March 1st, 2005 | RESEARCH
The authors explored the perceived effects of an environmental expressive writing exercise by using a modified phenomenological method. The authors asked preservice teachers enrolled in a required public university science and society education course to compose multigenre compositions describing personal environmental impacts, followed by written reactions to the assignment. A group of 5 students from the course participated in interviews in which the authors investigated their backgrounds, attitudes, and experiences related to the expressive writing project. Analysis of the participants' multigenre projects, interviews, and written reactions suggested that students enjoyed the assignment, personalized the content, and indicated empowerment to act responsibly through knowledge gains and refinements of beliefs and values.
Document
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Team Members
Nathan Meyer, Author, University of Minnesota ExtensionBruce Munson, Author, University of Minnesota
Citation
Identifier Type: ISSN
Identifier: 0095-8964
Publication: Journal of Environmental Education
Volume: 36
Number: 3
Page(s): 3
Related URLs
Tags
Audience: Educators | Teachers
Discipline: Ecology | forestry | agriculture | Education and learning science | General STEM | Life science | Literacy
Resource Type: Peer-reviewed article | Research Products
Environment Type: Higher Education Programs | Informal | Formal Connections