Kapelari, S; Moussouri, T; Alexopoulos, G; (2023) Merging Three Learning Theories to Understand How Learning Outside the Classroom Institutions Learn Themselves. In: Patrick, Patricia G., (ed.) How People Learn in Informal Science Environments. (pp. 457-473). Springer: Cham, Switzerland.

Text Merging three learning theories to understand how Learning Outside the Classroom Institutions learn themselves.pdf - Other Access restricted to UCL open access staff until 3 April 2025. Download (511kB)

Abstract

This chapter discusses the theoretical framework applied in the Horizon 2020 European Commission funded BigPicnic project and demonstrates how the merging of three theoretical perspectives enabled the examination of complex learning systems that were active in the interdisciplinary and multicultural setting of 13 botanical gardens. More specifically, an analytical framework that merged Engeström’s Cultural Historical Activity Theory (CHAT), Organisational Learning Theory and Situated Learning in Communities of Practice (CoP) was employed and informed the meta-analysis of the project processes and outcomes. A naturalistic methodology using mixed methods was applied to identify changes in practice brought about through reflection shown in project reports and other text-based and visual documentation across time and BG settings. In addition, reflective interviews with BG educators were conducted. As an example, some findings are presented to provide insight into the potential this approach has to understand complex learning systems. In summary this merger of theoretical perspectives presents a useful framework for studying organisational learning in informal learning institutions and bears into consideration overlooked factors such as culture, tradition, division of work and financial resources. It is argued that informal learning institutions, such as botanical gardens, have the capacity to potentially become both active agents for change in education and platforms for societal change and dialogue. Results we incorporated in this chapter received funding from the European.

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