Conceptual change and environmental cognition

Environmental cognition is defined in terms of conceptual development regarding the dimensions of complexity, dynamism, interaction and involvement in conjunction with socio‐environmental problems. The development of environmental cognition, as a result of a university course in environmental education (EE) with an emphasis on system analysis, was followed through reflection on the above‐mentioned dimensions in definitions provided by the students of ten major concepts in EE. It was found that the dimensions of complexity, dynamism and interaction developed significantly as a result of the course. It is felt that concept analysis is a useful method for formative evaluation, by providing information as to the direction of change in environmental cognition.