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Other knowings and experiencing otherness: Children’s perspectives of playing a hunting game in a nature reserve
Australian Journal of Environmental Education Pub Date : 2021-07-23 , DOI: 10.1017/aee.2021.10
Dylan Adams 1 , Gary Beauchamp 2
Affiliation  

This research study explored the experiences of children (aged 9–10 years), from four different primary schools, playing a hunting game in a nature reserve. Previous research shows that children’s play in green spaces can provide a number of benefits to children. However, there is a lack of research into children’s experiences of playing in bio-diverse environments. This study sought to find out how children (aged 9–10 years) “playing” the role of animals in a nature reserve could enable them to experience different ways of being and different ways of understanding their relationship with the world around them. The study employed a qualitative phenomenological design that aimed to interpret the first-person lived experiences of the children playing in the nature reserve. Four classes from four different primary schools took part in the study. Six children from each class were interviewed and analysis of their responses generated a number of different themes. The results suggest that playing the hunting game in a biodiverse environment does offer states of being and knowings that are not as accessible in schools. Playing the role of an animal had afforded the children with an accentuated, embodied experience, offering insight into the otherness of the more-than-human world.

中文翻译:

其他知识和体验其他:儿童在自然保护区玩狩猎游戏的观点

这项研究探讨了来自四所不同小学的儿童(9-10 岁)在自然保护区玩狩猎游戏的经历。先前的研究表明,儿童在绿色空间中玩耍可以为儿童带来许多好处。然而,对儿童在生物多样性环境中玩耍的体验缺乏研究。本研究旨在了解儿童(9 至 10 岁)如何在自然保护区“扮演”动物的角色,从而使他们能够体验不同的存在方式以及理解他们与周围世界关系的不同方式。该研究采用定性现象学设计,旨在解释儿童在自然保护区玩耍的第一人称生活体验。来自四所不同小学的四个班级参加了这项研究。每个班级的六名儿童接受了采访,他们的回答分析产生了许多不同的主题。结果表明,在生物多样性的环境中玩狩猎游戏确实提供了在学校中无法获得的存在状态和知识。扮演动物的角色为孩子们提供了一种强调的、具身化的体验,让他们深入了解这个超越人类的世界的差异性。
更新日期:2021-07-23
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