Using Cognitive Mapping to Capture Eco-Literacy Learning in High School English

• In Event: 63.064 - Environmental Education Across Subjects and Milieus: Investigating Student Learning and Inclusive Climate

Abstract

Can cognitive maps capture students’ understanding of ecoliteracy? This research adapts a cognitive mapping exercise from Lourdel et al.’s (2001) method of evaluating student learning about sustainable development and applies it to student understanding of ecoliteracy after being taught a ten-lesson unit plan on stakeholder relationships in the Saint John Harbour of Saint John, New Brunswick, Canada. Student maps filled out during the first and last lessons, were analyzed using seven categories. This tool looked at the relationships between terms, indicated by on the maps by lines and circles, as well as the vocabulary used by the students. Comparative analysis of the maps indicates growth in vocabulary, knowledge, and ability to link together pertinent factors in environmental decision-making.

Author

• Velta Douglas, University of Toronto