Abstract:
Environmental education in schools is an important strategy in achieving
environmental improvement. However, it needs to be based on children's understandings
of environment rather than on assumptions of what children know and believe. This
paper reports on a research project where school children's answers to a question 'I think
the term/word environment means ... ' were analysed using the qualitative research
method of phenomenography. Six distinct conceptions were isolated, ranging from
the least sophisticated-environment as a place-to the most inclusive and expansive environment
and people in a relationship of mutual sustainability. An important
qualitative difference was found between conceptions that treat the environment as an
object and relational conceptions. The implications of these findings for environmental
education are discussed.
