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

• Authors: Jacqueline Vanhear , Paul Pace
• Languages of publication: EN

Abstracts

EN

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.

Keywords

EN

Vee Heuristics; Concept Mapping; learning process; environmental education; metacognition; meaningful learning

• Publisher: Sciendo
• Journal: Journal of Teacher Education for Sustainability
• Year: 2008
• Volume: 10
• Pages: 42-55

Dates

published

2008-01-01

online

2009-05-04

Contributors

author

Jacqueline Vanhear

• University of Malta, Malta

author

Paul Pace

• University of Malta, Malta

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Identifiers

DOI

10.2478/v10099-009-0024-3