Enhancing environmental conceptions: an evaluation of cognitive conflict and structured controversy learning units

Ballantyne, Roy and Bain, John (1995) Enhancing environmental conceptions: an evaluation of cognitive conflict and structured controversy learning units. Studies In Higher Education, 20 3: 293-303. doi:10.1080/03075079512331381565


Author Ballantyne, Roy
Bain, John
Title Enhancing environmental conceptions: an evaluation of cognitive conflict and structured controversy learning units
Journal name Studies In Higher Education   Check publisher's open access policy
ISSN 0307-5079
1470-174X
Publication date 1995-01-01
Sub-type Critical review of research, literature review, critical commentary
DOI 10.1080/03075079512331381565
Volume 20
Issue 3
Start page 293
End page 303
Total pages 11
Place of publication Abingdon, Oxon, United Kingdom
Publisher Routledge
Language eng
Abstract 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.
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status Non-UQ
Additional Notes First published online 05 Aug 2006.

Document type: Journal Article
Sub-type: Critical review of research, literature review, critical commentary
Collection: UQ Business School Publications
 
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Created: Fri, 21 Mar 2014, 05:11:53 EST by Alex Hughes on behalf of UQ Business School