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Toward a Pedagogy for Australian Natural History: Learning to Read and Learning Content

Published online by Cambridge University Press:  23 June 2015

Alistair Stewart  and
Gregg Müller
Alistair Stewart*
Affiliation:
La Trobe University
Gregg Müller
Affiliation:
La Trobe University
*
†La Trobe University, P.O. Box 199, Bendigo, Victoria 3552, Australia. Email: [email protected]
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Abstract

In this paper we suggest that learning about natural history experientially can be thought of as a type of reading, where understanding is developed by using particular skills, processes and content. In our experience, teaching and learning natural history involves the generation of knowledge and understanding through relating direct personal observations of aspects of the natural world to broader cultural and conservation issues. We therefore argue that teaching Australian natural history that reflects the particular social, cultural and environmental circumstances of the place in which it is undertaken requires pedagogical research and informed debate. In this paper we highlight this neglected aspect of pedagogical research within Australian outdoor and environmental education and discuss our experiences of teaching natural history to undergraduate students to stimulate discussion and challenge researchers-educators to develop practices that are informed by the natural history of this continent.

Keywords

Natural historynaturalistAustraliaplace-based education
Type
Research Article
Information
Australian Journal of Environmental Education , Volume 25 , 2009 , pp. 105 - 115
Copyright
Copyright © Cambridge University Press 2009

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