Vee Heuristics, concept mapping and learning patterns in environmental education : merging metacognitive tools and learning processes to improve facilitation of learning with primary school children

Abstract

Children are nowadays showered with information and knowledge about environmental issues; however, this is very rarely transformed into concerned action. Researchers in Environmental Education reveal that rather than knowledge, important determinants of commitment include feelings, psychological factors and active participation while learning. Therefore, the misconception that the transmission of knowledge would be sufficient to trigger off an attitude of responsible environmental action has evolved into something more complex where what matters is not what knowledge is delivered but how it is delivered and experienced. This study describes the merging of Vee Heuristics and Concept Mapping with an advanced learning system, the Let Me Learn Process to capture the learner uses of metacognitive skills during an extant learning event. The significance of this study lies in the manner in which it lays open for the teacher the mind operations of the learner thereby equipping the teacher to better mentor and coach the growth and development of the learner rather than shape the learner through a one-size fits all learning environment as is too often the case in traditional schooling. This study suggests that the use of Vee Heuristics and Concept Mapping along with an awareness of how the child prefers to learn may be a step forward towards tapping in the child's internal talking. This would enable educators to understand how each learner responds to incoming information in order that learning about environmental issues becomes relevant, meaningful and which may in the long run contribute to an improved environmental responsible behaviour.