Students' Conceptions of and Feelings about Land Use: Building a Conceptual Framework for Teaching and Learning about Land Use

Autor/in	Shepardson, Daniel P.
Titel	Students' Conceptions of and Feelings about Land Use: Building a Conceptual Framework for Teaching and Learning about Land Use
Quelle	In: Journal of Geography, 118 (2019) 6, S.252-265 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-1341
DOI	10.1080/00221341.2019.1593487
Schlagwörter	Student Attitudes; Land Use; Elementary School Students; Ecology; Science Education; Schemata (Cognition); Suburbs; Children; Adolescents; Rural Schools; Urban Schools; Community Characteristics; Middle School Students; High School Students; Conservation (Environment); Environmental Education; Academic Standards; Natural Resources; Geography Instruction; Instructional Program Divisions + Suchen Sie Ihr Suchwort? Schülerverhalten; Bodennutzung; Ökologie; Naturwissenschaftliche Bildung; Cognition; Schema; Kognition; Einzugsbereich; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Urban area; Urban areas; Stadtregion; Stadt; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Conservation; Environment; Konservierung; Bewahung; Umwelt; Umweltbildung; Umwelterziehung; Umweltpädagogik; Natural Ressource; Natürliche Ressource; Geography education; Geography lessons; Geografieunterricht
Abstract	The purpose of this study was to investigate students' conceptions of and feelings about land use. Specifically: (1) What are students' conceptions of and feelings about land use? And (2) in what ways might students' conceptions and feelings vary by community setting and grade level? This study was qualitative and descriptive in nature and reflected a cross-age design involving the collection of qualitative data from 863 students, grades 4 through 12, from the Midwestern United States. These qualitative data were analyzed for their content in an inductive manner. Five categories of land use and three categories of feelings about land use emerged from the data. Based on these findings, a land use framework is recommended that builds on the students' conceptions, the scientific perspective, and the NRC (2012) science education framework. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01