Abstract
This chapter looks at environmental learning through a lens that focuses on students’ values and emotions. We focus initially on the ways in which students deal with their own emotions and values when undertaking environmental learning activities. We then explore how students’ perceptions of environmental subject matter as value-laden or otherwise can affect their learning. It should be added that while emotions and values are the primary focus of this chapter, they also emerge as part of later discussions concerning relevance (the chapter titled “Questioning Relevance”) and student–teacher relations (the chapter titled “Negotiating Viewpoints Among Students and Teachers”).
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Claxton G (1989) Educating the inquiring mind. Harvester Wheatsheaf, London
Claxton G (1991) Cognition doesn’t matter if you’re scared, depressed or bored. In: Adey P (ed) Adolescent development and school science. Falmer, London
Edwards D, Mercer N (1987) Common knowledge: the development of understanding in the classroom. Routledge, London
Elliot J (1995) Reconstructing the environmental education curriculum: teachers’ perspectives. In: OECD (ed) Environmental learning for the 21st century. OECD, Paris
Gutierrez de White T, Jacobson SK (1994) Evaluating conservation education programs at a South American zoo. J Envir Educ 25(4):18–22
Kaplan S (1985) Cognition and affect in environmental learning. Child Environ Q 2(3):19–21
Lundholm C (2007) Pricing nature at what price? A study on undergraduate students’ conceptions of economics. S Afr J Environ Educ 24:126–140
Lundholm C (2008) Contextualisation and learning in economics: an intentional perspective on the role of values. Paper presented at the 6th International Conference on Conceptual Change, European Association for Research in Learning and Instruction, Turku, 22–25 August
Mason L, Santi M (1998) Discussing the greenhouse effect: children’s collaborative discourse reasoning and conceptual change. Environ Educ Res 4(1):67–85
Morgan J, Lambert D (2005) Geography: teaching school subjects 11–19. Routledge, London
Palmer JA (1998) Environmental education in the 21st century: theory, practice, progress and promise. Routledge, London
Pollard A (2003) Learning through life—higher education and the lifecourse. In: Watson D, Slowey M (eds) Higher education and the lifecourse. SRHE, Buckingham
Shapiro BL (1994) What children bring to light: a constructivist perspective on children’s learning in science. Teachers College Press, London
Sinatra G, Pintrich P (eds) (2003) Intentional conceptual change. Lawrence Erlbaum Associates, New Jersey
Smith-Sebasto NJ, Walker LM (2005) Toward a grounded theory for residential environmental education: a case study of the New Jersey school of conservation. J Environ Educ 37(1):27–42
Stanton G (2006) D&R programmes: concepts and practice. NERF Working Paper 5.6. National Educational Research Forum (NERF): London
Watts M, Alsop S (1997) A feeling for learning: modelling affective learning in school science. Curriculum J 8(3):351–365
Zeidler DL (ed) (2003) The role of moral reasoning on socioscientific issues and discourse in science education. Kluwer, Dordrecht
Zeidler D, Walker K, Ackett W, Simmons M (2002) Tangled up in views: beliefs in the nature of science and responses to socioscientific dilemmas. Sci Educ 86(3):343–367
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
Copyright information
© 2009 Springer Science+Business Media B.V.
About this chapter
Cite this chapter
Rickinson, M., Lundholm, C., Hopwood, N. (2009). Dealing with Emotions and Values. In: Environmental Learning. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-2956-0_5
Download citation
DOI: https://doi.org/10.1007/978-90-481-2956-0_5
Published:
Publisher Name: Springer, Dordrecht
Print ISBN: 978-90-481-2955-3
Online ISBN: 978-90-481-2956-0
eBook Packages: Humanities, Social Sciences and LawEducation (R0)