Exploring Alternatives Conceptions in our Environmental Education Classroom

Simple item page
dc.contributor.authorBuck, Gayle
dc.contributor.authorMeduna, Patricia
dc.date.accessioned2018-06-18T19:52:25Z
dc.date.available2018-06-18T19:52:25Z
dc.date.issued2001-09
dc.descriptionPublisher's, offprint version
dc.description.abstractTeaching is an inexact science. Even experienced teachers have difficulty assessing the effectiveness of their lessons and students' mastery of concept. Teachers must be particularly careful to avoid introducing or reinforcing student misconceptions. The following describes how we scrutinized and modified our own environmental education teaching practices to ensure that our students were learning what we were teaching.
dc.identifier.citationBuck, G., and Meduna, P. (2001). Exploring alternative conceptions. Science Scope, 25(1), 41-45.
dc.identifier.urihttps://hdl.handle.net/2022/22211
dc.language.isoen
dc.publisherScience Scope
dc.rightsThis work may be protected by copyright unless otherwise stated.
dc.subjectEnvironmental education
dc.subjectEnvironmentalism
dc.subjectEnvironmental conservation
dc.subjectSustainable food systems
dc.subjectWater pollution
dc.subjectWildlife management
dc.subjectMaterial reuse
dc.titleExploring Alternatives Conceptions in our Environmental Education Classroom
dc.typeArticle

Files

Original bundle

Now showing 1 - 1 of 1
Thumbnail Image
Name:
Exploring Alternatives Conceptions in our Environmental Education Classroom.pdf
Size:
5.78 MB
Format:
Adobe Portable Document Format
Description:
Download

Collections

Gayle Buck Research Collection
Can’t use the file because of accessibility barriers? Contact us