The importance of adult's conceptions of the environment for education

Peter Petocz, Anna Reid, Anthony Loughland

    Research output: Book chapter/Published conference paperConference paperpeer-review

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    Environmental education is an important strategy in achieving environmental improvement. Previously, we have analysed school children's conceptions of 'environment' using a phenomenographic approach. An important qualitative difference was found between conceptions that treat the environment as an object and those that treat it as a relation. The findings reinforced other calls to locate environmental education beyond the formal school situation, using industry bodies and government departments. It seems that it may be more effective to take environmental education out of the formal school system and locate it in the community. In this paper, we report on the results of a survey of adults carried out by one such government department, the New South Wales National Parks and Wildlife Service, and describe the responses to the question 'What does the environment mean to you personally?' Real change in thinking about the environment requires a creative approach to pedagogy, combining the conceptions of adults as well as the views of the students in their care. Environmental education needs an integration between formal and informal learning situations to effect change in people's thinking
    Original languageEnglish
    Title of host publicationNZARE AARE Conference 2003
    Subtitle of host publicationeducational research, risks and dilemmas
    EditorsE Van Til
    Place of PublicationAuckland, NZ
    Number of pages11
    Publication statusPublished - 2003
    EventNew Zealand Association for Research in Education Conference - Auckland, NZ, New Zealand
    Duration: 29 Nov 200303 Dec 2003


    ConferenceNew Zealand Association for Research in Education Conference
    Country/TerritoryNew Zealand


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