“Where Are the Field Investigations?” An Investigation of the (Implied) Paradox of Learning About Environmental Education in a Virtual Classroom

Christine Moseley; Rosalie Herber; Jennifer Brooks; Lista Schwarz

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“Where Are the Field Investigations?” An Investigation of the (Implied) Paradox of Learning About Environmental Education in a Virtual Classroom

机译：“实地调查在哪里？”在虚拟教室中学习（暗示）学习环境教育的悖论的调查

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There is an inherent paradox in the tenets of environmental education and the constructs of virtual classrooms. Is there a role for distance education in environmental education? Does learning about environmental education in an online course context contradict the basic principles of environmental education? This article discusses a collaborative inquiry research study that investigated student learning in an online environmental education course.

机译：环境教育的宗旨和虚拟教室的建设存在着内在的悖论。远程教育在环境教育中有作用吗？在在线课程中学习环境教育是否与环境教育的基本原理相矛盾？本文讨论了一项协作性探究研究，该研究调查了在线环境教育课程中学生的学习情况。

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《Canadian Journal of Science, Mathematics and Technology Education》 |2010年第1期|27-39|共13页
作者
Christine Moseley; Rosalie Herber; Jennifer Brooks; Lista Schwarz;
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作者单位

University of Texas at San Antonio, San Antonio, Texas;

University of Texas at San Antonio, San Antonio, Texas;

University of Texas at San Antonio, San Antonio, Texas;

University of Texas at San Antonio, San Antonio, Texas;

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4. Towards a Virtual Classroom: Investigating Education in Synthetic Worlds [C] . James Braman, Andrew Jinman, Goran Trajkovski American Association for Artificial Intelligence Symposium . 2007

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5. Science and environmental field experiences at a formal environmental education site: An investigation of teacher participation and educators' perceptions in a large urban school district [D] . Sugg, Paul G. 2008

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“Where Are the Field Investigations?” An Investigation of the (Implied) Paradox of Learning About Environmental Education in a Virtual Classroom

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