Introducing a fifth pedagogy: experience‐based strategies for facilitating learning in natural environments

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Environmental education program evaluation in the new millennium: what do we measure and what have we learned? (2014, background): “Comparative studies, such as those undertaken by Ballantyne, Packer, and Fien (Ballantyne, Fien, and Packer 2000; Ballantyne, Fien, and Packer 2001; Ballantyne and Packer 2002; Ballantyne and Packer 2009), show particular promise in this sense.”
Visitors’ learning for environmental sustainability: Testing short- and long-term impacts of wildlife tourism experiences using structural equation modelling (2011, background): “The use of such resources to encourage the translation of behavioural intentions into real actions, as suggested by Ballantyne and Packer (2009c), is a strategy that needs further examination in terms of its potential contribution to the long-term behavioural impact of a wildlife tourism experience.”
Outdoor education gives fewer demands for action regulation and an increased variability of affordances (2013, background): “In a study of different Outdoor and Environmental Education Centers' programs by Ballantine and Packer ( 2009 ) in Australia, the students identify 49% of the learning events as learned by experience, 31% through teachers and 21% through a combination of the two methods.”