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Constructivism in environmental education: beyond conceptual change theory

Robottom, Ian 2004, Constructivism in environmental education: beyond conceptual change theory, Australian journal of environmental education, vol. 20, no. 2, pp. 93-101.

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Title Constructivism in environmental education: beyond conceptual change theory
Author(s) Robottom, Ian
Journal name Australian journal of environmental education
Volume number 20
Issue number 2
Start page 93
End page 101
Publisher Australian Association for Environmental Education
Place of publication St. Lucia, Qld
Publication date 2004
ISSN 0814-0626
Keyword(s) environmental education
conceptual change
research
constructivism
science education
Summary Abstract constructivism, as a set of theories about how learners learn, has been an important discourse in the educational research literature for a number of years. Interestingly, it has been far more visible in science education research than in environmental education research. This article considers conceptual change theory within constructivism as a contested concept, outlines differing expressions of constructivism in science education and environmental education, and argues for approaches to environmental education that adopt socially constructivist perspectives with respect to the character of the subject matter content as well as to learners' apprehension of such content. In considering implications for research, this perspective is juxtaposed with a recent United States Education Act, which prescribes a far more objectivist approach to educational research and which serves as a reminder that research itself is a powerful factor in shaping how the nature of subject matter is constructed, learning and the implications of these for teaching practice.
Notes Reproduced with the specific permission of the copyright owner.
Language eng
Field of Research 130212 Science, Technology and Engineering Curriculum and Pedagogy
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2004, Australian Association for Environmental Education
Persistent URL http://hdl.handle.net/10536/DRO/DU:30002860

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