Young people's conceptions of environment: a phenomenographic analysis

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Show simple item record Reid, A. en_US Loughland, T. en_US Petocz, P. en_US 2009-12-21T02:36:01Z 2009-12-21T02:36:01Z 2003 en_US
dc.identifier 2004003016 en_US
dc.identifier.citation Loughland, T., Reid, A., and Petocz, P. 2003 'Young people's conceptions of environment: a phenomenographic analysis', Environmental Education Research, vol. 8, no. 2, pp. 717-724. en_US
dc.identifier.issn 1350-4622 en_US
dc.identifier.other C1 en_US
dc.description.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. en_US
dc.publisher Elsevier en_US
dc.relation.isbasedon en_US
dc.title Young people's conceptions of environment: a phenomenographic analysis en_US
dc.parent Environmental Education Research en_US
dc.journal.volume 8 en_US
dc.journal.number 2 en_US
dc.publocation Oxford, England en_US
dc.identifier.startpage 717 en_US
dc.identifier.endpage 724 en_US Nursing, Midwifery and Health en_US

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