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Using a narrative method, it “tells the story” of how the framework organizes experience within environmental education. The model emphasizes how human societies and cultures, including their technologies, are embedded in physical communities, and it outlines ecological, socio-cultural, and technical influences on educators’ interpretations of formal curricula.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/framing-experience-on-haida-gwaii-an-ecological-model-for-environmental-education/597450/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/framing-experience-on-haida-gwaii-an-ecological-model-for-environmental-education/597450.png","ImageObject",300,407,{"name":92,"@type":93},"Blue Pony","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the paper’s ecological framework for environmental education?","Question",{"text":112,"@type":113},"To provide an ecological basis for environmental education and to show how it can be enacted in teacher development through the example of an institute on Haida Gwaii.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the paper “tell the story” of the framework in environmental education?",{"text":117,"@type":113},"It uses a narrative approach to explain how the framework can organize experience within environmental education.",{"name":119,"@type":110,"acceptedAnswer":120},"What influences does the model highlight regarding educators’ experiences and curriculum interpretations?",{"text":121,"@type":113},"Ecological, socio-cultural, and technical influences that shape what educators experience and how they interpret formal curriculum.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597450,1792210375,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760266,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Framing Experience on Haida Gwaii: An Ecological Model for Environmental Education  \nDavid B. Zandvliet & David R. Brown, Simon Fraser University, Canada  \nAbstract  \nThis paper describes an ecological framework for environmental education and uses the example of a recent summer institute for teachers conducted on Haida Gwaii to describe how the framework can be enacted. In our description, we use a narrative approach to “tell the story” of how this framework can organize experience with/in environmental education. Our model is grounded in an “ecology” which emphasizes the embeddedness of human societies and cultures (and their technologies) within physical communities. The model describes a range of ecological, socio-cultural, and technical influences that influence educators’ experiences with, and interpretations of, formal curriculum. In this paper, we explore the model within the context of “island” communities on Haida Gwaii, where we apply the framework in specific ways, contributing to both professional discourse and teacher development.  \nRésumé  \nCe texte décrit une démarche écologique pour la formation à l’environnement et utilise l’exemple d’un récent atelier d’été pour les enseignants sur les Haida Gwaii afin de décrire comment on peut adopter ce cadre. Dans notre description, nous utilisons une approche narrative pour « raconter » comment ce cadre peut mettre à profit l’expérience de/dans l’éducation écologique. Notre modèle est fondé sur une « écologie » qui met en évidencel’intégration de sociétés et de cultures humaines (et leurs technologies) dans des communautés physiques. Le modèle décrit une variété d’influences écologiques, socioculturelles et techniques qui agissent sur les expériences que des éducateurs retirent de curriculum réguliers et sur leur interprétation de ces mêmes curriculum. Dans cet article, nous étudions le modèledans le contexte de communautés « insulaires » des Haida Gwaii, où nous appliquons le cadre de façon spécifique, contribuant à la fois au discours professionnel et au perfectionnement des enseignants.  \nKeywords: environmental; ecological education; teacher education; placebased education; environmental education  \nPreamble  \nThis is the story of our1 experience on Haida Gwaii, but it is only a small part of a larger story to be told and we do not attempt to speak for the  \nCanadian Journal of Environmental Education, 11, 2006 207  \nHaida who live on these islands. Our story instead describes selected accounts of experiences in a special place, one which aids us in describing an ecological framework for environmental education used for our teacher education programs. Other stories (such as personal experiences with the Potlatch and other complex ceremonies) are better left to be told by the Haida themselves.  \nHaida Gwaii  \nA recent teacher development institute in environmental education was held in this “place of the Haida” on the northern extremity of the west coast of Canada: an archipelago which embodies our “island metaphor” for ecological and environmental education. The Haida have an archaeological case for occupying these islands that dates back 10,000 years and as such, the southern portion of the island group has been recognized as a UNESCO World Heritage Site. Sadly, the UNESCO designation effectively limits access for the Haida to their historical (read abandoned) village sites, despite the joint management plan put in place.  \nBefore continuing the story, a geographic orientation may be in order: Haida Gwaii is shown on maps as the westernmost extremity in Canada, about 1200 kilometres north of Vancouver and separated from the British Columbia mainland by the turbulent Hecate Strait. The archipelago was originally named for a monarch who never saw them: Sophie Charlotte von Mecklenburg-Strelitz, the wife of the Mad King of England, George III. The British called her Queen Charlotte, hence the more common moniker, the Queen Charlotte Islands (Reid & Bringhurst, 1984) .","cbCaijxr5DaeU9wZ","https://ap.wps.com/l/cbCaijxr5DaeU9wZ","pdf",1088048,13,"English","# Abstract\n# Preamble\n# Haida Gwaii\n## Geographic orientation and naming\n## Ecological and environmental diversity\n## Natural history and species\n# Our Story on Haida Gwaii","[{\"question\":\"What is the main purpose of the paper’s ecological framework for environmental education?\",\"answer\":\"To provide an ecological basis for environmental education and to show how it can be enacted in teacher development through the example of an institute on Haida Gwaii.\"},{\"question\":\"How does the paper “tell the story” of the framework in environmental education?\",\"answer\":\"It uses a narrative approach to explain how the framework can organize experience within environmental education.\"},{\"question\":\"What influences does the model highlight regarding educators’ experiences and curriculum interpretations?\",\"answer\":\"Ecological, socio-cultural, and technical influences that shape what educators experience and how they interpret formal curriculum.\"}]","Framing Experience on Haida Gwaii - An Ecological Model for Environmental Education | PDF",1792085033,33]