Free‐choice environmental learning: framing the discussion

By John H. Falk. 2005

289 citations recorded by the source corpus.

Subfields: Education, Management, Monitoring, Policy and Law, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/551aa2f76474a7ef04b1ff4d26d879a8a7c8f723

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Citations in the corpus

Multiple Outcomes of Class Visits to Natural History Museums: The Students’ View (2008, background): “The great potential of museums in developing lifelong learning competence that allows coping with knowledge (Falk, 2005; Pedretti, 2002) was expressed by the students who described the museum as a place that allows looking for information or encouraging learning elsewhere.”
A theory of learning for the mobile age: learning through conversation and exploration across contexts (2010, unknown): “Third, to be of value, a theory of learning must be based on contemporary accounts of practices that enable successful learning.”
Does Participation in Citizen Science Improve Scientific Literacy? A Study to Compare Assessment Methods (2011, methodology): “Our contextual approach reflects recent advances in understanding the value of free-choice environmental education, which acknowledges the importance of personal motivation and context specificity in learning (Dierking, 2005; Falk, 2005; Falk, Storksdieck, & Dierking, 2007; Meyers, 2005).”
Climate change education: quantitatively assessing the impact of a botanical garden as an informal learning environment (2013, background): “…approaches in botanical gardens include guided tours, talks, exhibitions, workshops, and free-choice learning (e.g. self-guided tours and interpretive signs) (see Falk (2005) for a definition4), artistic approaches (e.g. poetry, dance, theatre, and music), and many others (Kneebone 2007).”
Science education for environmental awareness: approaches to integrating cognitive and affective domains (2008, background): “(Falk 2005, 207) The first frame focusses on a transmission, knowledge-centred model of learning, where individuals are passive recipients of knowledge, whilst the second emphasises a process-based, learnercentred model where individuals actively construct knowledge.”