Enhancing environmental conceptions
An evaluation of cognitive conflict and structured controversy learning units
Datos Bibliográficos
| ID | 4097419 |
|---|---|
| Autores | Roy Ballantyne (0000-0001-5580-9745, Queensland University of Technology), John Bain (Griffith University) |
| Año | 1995 |
| Volumen | 20 |
| Número | 3 |
| Páginas | 293-303 |
| Fecha de publicación | 1995-01-01 |
| Peer Reviewed | Sí |
| Open Access | No |
| Tipo | ARTICLE |
| Revista | Studies in Higher Education (JOURNAL) |
| Identificadores de la revista | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Editorial | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075079512331381565 |
| OpenAlex | W2079200761 |
| Idioma | EN |
| Citas recibidas | 7 |
| Referencias citadas | 14 |
A structured controversy approach to teaching in environmental education is evaluated. Learning experiences which challenge and enhance students' conceptions of environmental issues and environmental education by confronting them with alternative viewpoints and evidence were trialled in two postgraduate environmental teacher education courses. Findings indicate that as a result of participating in the learning experiences, students formulated their own position more clearly, better understood the viewpoints of others, became aware of inadequacies and inconsistencies in their conceptions and were challenged to increase their environmental commitment. They were able to explore the strengths and weaknesses of different teaching approaches in environmental education and develop and justify their own preferred strategy. Most students responded favourably to the use of controversy and valued the peer discussion and conceptual challenge it evoked. Further development of this technique in enhancing student environmental conceptions across a range of relevant disciplines is recommended
Environmental education · Higher education · Mathematics education · Pedagogy · Political science · Strengths and weaknesses · Viewpoints · Education and Critical Thinking Development · Environmental Education and Sustainability · Psychology · Science Education and Pedagogy · Social Psychology
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| Obras citantes distintas | 7 |
|---|---|
| Citas por año | 0,25 |
| Intervalo de citas | 1998 - 2008 (11) |
| Velocidad de citación | historical |
| Altamente citado | No |
| Tipos de cita | Neutras: 7 |