The Impact of Field Trips and Family Involvement on Mental Models of the Desert Environment

Autor/in	Judson, Eugene
Titel	The Impact of Field Trips and Family Involvement on Mental Models of the Desert Environment
Quelle	In: International Journal of Science Education, 33 (2011) 11, S.1455-1472 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
Schlagwörter	Field Trips; Grade 4; Grade 7; Cognitive Structures; Models; Visualization; Schemata (Cognition); Geographic Regions; Climate; Water; Context Effect; Family Relationship; Family Involvement; Biological Sciences; Concept Formation; Ecology; Environmental Education; Educational Objectives; Program Effectiveness; United States + Suchen Sie Ihr Suchwort? Exkursion; School year 04; 4. Schuljahr; Schuljahr 04; School year 07; 7. Schuljahr; Schuljahr 07; Cognitive structure; Kognitive Struktur; Analogiemodell; Visualisation; Visualisierung; Cognition; Schema; Kognition; Klima; Wasser; Abwasserbiologie; Concept learning; Begriffsbildung; Ökologie; Umweltbildung; Umwelterziehung; Umweltpädagogik; Educational objective; Bildungsziel; Erziehungsziel; USA
Abstract	This study examined the mental models of the desert environment held by fourth- and seventh-grade students in the USA and whether those mental models could be affected by: (1) classroom field trips to a desert riparian preserve, and (2) interaction with family members at the same preserve. Results generally indicated that students in this study were resolute in their models and that field trips did not impact the types of models students adhered to. Twenty-three seventh-grade students who self-selected to participate in a Family Science Club with their parents did demonstrate a shift in their mental models and developed significantly more sophisticated models over time. A critical implication of the study is that unless transformation of mental models of the environment is an explicit goal of instruction, simple exposure to the environment (even within the context of life science instruction) will not transform understandings of how organisms within an environment act and interact interdependently. (Contains 5 tables and 3 figures.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10