Climate Change and Environmental Education: The Application of Concept Map for Representing the Knowledge Complexity of Climate Change
It has formed an essential issue that Climate Change, composed of highly knowledge complexity, reveals its significant impact on human existence. Therefore, specific national policies, some of which present the educational aspects, have been published for overcoming the imperative problem. Accordingly, the study aims to analyze as well as integrate the relationship between Climate Change and environmental education and apply the perspective of concept map to represent the knowledge contents and structures of Climate Change; by doing so, knowledge contents of Climate Change could be represented in an even more comprehensive way and manipulated as the tool for environmental education. The method adapted for this study is knowledge conversion model compounded of the platform for experts and teachers, who were the participants for this study, to cooperate and combine each participant-s standpoints into a complete knowledge framework that is the foundation for structuring the concept map. The result of this research contains the important concepts, the precise propositions and the entire concept map for representing the robust concepts of Climate Change.
[1] Barros,C.,& Crespillo, R.(2008). Concept maps :tools for understanding
complex problems. Conference on Concept
[2] Mapping in Finland.
[3] Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How People
Learn: Brain, Mind, experience, and school.
[4] Washington,DC : National Academy Press.
[5] Ca├▒as,A.J.,
Carff,R.,Hill,G.,Carvalho,M.,Arguedas,M.Eskridge,T.C.,Lott,J.,and
Carvajal R.(2005). Concept Maps:
[6] Integrating Knowledge and Information Visualization.
[7] Carvajal,R.(2005). Concept Maps: Integrating Knowledge and
Information Visualization.
[8] Charon, Joel M., (2007).Ten Questions: A Sociological Perspective, 6th
Edition, Stamford, Conn: Wadsworth/Thomson
[9] Chu,Chui-Chun; Hwang,Gwo-Jen; Huang,Yueh-Min (2010). An
enhanced learning diagnosis model based on concept-effect relationships
with multiple knowledge levels. Innovations in Education and Teaching
International,47(1),pp.53-67.
[10] Christopher Flavin(2009). translated by Cheng, I-Ming, Li, Ken-Fang,
Chen, Hung-Shu et al. Existing Circumstances for
[11] 2009: Entering an Warming World. Taipei City, Taiwanwatch Institute,
Taiwanwatch Association. Environmental
[12] Education in the Light of Tbilisi Conference. Paris, France: Author.
[13] Hsu, Li-Ya, Huang, Hua-Shan, Huang, Mu-Jung, You, Yu-Hsien, Hung,
Hsiao-Fen, & Chang, Li-Jung (2008). A Discussion on Technology for
Knowledge Construction. Carried by Collection of Theses of the 3rd
Management Sector Forum hosted by Chaoyang University of
Technology.
[14] Huang, Pai-Hsiang (2002). Application of Path Searching Method on
Knowledge Structure Measuring for Physics for Senior High School
Students. Education & Social Study, 4,1-33.
[15] IPCC. (2007a). Climate change 2007: The physical science basis.
Contribution of Working Group I to the Fourth
[16] Assessment Report of the Intergovernmental Panel on Climate Change.
(S. Solomon, D. Qin, M. Manning, Z. Chen, M.
[17] Marquis, K. B. Averyt, M. Tignor, & H. L. Miller, Eds.). Cambridge, UK:
Cambridge University Press.
[18] IPCC. (2007b). Climate change 2007: Impacts, adaptation and
vulnerability. Contribution of Working Group II to the
[19] Fourth Assessment Report of the Intergovernmental Panel on Climate
Change. (M. L. Parry, O. F. Canziani, J. P. Palutikof,
[20] P. J. van der Linden, & C. E. Hanson, Eds.). Cambridge, UK: Cambridge
University Press.
[21] Novak, J. D. (1990). Concept maps and Vee diagrams: Two
metacognitive tools for science and mathematics education. Instructional
Science, 19, 29-52.
[22] Novak, J. D., & Gowin, D. B. (1984). Learning how to learn. New York
and Cambridge, UK: Cambridge University Press.
[23] United Nations Educational, Scientific, and Cultural
Organization.(1978). The World's First Intergovernmental
Conference on Environmental Education in Tbilisi. Columbus,
Ohio:ERIC/SMEAC Information Reference Center. ED 179408.
[24] United Nations Educational, Scientific, and Cultural Organization.
(1980).
[25] Yousefvand ,Z.(2009).Strategies on concept mapping and their utility in
the comprehension of informative
[26] texts.date:2010/02/28 derived from
http://www.articlealley.com/article_1056639_22.html
[27] Yu, Min-Ning (1997). Meaningful Learning, A Study on Concept Map.
Taipei: Shangding Publishing Com
[1] Barros,C.,& Crespillo, R.(2008). Concept maps :tools for understanding
complex problems. Conference on Concept
[2] Mapping in Finland.
[3] Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How People
Learn: Brain, Mind, experience, and school.
[4] Washington,DC : National Academy Press.
[5] Ca├▒as,A.J.,
Carff,R.,Hill,G.,Carvalho,M.,Arguedas,M.Eskridge,T.C.,Lott,J.,and
Carvajal R.(2005). Concept Maps:
[6] Integrating Knowledge and Information Visualization.
[7] Carvajal,R.(2005). Concept Maps: Integrating Knowledge and
Information Visualization.
[8] Charon, Joel M., (2007).Ten Questions: A Sociological Perspective, 6th
Edition, Stamford, Conn: Wadsworth/Thomson
[9] Chu,Chui-Chun; Hwang,Gwo-Jen; Huang,Yueh-Min (2010). An
enhanced learning diagnosis model based on concept-effect relationships
with multiple knowledge levels. Innovations in Education and Teaching
International,47(1),pp.53-67.
[10] Christopher Flavin(2009). translated by Cheng, I-Ming, Li, Ken-Fang,
Chen, Hung-Shu et al. Existing Circumstances for
[11] 2009: Entering an Warming World. Taipei City, Taiwanwatch Institute,
Taiwanwatch Association. Environmental
[12] Education in the Light of Tbilisi Conference. Paris, France: Author.
[13] Hsu, Li-Ya, Huang, Hua-Shan, Huang, Mu-Jung, You, Yu-Hsien, Hung,
Hsiao-Fen, & Chang, Li-Jung (2008). A Discussion on Technology for
Knowledge Construction. Carried by Collection of Theses of the 3rd
Management Sector Forum hosted by Chaoyang University of
Technology.
[14] Huang, Pai-Hsiang (2002). Application of Path Searching Method on
Knowledge Structure Measuring for Physics for Senior High School
Students. Education & Social Study, 4,1-33.
[15] IPCC. (2007a). Climate change 2007: The physical science basis.
Contribution of Working Group I to the Fourth
[16] Assessment Report of the Intergovernmental Panel on Climate Change.
(S. Solomon, D. Qin, M. Manning, Z. Chen, M.
[17] Marquis, K. B. Averyt, M. Tignor, & H. L. Miller, Eds.). Cambridge, UK:
Cambridge University Press.
[18] IPCC. (2007b). Climate change 2007: Impacts, adaptation and
vulnerability. Contribution of Working Group II to the
[19] Fourth Assessment Report of the Intergovernmental Panel on Climate
Change. (M. L. Parry, O. F. Canziani, J. P. Palutikof,
[20] P. J. van der Linden, & C. E. Hanson, Eds.). Cambridge, UK: Cambridge
University Press.
[21] Novak, J. D. (1990). Concept maps and Vee diagrams: Two
metacognitive tools for science and mathematics education. Instructional
Science, 19, 29-52.
[22] Novak, J. D., & Gowin, D. B. (1984). Learning how to learn. New York
and Cambridge, UK: Cambridge University Press.
[23] United Nations Educational, Scientific, and Cultural
Organization.(1978). The World's First Intergovernmental
Conference on Environmental Education in Tbilisi. Columbus,
Ohio:ERIC/SMEAC Information Reference Center. ED 179408.
[24] United Nations Educational, Scientific, and Cultural Organization.
(1980).
[25] Yousefvand ,Z.(2009).Strategies on concept mapping and their utility in
the comprehension of informative
[26] texts.date:2010/02/28 derived from
http://www.articlealley.com/article_1056639_22.html
[27] Yu, Min-Ning (1997). Meaningful Learning, A Study on Concept Map.
Taipei: Shangding Publishing Com
@article{"International Journal of Earth, Energy and Environmental Sciences:58917", author = "Hsueh-Chih and Chen and Yau-Ting and Sung and Tsai-Wen and Lin and Hung-Teng and Chou", title = "Climate Change and Environmental Education: The Application of Concept Map for Representing the Knowledge Complexity of Climate Change", abstract = "It has formed an essential issue that Climate Change, composed of highly knowledge complexity, reveals its significant impact on human existence. Therefore, specific national policies, some of which present the educational aspects, have been published for overcoming the imperative problem. Accordingly, the study aims to analyze as well as integrate the relationship between Climate Change and environmental education and apply the perspective of concept map to represent the knowledge contents and structures of Climate Change; by doing so, knowledge contents of Climate Change could be represented in an even more comprehensive way and manipulated as the tool for environmental education. The method adapted for this study is knowledge conversion model compounded of the platform for experts and teachers, who were the participants for this study, to cooperate and combine each participant-s standpoints into a complete knowledge framework that is the foundation for structuring the concept map. The result of this research contains the important concepts, the precise propositions and the entire concept map for representing the robust concepts of Climate Change.
", keywords = "Climate Change, knowledge complexity, concept map.", volume = "4", number = "8", pages = "361-3", }
