Young students' aesthetic experiences and meaning making processes in an outdoor environmental school practice
(English)In: Journal of Adventure Education and Outdoor Learning, ISSN 1472-9679, E-ISSN 1754-0402Article in journal (Refereed) Epub ahead of print
This study uses John Dewey's theoretical concept of 'aesthetic experience' in empirically exploring expressions of cognition and emotion in students' meaning making processes. A case study was conducted in one class of grade 6 students during a single school semester. This article reports results from five outdoor days. The empirical material consists of observations, field notes, logbook entries, interviews, and students' written reflections. The students' meaning making processes were analysed through the Deweyan theory of an initial phase involving anticipation, an activity phase with courses of actions, and a concluding phase with reflections that serve as fulfilments. Expressions of aesthetic experience were identified in four important components of the students' meaning making processes: prior personal experiences, responses to environments and artifacts, social interaction, and situations allowing for responsibility, trust and independence. A more in-depth process-oriented analysis revealed that aesthetic experiences are vital in continuous meaning making processes.
Place, publisher, year, edition, pages
Taylor & Francis.
Aesthetic experience, meaning-making, outdoor and environmental education, emotions
IdentifiersURN: urn:nbn:se:umu:diva-124597DOI: 10.1080/14729679.2016.1219872OAI: oai:DiVA.org:umu-124597DiVA: diva2:953336