Publication type: Conference other
Type of review: Peer review (abstract)
Title: Narrative environments : new settings for environmental education
Authors: Bättig-Frey, Petra
Jäger, Monica Ursina
Müller, Urs
et. al: No
Proceedings: Conference Abstracts : Health, Environment, and Education in Challenging Times
Pages: 2
Conference details: The 14th Winter Meeting : The International Consortium for Interdisciplinary Education about Health and the Environment, online, 4-5 December 2020
Issue Date: 4-Dec-2020
Language: English
Subjects: Narrative environment; Target group; Impact orientation
Subject (DDC): 333.7: Land, natural recreational areas
Abstract: Environmental education usually goes beyond the mere transfer of factual knowledge, especially in an informal setting, addressing a broad public: It motivates to reflect one’s own lifestyle and to make more environment-friendly choices. In the research group Sustainability Communication and Environmental Education new methods for educating more effectively, efficiently, and sustainably are explored. The starting point of each project is a precise impact orientation, defining the expected outcomes, the key messages, and -depending on the sought impact – recommendations for action. Based on the impact orientation, an analysis of the relevant target groups is conducted, before defining the means for education or public communication. In addition, all educational projects are developed in an interdisciplinary team, where, natural and educational scientists, communication experts, artists, landscape architects and graphic designers work together. The team creates for example outdoor spaces with interactive exhibits and garden elements that invite visitors to immerse themselves in a landscape of visual impressions, sounds and stories. These “narrative environments” tell a story that convey scientific content in a playful way. Facts and complex correlations become meaningful and tangible. These gardens provide attractive settings for excursions and help create positive emotions that make students more receptive. They absorb information and are motivated to think about changes in their own lives, as could be shown in an evaluation asking students before, after and 6 months after their visit to the gardens. The gardens also provide a setting for informal learning. For example, young adults who are not environmentally aware are invited to a ‘Zombie Mission’, a digital outdoor game. This scientainment approach takes advantage of the popularity of escape rooms, Pokemon go or other new outdoor group experiences. While immersed in an exciting race against time, students pick up some facts about sustainable nutrition– and might be motivated to explore the gardens afterwards. Developing impact-oriented, target group-specific tools can help improve the transfer of knowledge from scientists to students or to the public and can foster an engaged, informed, and long-lasting relationship to complex environmental topics.
URI: https://hee-journal.uni-koeln.de/winter-meeting
https://digitalcollection.zhaw.ch/handle/11475/21050
Fulltext version: Published version
License (according to publishing contract): Licence according to publishing contract
Departement: Life Sciences and Facility Management
Organisational Unit: Institute of Natural Resource Sciences (IUNR)
Published as part of the ZHAW project: Öko Missions
Bodengarten
Appears in collections:Publikationen Life Sciences und Facility Management

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