ABSTRACT Transformative learning (TL) theory has rarely been used in outdoor adventure education (OAE) research despite many students describing their courses as transformative. In this study, we applied TL theory to OAE to determine whether the outcomes students reported and the activities and processes used on course produce TL. We surveyed 139 National Outdoor Leadership School (NOLS) students using the Learning Activities Survey and interviewed 20 about whether they were transformed at NOLS and if so, how they were transformed. Our findings showed that OAE can be a catalyst for TL but it depends on the student and whether they have encountered a disorienting dilemma (or challenge to their usual frames of reference). OAE courses that challenge students while offering a supportive environment and time for reflection are more likely to promote TL. Educators seeking to provide TL should focus on reflection, challenge and support in their curriculum.

中文翻译：

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运用变革学习理论理解户外探险教育

摘要 尽管许多学生将他们的课程描述为具有变革性的课程，但变革性学习 (TL) 理论很少用于户外探险教育 (OAE) 研究。在这项研究中，我们将 TL 理论应用于 OAE，以确定学生报告的结果以及课程中使用的活动和过程是否产生了 TL。我们使用学习活动调查对 139 名国家户外领导力学校 (NOLS) 的学生进行了调查，并采访了 20 名关于他们是否在 NOLS 发生转变以及如果是的话，他们是如何转变的。我们的研究结果表明，OAE 可以成为 TL 的催化剂，但这取决于学生以及他们是否遇到了迷失方向的困境（或对他们通常的参考框架的挑战）。在提供支持性环境和反思时间的同时挑战学生的 OAE 课程更有可能促进 TL。