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ERIC Number: EJ917889
Record Type: Journal
Publication Date: 2011
Pages: 11
Abstractor: As Provided
Reference Count: 45
ISSN: ISSN-1533-015X
The Efficacy of Ecological Macro-Models in Preservice Teacher Education: Transforming States of Mind
Stibbards, Adam; Puk, Tom
Applied Environmental Education and Communication, v10 n1 p20-30 2011
The present study aimed to describe and evaluate a transformative, embodied, emergent learning approach to acquiring ecological literacy through higher education. A class of teacher candidates in a bachelor of education program filled out a survey, which had them rate their level of agreement with 15 items related to ecological macro-models. Participants also completed self-efficacy measures pre- and postcourse. Overall, participants rated ecological macro-model learning very highly, and they rated the ambiguity and emergent learning approach significantly higher than information-transmission approaches. Participants' self-efficacy regarding understanding of ecological concepts and teaching approaches also significantly increased. The main implication of the study are that the ecological macro-model approach offered participants the opportunity for emergent learning, and that educators who are interested in this deeper form of learning should consider how they might apply this approach.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada