Primary children's views on science and environmental issues: examples of environmental cognitive and moral development

Abstract

Children from seven classes representing the year groups in a primary school were interviewed in groups of three or four to find out their understanding and views on issues related to the environment and science. The large majority showed considerable interest and concern about environmental issues related to their experience and understanding, drawn from school and influences outside of the school, though most showed limitations and contradictions in their understanding of the issues. The children's understanding of science was mainly limited to their experience of the subject at school and few showed any understanding of the impact of science on society or the environment. Examples of children's cognitive and moral development of environmental issues are presented, including features of phases in the development, as identified from the interviews. The implications for teaching science and environmental education are discussed.

Notes

* Corresponding author: Dr Michael Littledyke, Research Director, Faculty of Education and Social Sciences, University of Gloucestershire, Francis Close Hall Campus, Swindon Road, Cheltenham GL50 4AZ, UK. Email: [email protected]

Additional information

Notes on contributors

Michael Littledyke *

* Corresponding author: Dr Michael Littledyke, Research Director, Faculty of Education and Social Sciences, University of Gloucestershire, Francis Close Hall Campus, Swindon Road, Cheltenham GL50 4AZ, UK. Email: [email protected]