Emotionality and Learning Stories: Documenting How We Learn What We Feel

Oct 15, 2026

Uploaded by Muffet

A three-year study embedding outdoor and environmental education into school curricula examines learning story pedagogy and the emotional elements commonly present in narratives. The work draws on neuroscience evidence linking emotion to improved attention and memory support, then documents outcomes from the E4E (Educating for Environment) university–school partnership across three years. Comparative analysis of this documentation leads to four propositions for practitioners’ consideration.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages19

Reading Time48 min

AccessFree to download

Abstract

Introduction

Situating Our Story in the Literature

Learning Story’s Roots

Conclusion

Emotionality and Learning Stories: Documenting How We Learn What We Feel Astrid Steele and Jeff Scott, Nipissing University, Canada Abstract Based on a three-year research project in which outdoor and environmental education were embedded in classroom curricula, this paper considers learning story pedagogy and accompanying emotional elements often found in narratives. We draw on neuroscience research findings that support the importance of emotion in focusing attention and supporting memory. A detailed account of the E4E (Educating for Environment) university/school partnership project includes a description of the resulting documentation over three years. Comparison and analysis of the documentation are followed by four propositions for outdoor and environmental education practitioners’ consideration. Résumé Rédigé à partir d’un projet de recherche de trois ans portant sur l’intégration à des programmes scolaires de l’enseignement en plein air et de l’éducation à l’environnement, le présent article examine les récitspédagogiques et les éléments émotionnels souvent connexes en s’appuyant sur la recherche en neuroscience, qui étaye l’importance de l’émotion pour concentrer l’attention et stimuler lamémoire. La description détaillée du projet E4E (Educating for Environment), un partenariat entre les écoles et les universités, présente la documentation recueillie sur une période de trois ans. La comparaison et l’analyse des données serontsuivies de quatre propositions à soumettre à l’examen des enseignants qui mettenten pratique l’enseignement en plein air et l’éducation à l’environnement. Keywords: learning story, emotion and learning, pedagogical documentation, outdoor education, environmental education, bodybrain, neuroscience of learning Introduction At the heart of our research lies the belief that outdoor and environmental education should be natural and embedded elements of all school curriculum; we have worked towards that end in a three-year university/school partnership project. Along the way we have made some inspiring discoveries, two of which we share in this writing. The first is the use of the learning story as an effective way to document outdoor and environmental education teaching and learning not only in the primary grades, where learning stories were first formalized (Carter, 2010), but in the junior and intermediate grades as well. The second discovery, 106 Canadian Journal of Environmental Education, 21, 2016 brought into focus by learning stories, is the compelling importance of emotion in the learning process. This paper begins by examining learning story pedagogy and its emerging use in teacher practice, followed by an outline of the emotional elements often found in narratives. Then we review neuroscience research findings identifying the importance of emotion in focusing attention and supporting memory—both key aspects of the learning process. We provide an account of the E4E (Educating for Environment) university/school partnership project, with resulting documentation over three years. Our comparison and analysis of the documentation is followed by four propositions for consideration by outdoor and environmental education practitioners. Situating Our Story in the Literature There are two back-stories that require telling before we can make the connection between environmental education and emotion. The first traces the development of learning stories as a form of pedagogical documentation, connecting storytelling and the bodymind. The second story delves into neurochemicals and the bodybrain functions from which our emotions, and our learning, originate. Learning Story’s Roots In post-World War II Italy, in the town of Reggio Emilia, a unique approach to early childhood education was launched under the leadership of Loris Malaguzzi (Hewett, 2001) . This pedagogy recognizes that children are the architects of their own learning, and are considered “beautiful, powerful, com

FAQs

What is the focus of learning story pedagogy in this paper?

The paper examines learning story pedagogy as a way to document outdoor and environmental education teaching and learning, including the emotional elements often present in narratives.

How does neuroscience relate to emotion and learning?

The study draws on neuroscience research indicating that emotion helps focus attention and supports memory, which are key parts of the learning process.

What does the E4E project contribute to the study?

The E4E university/school partnership project provides a detailed account of documentation gathered over three years, which the paper then compares and analyzes.

Oct 15, 2026

Uploaded by Muffet