<abstract xml:lang="en" xmlns="http://www.w3.org/1999/xhtml"><p>Although children are regularly showered with environmental knowledge, this is rarely transformed into concerned action, probably because it is not meaningful for the learner and/or is highlighted at the expense of a personalized process of learning. Research in Education for Sustainable Development shows that besides knowledge acquisition feelings, psychological factors and active participation while learning are important determinants of commitment. Fostering an attitude of responsible environmental action is not dependent on what knowledge is delivered, but on how it is delivered and experienced. This paper describes the use of Vee Heuristics and Concept Mapping as pedagogical tools within the context of primary school learners' different learning patterns. It provides illustrations of Concept Maps constructed before and after the learning programme and discusses some implications of the findings. This paper suggests that the use of Vee Heuristics and Concept Mapping along with an awareness of how the child prefers to learn may be steps towards tapping-in the child's internal talking so that educators can understand how each learner responds to incoming information. Learning about environmental issues becomes relevant, meaningful and, in the long run, conducive to improved environmental responsible behaviour.</p></abstract>

Although children are regularly showered with environmental knowledge, this is rarely transformed into concerned action, probably because it is not meaningful for the learner and/or is highlighted at the expense of a personalized process of learning. Research in Education for Sustainable Development shows that besides knowledge acquisition feelings, psychological factors and active participation while learning are important determinants of commitment. Fostering an attitude of responsible environmental action is not dependent on what knowledge is delivered, but on how it is delivered and experienced. This paper describes the use of Vee Heuristics and Concept Mapping as pedagogical tools within the context of primary school learners' different learning patterns. It provides illustrations of Concept Maps constructed before and after the learning programme and discusses some implications of the findings. This paper suggests that the use of Vee Heuristics and Concept Mapping along with an awareness of how the child prefers to learn may be steps towards tapping-in the child's internal talking so that educators can understand how each learner responds to incoming information. Learning about environmental issues becomes relevant, meaningful and, in the long run, conducive to improved environmental responsible behaviour.

Integrating Knowledge, Feelings and Action: Using Vee Heuristics and Concept Mapping in Education for Sustainable Development

Journal of Teacher Education for Sustainability

Although children are regularly showered with environmental knowledge, this is rarely transformed into concerned action, probably because it is not meaningful...

Integrating Knowledge, Feelings and Action: Using Vee Heuristics and Concept Mapping in Education for Sustainable Development

Online veröffentlicht: 04. Mai 2009

Seitenbereich: 42 - 55

DOI: https://doi.org/10.2478/v10099-009-0024-3

Schlüsselwörter
Vee Heuristics, Concept Mapping, learning process, environmental education, metacognition, meaningful learning

This content is open access.

Integrating Knowledge, Feelings and Action: Using Vee Heuristics and Concept Mapping in Education for Sustainable Development

Online veröffentlicht: 04. Mai 2009

Seitenbereich: 42 - 55

DOI: https://doi.org/10.2478/v10099-009-0024-3

SchlüsselwörterVee Heuristics, Concept Mapping, learning process, environmental education, metacognition, meaningful learning

This content is open access.

Schlüsselwörter
Vee Heuristics, Concept Mapping, learning process, environmental education, metacognition, meaningful learning