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Frames in Outdoor Environmental Education Programs: What We Communicate and Why We Think It Matters

Author

Listed:
  • Jan Činčera

    (Department of Environmental Studies, Faculty of Social Studies, Masaryk University, 60200 Brno, Czech Republic)

  • Bruce Johnson

    (College of Education, University of Arizona, 1430 E. Second Street, Tucson, AZ 85721, USA)

  • Roman Kroufek

    (Department of Preschool and Primary Education, Faculty of Education, Jan Evangelista Purkyně University in Ústí nad Labem, 40096 Ústí nad Labem, Czech Republic)

  • Miloslav Kolenatý

    (Department of Environmental Studies, Faculty of Environment, Jan Evangelista Purkyně University in Ústí nad Labem, 40096 Ústí nad Labem, Czech Republic)

  • Petra Šimonová

    (Department of Environmental Studies, Faculty of Social Studies, Masaryk University, 60200 Brno, Czech Republic)

Abstract

This paper discusses the application of frame analysis as a method of designing and evaluating outdoor environmental education programs. In particular, it investigates what frames are communicated in these programs, why and how program leaders focus on communicating particular frames, and how students interact with these frames. Five outdoor environmental education programs for elementary school students were analyzed. We used a qualitative approach that combined field observation, interviews with program leaders ( N = 15), qualitative findings based on questionnaires collected from the participants after completing the programs ( N = 365), and interviews with some of the students ( N = 10). According to the results, while the leaders intensively applied various surface frames to attract student interest and organize the program activities, the deep frames aimed for in the main program messages connected with the program goals often remained implicit and were not recognized by the students.

Suggested Citation

  • Jan Činčera & Bruce Johnson & Roman Kroufek & Miloslav Kolenatý & Petra Šimonová, 2020. "Frames in Outdoor Environmental Education Programs: What We Communicate and Why We Think It Matters," Sustainability, MDPI, vol. 12(11), pages 1-14, May.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:11:p:4451-:d:365172
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    References listed on IDEAS

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    1. Moon, Sangkil & Bergey, Paul K. & Bove, Liliana L. & Robinson, Stefanie, 2016. "Message framing and individual traits in adopting innovative, sustainable products (ISPs): Evidence from biofuel adoption," Journal of Business Research, Elsevier, vol. 69(9), pages 3553-3560.
    2. Adrienne Cachelin & Edward Ruddell, 2013. "Framing for sustainability: the impact of language choice on educational outcomes," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 3(3), pages 306-315, September.
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    Cited by:

    1. Fu-Rong Sun & Tian-Zi Xu, 2021. "The Study Tour in China: An Emerging Mode for Practical Education," Sustainability, MDPI, vol. 13(21), pages 1-15, October.

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