Students' mental models of the environment†

By Daniel P. Shepardson, B. Wee, M. Priddy, J. Harbor. 2007

213 citations recorded by the source corpus.

Subfields: Education, Management, Monitoring, Policy and Law, Social Psychology

View Paper: https://www.semanticscholar.org/paper/05800273181d9be87a8f4ec06cf1127e6e7e22ae

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In Education

In Management, Monitoring, Policy and Law

In Social Psychology

Citations in the corpus

Experiential learning theory: the importance of outdoor classrooms in environmental education (2017, methodology): “Drawings have also been used to investigate the mental models, or beliefs, of school-age students and teachers (Bowker, 2007; Matteson, Ganesh, Coward, & Patrick, 2012; Moseley et al., 2010; Patrick & Tunnicliffe, 2010; Shepardson et al., 2007).”
Professional Identity Development of Teacher Candidates Participating in an Informal Science Education Internship: A focus on drawings as evidence (2011, background): “In such studies, researchers have suggested that mental models are often constrained by the individual’s conceptual understanding, prior experience, and pre‐existing knowledge (Shepardson, Wee, Priddy, & Harbor, 2007 ; Vosniadou & Brewer, 1992 ).”
The architecture of children’s relationships with nature: a phenomenographic investigation seen through drawings and written narratives of elementary students (2012, methodology): “…drawings in environmental education research have primarily focused on gaining insight about the environment, into how children view their environment (Alerby 2000, 2001; Rejesky 1982; Shepardson 2005; Shepardson et al. 2007b), or into specific phenomenon or issues in the environment.”
The Draw‐An‐Environment Test Rubric (DAET‐R): exploring pre‐service teachers’ mental models of the environment (2010, background): “‘Students must first learn about the environment before learning about the environmental issue because this places the issue on the context of the environment’ (Shepardson et al. 2007, 344).”