An investigation of the congruency of outdoor education components : environmental education and adventure education /
This research project was undertaken to determine to what degree environmental education and adventure education are interdependent components of outdoor education, and the implications of this finding. Hopefully the determinations made can give direction to the decision-makers of Texas who have the...
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| Format: | Thesis Book |
| Language: | English |
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[Place of publication not identified] :
[publisher not identified] ;
1996.
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| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=743157101&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | This research project was undertaken to determine to what degree environmental education and adventure education are interdependent components of outdoor education, and the implications of this finding. Hopefully the determinations made can give direction to the decision-makers of Texas who have the power and ability to propel environmental education, adventure education and outdoor education in the directions most desirable and useful to the participants and programs. In 1985, Simon Priest presented a model with environmental education and adventure education as two parts of a singular whole, outdoor education. Then in 1991, Senate Bill Number 1340 was passed giving directives to instill environmental education in all curriculum, where appropriate, thus pushing forward the movement for environmental education in Texas. With these developments, it has become increasingly important for decision-makers to determine the relationship between environmental education and adventure education, and the program implications of this determination. Use of the Delphi technique was chosen as the process of interaction between the researcher and the panel of experts. The panelists were chosen from outdoor education, environmental education, adventure education, education, recreation, and leisure professionals in Texas. Two rounds of data gathering instruments were used, collecting data consisting mainly of nominal variables. Statistical analysis included use of descriptive statistics and cross-tabulations with chi-square values to determine panel agreement, trends of agreement, and significant differences between groups. In general, consensus was noted on several variables categorizing environmental education and adventure education separately including associated themes, concepts, goals and philosophies, and necessary areas of staff training. Also, the panelists were asked to categorize the relationship between environmental education and adventure education as interdependent, related, complementary, independent, or independent and not related. Overall, the panelists determined that environmental education and adventure education are sufficiently dissimilar in several key respects to warrant formulation of a different model showing the relationship of these two components to each other and to outdoor education. A new model is presented in the concluding chapter of the document. |
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| Item Description: | Vita. "Major Subject: Recreation and Resources Development". |
| Physical Description: | xiv, 231 leaves : illustrations ; 28 cm. Issued also on microfiche from University Microfilms Inc. |
| Bibliography: | Includes bibliographical references. |