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ERIC Number: EJ944312
Record Type: Journal
Publication Date: 2011-Oct
Pages: 13
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0006-3568
The Value of Conceptual Models in Coping with Complexity and Interdisciplinarity in Environmental Sciences Education
Fortuin, Karen P. J.; van Koppen, C. S. A.; Leemans, Rik
BioScience, v61 n10 p802-814 Oct 2011
Conceptual models are useful for facing the challenges of environmental sciences curriculum and course developers and students. These challenges are inherent to the interdisciplinary and problem-oriented character of environmental sciences curricula. In this article, we review the merits of conceptual models in facing these challenges. These models are valuable because they can be used to (a) improve the coherence and focus of an environmental sciences curriculum, (b) analyze environmental issues and integrate knowledge, (c) examine and guide the process of environmental research and problem solving, and (d) examine and guide the integration of knowledge in the environmental-research and problem-solving processes. We advocate the use of various conceptual models in environmental sciences education. By applying and reflecting on these models, students start to recognize the complexity of human-environment systems, to appreciate the various approaches to framing environmental problems, and to comprehend the role of science in dealing with these problems.
American Institute of Biological Sciences. 1444 I Street NW Suite 200, Washington, DC 20005. Tel: 202-628-1500; Fax: 202-628-1509; e-mail: bioscience@aibs.org; Web site: http://www.aibs.org/bioscience
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A