An analysis of teachers' environmental concerns: use of a conceptual change model

Abstract

This study focused on the idea that for educators to engage in environmental education they must first deeply understand the constructed and natural environment. The primary purpose was to investigate how teachers grasp environmental paradigms, while remaining committed to teaching about environmental concerns. This goal was accomplished through participation in an "experimental" training program. On the assumption that an unsorted group of teachers would display rather diverse beliefs and alternate conceptions toward environment, nature and technology, a seminar and a series of lectures on environmental paradigms were deliberately designed to influence their conceptions and beliefs.