Autobiographical Memory Functions: An Emancipatory Approach to Construct Environmental Education Outcomes

Autor/inn/en	Wu, Meng; Zhu, Zhen; Chen, Jin; Niu, Lijuan; Liu, Chi-Chang
Titel	Autobiographical Memory Functions: An Emancipatory Approach to Construct Environmental Education Outcomes
Quelle	In: Environmental Education Research, 26 (2020) 5, S.632-649 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2020.1724890
Schlagwörter	Memory; Environmental Education; Outcomes of Education; Autobiographies; Educational Objectives; Individual Development; Problem Solving; Program Descriptions; Foreign Countries; Social Behavior; Behavior Standards; College Students; Student Attitudes; Knowledge Level; Interpersonal Competence; Behavior Change; China (Beijing) + Suchen Sie Ihr Suchwort? Gedächtnis; Umweltbildung; Umwelterziehung; Umweltpädagogik; Lernleistung; Schulerfolg; Autobiography; Autobiografie; Autobiographie; Educational objective; Bildungsziel; Erziehungsziel; Individuelle Entwicklung; Problemlösen; Ausland; Social behaviour; Soziales Verhalten; Collegestudent; Schülerverhalten; Wissensbasis; Interpersonale Kompetenz
Abstract	In this study, we assessed how 34 young adult participants in an environmental education (EE) program from 2011 to 2014 constructed their learning outcomes through interviews and the exploration of autobiographical memory functions (AMFs) regarding program experiences. We articulated a variety of directive, social, and self AMFs, including the achievement of the top five typical objectives of EE, increase in positive social norms through reminiscing and sharing memories, and attainment of diverse personal growth. We also constructed the relationship of these outcomes with the ultimate objective of EE. This method can presumably be used to emergently construct outcomes for evaluating emancipatory EE programs, which are on the request of tackling wicked environmental problems. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01