This dissertation explores the dynamics of a formal classroom and an informal nature-based learning environment, focusing on their impact on student subjectification and knowledge authority. The study, conducted with a cohort of 27 fifth-grade students and their teacher, employs a comparative case study methodology to analyze how teaching approaches and student engagement differ across these settings. The study uses observational data, audio and video recordings, interviews, and surveys to examine the shift in pedagogical strategies and their influence on student autonomy and critical thinking. In formal classroom settings, teachers often adopt a didactic approach, centralizing knowledge authority with the teacher. In contrast, informal nature-based programs are more dialogical and promote student exploration. The study reveals that the natural environment fosters a shift in teacher and student roles, enhancing student subject-ness. Key findings indicate that nature-based learning environments provide a playground for teachers to explore pedagogies that promote interactive and exploratory learning experiences, offering students opportunities to engage with their subject-ness--opportunities not necessarily available in formal learning environments. This research contributes to the discourse on generative learning environments, offering insights into practices that balance teacher knowledge authority with student empowerment. The significance of this study lies in its potential to inform educational practices, advocating for the integration of nature-based learning experiences within formal education systems to enhance teacher pedagogical development and student learning outcomes. This study underscores the need for further research to expand to include more nature-based classroom environments and further explore the connections between learning and subjectification. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]