
Clinical Staff ◽  
Clinical Settings ◽  
Practice Gap ◽  
The Difference ◽  
Analyse Data ◽  
Theory Practice Gap

The “disconnect” between the body of knowledge acquired in classroom settings and the application of this knowledge in clinical practice is one of the main reasons for professional fear, anxiety and feelings of incompetence among freshly graduated nurses. While the phenomenon of the theory-to-practice gap has been researched quite extensively in high-income country settings much less is known about nursing students’ experiences in a developing country context. To rectify this shortcoming, the qualitative study investigated the experiences of nursing students in their attempt to apply what they learn in classrooms in clinical learning contexts in seven sites in Nigeria. Thematic content analysis was used to analyse data gained from eight focus group discussions (n = 80) with the students. The findings reveal a multifaceted theory-practice gap which plays out along four tensions: (1) procedural, i.e. the difference between practices from education institutions and the ones enacted in clinical wards – and contradictions that emerge even within one clinical setting; (2) political, i.e. conflicts that arise between students and clinical staff, especially personnel with a lower qualification profile than the degree that students pursue; (3) material, i.e. the disconnect between contemporary instruments and equipment available in schools and the lack thereof in clinical settings; and (4) temporal, i.e. restricted opportunities for supervised practice owing to time constraints in clinical settings in which education tends to be undervalued. Many of these aspects are linked to and aggravated by infrastructural limitations, which are typical for the setting of a developing country. Nursing students need to be prepared regarding how to deal with the identified procedural, political, material and temporal tensions before and while being immersed in clinical practice, and, in so doing, they need to be supported by educationally better qualified clinical staff.

scholarly journals Reflecting on the contemporary relevance of the forgotten management pioneers: A creative auto/biography

2019 ◽  
Vol 12 (2) ◽  
pp. 205979911986328
Author(s):  
Hester Nienaber
Keyword(s):  
Reflective Practice ◽  
Well Being ◽  
Base Change ◽  
Theory And Practice ◽  
Organisational Performance ◽  
Relevant Today ◽  
Practice Gap ◽  
Theory Practice Gap ◽  
And Control

Management theory and practice are characterised by the ‘theory–practice gap’. A way of addressing this divide is to engage in reflective practice, in this instance, a creative auto/biography. This different way of presenting an old issue demonstrates how the original teachings of the management pioneers remain relevant today. The central issues are the purpose of the organisation and the role of both leadership and employees in unlocking human competence in pursuit of organisational performance. The concepts ‘autonomy’ and ‘control’ transpired as crucial, which could easily be misunderstood or misapplied. This personal reflection presents evidence on which to base change, enhancing the well-being of employees, societies and the profit of organisations. This article contributes to knowledge by making inaccessible knowledge, accessible and inclusive, and the expectation that the meaning emanating from this reflection will result in the management audience to reconsider management, advancing management science and benefitting society at large.

scholarly journals I wonder if robots will take care of me when I am old: Positive aging representations of professionals working in health promotion services

2016 ◽  
Vol 21 (12) ◽  
pp. 2872-2881 ◽  
Author(s):  
Catrinel Craciun ◽  
Uwe Flick
Keyword(s):  
Health Promotion ◽  
Qualitative Study ◽  
Institutional Context ◽  
Actual Practice ◽  
Active Aging ◽  
Positive Aging ◽  
The Social ◽  
Practice Gap ◽  
Agency Models ◽  
Theory Practice Gap

How the social and institutional context is structured and represented by its actors has an impact on positive aging representations. This qualitative study explores professionals’ views on positive aging, how they promote positive aging in their practice and what disparities occur between their discourses and the actual practice of promoting positive aging. Interviews were conducted with professionals from different active aging promotion services and analyzed with thematic coding. Findings show professionals hold negative views on aging while trying to promote positive views in their work, illustrating an existing theory-practice gap. Strategies used in practice can be integrated in existing agency models and inform interventions and active aging policies.

The theory/practice 'gap': taking issue with the issue

1996 ◽  
Vol 23 (4) ◽  
pp. 685-691 ◽  
Author(s):  
Anne Marie Rafferty ◽  
Nick Allcock ◽  
Judith Lathlean
Keyword(s):  
Practice Gap ◽  
Theory Practice Gap
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