Teaching Millennials to Engage THE Environment Instead of Their Environment: A Pedagogical Analysis
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| Title: | Teaching Millennials to Engage THE Environment Instead of Their Environment: A Pedagogical Analysis |
|---|---|
| Language: | English |
| Authors: | Stevens, J. Richard, Crow, Deserai Anderson |
| Source: | Applied Environmental Education and Communication. 2016 15(1):18-29. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2016 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Environmental Education, News Reporting, Journalism Education, Undergraduate Students, Age Groups, Science Education, Teaching Methods, Visual Aids, Learner Engagement, Student Journals, Electronic Journals, Collaborative Writing, Cooperative Learning, Science Process Skills, Student Attitudes, Critical Thinking, Media Literacy, Scientific Literacy |
| DOI: | 10.1080/1533015X.2016.1141721 |
| ISSN: | 1533-015X |
| Abstract: | This article examines the difficulty in teaching contemporary students of journalism (those in the much-discussed Millennial Generation) to report on complex topics like science and the environment. After examining contemporary literature, the authors subjected 120 undergraduate students to a strategy that combined visual representations of abstract concepts, media texts, and experiential peer interactions. The results indicate positive outcomes on comprehension and demonstrations of critical analysis from this pedagogical approach. |
| Abstractor: | As Provided |
| Number of References: | 71 |
| Entry Date: | 2016 |
| Accession Number: | EJ1093967 |
| Database: | ERIC |
| Abstract: | This article examines the difficulty in teaching contemporary students of journalism (those in the much-discussed Millennial Generation) to report on complex topics like science and the environment. After examining contemporary literature, the authors subjected 120 undergraduate students to a strategy that combined visual representations of abstract concepts, media texts, and experiential peer interactions. The results indicate positive outcomes on comprehension and demonstrations of critical analysis from this pedagogical approach. |
|---|---|
| ISSN: | 1533-015X |
| DOI: | 10.1080/1533015X.2016.1141721 |
