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1 October 2011 The Value of Conceptual Models in Coping with Complexity and lnterdisciplinarity in Environmental Sciences Education
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Abstract
Conceptual models are useful for facing the challenges of environmental sciences curriculum and course developers and students. These challenges are inherent to the interdisciplinary and problem-oriented character of environmental sciences curricula. In this article, we review the merits of conceptual models in facing these challenges. These models are valuable because they can be used to (a) improve the coherence and focus of an environmental sciences curriculum, (b) analyze environmental issues and integrate knowledge, (c) examine and guide theprocess of environmental research and problem solving, and (d) examine and guide the integration of knowledge in the environmental-research and problem-solving processes. We advocate the use of various conceptual models in environmental sciences education. By applying and reflecting on these models, students start to recognize the complexity of human—environment systems, to appreciate the various approaches to framing environmental problems, and to comprehend the role of science in dealing with these problems.
© 2011 by American Institute of Biological Sciences. All rights reserved. Request permission to photocopy or reproduce article content at the University of California Press's Rights and Permissions Web site at www.ucpressjournals.com/reprintinfo.asp.
Karen P. J. Fortuin, C. S. A. (Kris) van Koppen and Rik Leemans "The Value of Conceptual Models in Coping with Complexity and lnterdisciplinarity in Environmental Sciences Education," BioScience 61(10), (1 October 2011). https://doi.org/10.1525/bio.2011.61.10.10
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