Conceptual change and environmental cognition
- 1 March 1995
- journal article
- research article
- Published by Taylor & Francis in International Journal of Science Education
- Vol. 17 (2) , 207-217
- https://doi.org/10.1080/0950069950170205
Abstract
Environmental cognition is defined in terms of conceptual development regarding the dimensions of complexity, dynamism, interaction and involvement in conjunction with socio‐environmental problems. The development of environmental cognition, as a result of a university course in environmental education (EE) with an emphasis on system analysis, was followed through reflection on the above‐mentioned dimensions in definitions provided by the students of ten major concepts in EE. It was found that the dimensions of complexity, dynamism and interaction developed significantly as a result of the course. It is felt that concept analysis is a useful method for formative evaluation, by providing information as to the direction of change in environmental cognition.Keywords
This publication has 6 references indexed in Scilit:
- Educational model for environmental‐cognition developmentInternational Journal of Science Education, 1987
- Environmental problem-solving: Psychosocial factorsEnvironmental Management, 1982
- Integrative Thinking as a Goal of Environmental EducationThe Journal of Environmental Education, 1981
- A Theory of Education as a Basis for Environmental EducationPublished by Springer Nature ,1980
- Science and Environmental Education: Pious Hopes, Self Praise and Disciplinary ChauvinismStudies in Science Education, 1980
- International Environmental EducationThe Journal of Environmental Education, 1979