High School Students and Their Concepts of the Environment: Two Mutually Exclusive Sets

Seeking to understand where students are at in reference to their preconceived attitudes and knowledge concerning environmental issues was the purpose for undertaking this research study. An analysis of environmental information sources, both the schools and the media, appeared necessary. Only in this manner can environmental education programs be designed or relevant curriculums planned which can help students understand the information about, and comprehend the range and complexity of, the environment. The project developed an instrument to determine: high school students concepts and definitions of physical, biological, cultural, social, and technological environment; environmental parameters and priorities; environmental value judgments; and personal actions to initiate change. Instrument questions covered wide areas of environmental information and were approached from three directions--cognitive, affective, and connotative. Analysis clearly indicated areas of strength, weakness, and misconceptions in the information high school students gain from their school and the media. There also appears to be a relation between the information a student has and his willingness to express an opinion. It is believed future research needs to consider not only the source and intensity of environmental information, but the processing ability of students as well. The questionnaire is appended. (BL)