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Lenses for Understanding Environmental Learning

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Environmental Learning

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Abstract

This chapter introduces the idea of lenses – interpretive tools or heuristic devices which lead us to look at or for different aspects of environmental learning and thus reach qualitatively different understandings. It also outlines the three lenses that we have developed and which we apply in subsequent chapters to make sense of empirical data across a range of formal learning settings. We begin by explaining what we mean when we use the word lens, and this is followed by a hypothetical environmental learning scenario used to illustrate the different lines of enquiry framed by each lens. We then explain their origins, provide a rationale for their importance, and conclude with a schematic representation and summary.

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Authors and Affiliations

  1. Oxford University and Policy Studies Institute, The Innovation Centre, Howbery Park, Wallingford, OX10 8BA, UK

    Mark Rickinson (Educational Research Consultant Visiting Research Fellow)

  2. Department of Education and Stockholm Resilience Centre, Stockholm University, SE-106 91, Stockholm, Sweden

    Cecilia Lundholm (Research Fellow)

  3. Centre for Excellence in Preparing for Academic Practice, Oxford Learning Institute, Littlegate House 16/17 St Ebbe’s Street, Oxford, OX1 1PT, UK

    Nick Hopwood (Research and Evaluation Officer)

Authors
  1. Mark Rickinson
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  2. Cecilia Lundholm
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  3. Nick Hopwood
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Correspondence to Mark Rickinson .

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Rickinson, M., Lundholm, C., Hopwood, N. (2009). Lenses for Understanding Environmental Learning. In: Environmental Learning. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-2956-0_4

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