Dissertation
Encountering freedom in the wild: a comparative case study analysis of a formal classroom and informal nature-based learning environment concerning the role of knowledge authority and subjectification
University of Iowa
Doctor of Philosophy (PhD), University of Iowa
Summer 2024
DOI: 10.25820/etd.007609
Abstract
This dissertation explores the dynamics of a formal classroom and an informal nature-based learning environment, focusing on their impact on student subjectification and knowledge authority. The study, conducted with a cohort of 27 fifth-grade students and their teacher, employs a comparative case study methodology to analyze how teaching approaches and student engagement differ across these settings. The study uses observational data, audio and video recordings, interviews, and surveys to examine the shift in pedagogical strategies and their influence on student autonomy and critical thinking.
In formal classroom settings, teachers often adopt a didactic approach, centralizing knowledge authority with the teacher. In contrast, informal nature-based programs are more dialogical and promote student exploration. The study reveals that the natural environment fosters a shift in teacher and student roles, enhancing student subject-ness. Key findings indicate that nature-based learning environments provide a playground for teachers to explore pedagogies that promote interactive and exploratory learning experiences, offering students opportunities to engage with their subject-ness—opportunities not necessarily available in formal learning environments. This research contributes to the discourse on generative learning environments, offering insights into practices that balance teacher knowledge authority with student empowerment.
The significance of this study lies in its potential to inform educational practices, advocating for the integration of nature-based learning experiences within formal education systems to enhance teacher pedagogical development and student learning outcomes. This study underscores the need for further research to expand to include more nature-based classroom environments and further explore the connections between learning and subjectification.
Details
- Title: Subtitle
- Encountering freedom in the wild: a comparative case study analysis of a formal classroom and informal nature-based learning environment concerning the role of knowledge authority and subjectification
- Creators
- Mandy Dunphy
- Contributors
- Brian Hand (Advisor)James Joshua Coleman (Advisor)Kay Ramey (Committee Member)Ted Neal (Committee Member)
- Resource Type
- Dissertation
- Degree Awarded
- Doctor of Philosophy (PhD), University of Iowa
- Degree in
- Teaching and Learning
- Date degree season
- Summer 2024
- Publisher
- University of Iowa
- DOI
- 10.25820/etd.007609
- Number of pages
- xii, 161pages
- Copyright
- Copyright 2024 Mandy Dunphy
- Language
- English
- Date submitted
- 07/17/2024
- Description illustrations
- illustrations, tables, map
- Description bibliographic
- Includes bibliographical references (pages 139-150).
- Public Abstract (ETD)
- This dissertation delves into the dynamics of a formal classroom and an informal nature- based learning environment. It focuses on their impact on how the teacher provides opportunities for students to use their freedom to position themselves as the drivers of their learning experiences. The study, which followed 27 students and their teacher, using observations, recordings, interviews, and surveys, provides insights into how teaching methods and student participation change in each environment. In formal classroom settings, teachers often lead with a structured approach, where knowledge and information come from the teacher. In contrast, informal nature-based environments foster more discussion and student exploration. The study reveals that the natural environment fosters a shift in teacher and student roles, where the students become the drivers of curiosity, and the teacher joins them in their curiosities. Nature-based learning environments present unique opportunities for teachers to experiment with new teaching methods that promote opportunities for students to engage with their freedom, a challenge often encountered in traditional formal classrooms. The researcher underscores (1) the potential of integrating nature-based learning in the context of formal schooling as well as (2) the necessity for more comprehensive studies that encompass a variety of nature-based learning settings and examine further how these environments can better support students navigating their freedom to learn.
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9984698053602771
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