Keiny, Shoshana

Zoller, Uri

Issues conceptual education.

Conceptual Issues in environmental education

New York

Frankfurt a.M.

San Francisco

London

Bern

Paris

1991

0820411884

introduction - S. Keiny (Coeditor)

chapter 1. environmental education: the state of the art
preface - U. Zoller (coeditor)
environmental education: what is it, for whom, for what purpose and how - A. Lucas

chapter 2. The theoretical issues: concepts and methodology
on the conceptual and methological foundation of EE
- A. Barzel

2.1 problem solving within environmental education introduction
problem solving and the "problem solving paradox"
in decisiong-making-oriented environmental education
- U. Zoller
the enviornmental problem solving cycle: the hypothetico-inductive paradigm and the "interdisciplininary fallacy" - A. Blum
the world as our home - L. Dasberg
discussion and deliberations (session I)

2.2 system (or inclusive) thinking within the environemental education context
introduction
landscape ecology as transdisciplinary conceptual
framework for environmental education - Z. Naveh
interdisciplinary and dialectics: possible application in science teaching - A. Katz
environmental education and inclusive thinking
- G. Eulefeld
system thinking as a prerequisite for environmental problem solving - S. Keiny
extending the scope of environmental education by reinstating system theory - Y.I. Khayutman
discussion and deliberation (session II)

chapter 3. environmental education from theory to practice
introduction
system thinking in biology teaching - G. Schaefer
the location task - a technique for exploring
the meaning of places; the school as a case study
- A. Peled

3.1 case study
developing an environmental education curriculum
- R. Heimann
application of the theory of generalization and differentation in landscape survey - E. Pimental
discussion and deliberation (session III)

chapter 4 concluding remarks
environmental education as an educational theory
- S. Keiny