Abstract Andragogy provides a framework for how adults learn, and contemporary researchers have explored its validity and usefulness in varied contexts. This article joins the discussion by examining andragogy in an as-yet-unstudied setting—an outdoor science education event (HJA Day). In this mixed-methods study, we examine how andragogy applies to HJA Day at the H.J. Andrews Experimental Forest in the Oregon Cascades. HJA Day reflects many aspects of andragogy, with some inconsistencies. For example, many participants preferred learning sessions applicable to their work or personal interests, reflecting the assumption that adults prefer learning content with strong personal relevance. However, some participants attended sessions to be with their friends or to experience a specific learning style, demonstrating a diversion from the andragogical model. Overall, our results affirm the relevance of andragogy for adult field-based science outreach and offer context-specific suggestions for the use of andragogy in outdoor science education.

中文翻译：

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将 Andragogy 应用于户外科学教育活动

摘要 Andragogy 为成年人的学习方式提供了一个框架，当代研究人员已经探索了它在不同背景下的有效性和实用性。本文通过在一个尚未研究的环境中检查男性生殖学来加入讨论 - 一个户外科学教育活动（HJA 日）。在这项混合方法研究中，我们研究了在俄勒冈州瀑布的 HJ 安德鲁斯实验森林中，雌雄同体是如何应用于 HJA 日的。HJA 日反映了女性生殖学的许多方面，但存在一些不一致之处。例如，许多参与者更喜欢适用于他们的工作或个人兴趣的学习课程，这反映了成年人更喜欢与个人相关的学习内容的假设。然而，一些参与者参加会议是为了与他们的朋友或体验特定的学习方式，展示了从 andragogical 模型的转移。总体而言，我们的研究结果肯定了男儿学与成人实地科学推广的相关性，并为在户外科学教育中使用男儿学提供了具体的建议。