Thesis (M. Phil.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 349-395).

Thesis (M.S.)--University of Wisconsin--Stevens Point, 2007. / Includes bibliographical references (p. 109-111).

<p>When children can understand their surrounding environments (whether it be the natural environment or their built environment) it is said that they can connect more deeply and have a heightened awareness of their surroundings (Kelly, 2013). This connection and heightened awareness can open their eyes to prevalent environmental issues, increasing their sense of social responsibility. The research on this type of learning generally occurs in formal institutions (i.e., a school), non-formal centers (i.e., at an outdoor education center), or informal meeting places (i.e., at a park with a parent). I conducted a primarily qualitative study?utilizing arts-based research (ABR) methods and environmental art education theory?to better understand school-aged children?s (5-10 years of age) engagement with nature during indoor nature-based art classes. I observed children within a small, mountain-town school (Kindergarten ? 5th grade) while they engaged in various artistic activities such as drawing, finger painting, and watercolor. My purpose was to gauge whether indoor nature-based art activities compelled elementary aged children to engage in meaningful conversation about nature. I assessed meaningfulness by the structure of their sentences and topics of their discussions that ensued. This assessment included looking for changes over time in students? reaction to the art they were creating and the subsequent connections they were making. Results demonstrate that students are deeply engaged in their artwork and talk mostly about memories related to nature and what aspects of nature their artwork inspires. Given that these activities provoked students to be thinking about nature, schools may want to consider conducting similar activities if they are unable to provide quality time outdoors for their students but want to help their students maintain a nature connection.

<p> This dissertation explores the confluence between transformative learning (TL), education for sustainability (EfS), and Expeditionary Learning (EL). The researcher has studied the experiences of EL graduates from three high schools and asked the question: does participation in an EL high school result in transformative learning? If so, what are the elements that compose this (or series of) transformative learning experience(s) and what learning structures within EL specifically support TL? These transformative learning experiences include changes in identity, paradigmatic or mental modal change, and/or behavior change. Lastly, the research reveals sustainability-supportive qualities of graduates that emerge from the transformative learning experiences. Results from the research indicate there are three learning realms from which students experienced transformative learning experiences. These realms included: community, academic challenge in the real world, and deep experience of people and place. The research uses grounded theory as the overarching methodology to study data from an exploratory case study, as well as to guide the data collection and interpretation process. Objectives for this study were threefold: 1. Increase understanding of the impact of EL practices on its graduates, with specific emphasis placed on transformative learning experiences; 2. Investigate the process of transformative learning 3. Understand the relationship between EL graduates' TL experiences and sustainability-supportive qualities of graduates </p>

Thesis (M.Env.St.)--University of Adelaide, Mawson Graduate Centre for Environmental Studies, 2000. / Bibliography: leaves 84-86.

Thesis (M.S.)--University of Wisconsin--Stevens Point, 2007. / Submitted in partial fulfillment of the requirements for the degree Master of Science in Natural Resources (Environmental Education & Interpretation), College of Natural Resources. Includes bibliographical references (leaves 183-188).

Thesis (M.S.)--University of Wisconsin--Stevens Point, 2009. / Submitted in partial fulfillment of the requirements of the degree Master of Science in Natural Resources (Environmental Education & Inrerpretation), College of Natural Resources. Includes bibliographical references (leaves 112-118).

Thesis (M. Ed.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 170-181).

Thesis (M. Soc. Sc.)--University of Hong Kong, 1993. / Includes bibliographical references (leaves 100-105).

Thesis (M. Sc.)--University of Hong Kong, 1996. / Includes bibliographical references (leaf 78-84).