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Record identifier : 566442
Personal Name - Primary Intelectual Responsibility : Tyson, Briget E
Title and statement of responsibility : Fostering emotional affinity and ecological understanding in environmental education experiences: An application of reversal theory and a generative teaching method [Thesis]
Publication, Distribution,Etc. : The University of Utah, 2004
Language of the Item : eng
Dissertation of thesis details and type of degree : Ph.D.
Body granting the degree : , The University of Utah
Summary or Abstract : Many people in the United States lack the knowledge to respond to environmental challenges. Environmental educators may be able to increase knowledge of their students using Guided Reciprocal Peer Questioning (GRPQ). Guided Reciprocal Peer Questioning has been a successful review method in classrooms, but may not be effective in environmental education settings. Furthermore, research has determined affect to be an important factor in environmentally friendly behavior, yet affect has been ignored by environmental educators. Educators may foster an affinity toward nature by setting a tone based on reversal theory's metamotivational states. A playful (paratelic) tone vs. a serious (telic) tone may lead to an enjoyable experience and an affinity toward nature. The purpose of this study is to examine the effects of GRPQ and a metamotivational tone on students' understanding of ecological concepts and affinity toward nature..
Information of biblio record : TL
 
 
 
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