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Peer reviewedLisowski, Marylin; Disinger, John F. – Journal of Environmental Education, 1991
This study focuses on secondary students' (n=79) understanding of ecological concepts and the influence of field instruction strategies on their understanding and retention. Results indicate all groups exhibited statistically significant posttest gains and showed evidence of retaining the targeted concepts. (Author/MCO)
Descriptors: Cognitive Development, Cognitive Style, Concept Formation, Ecological Factors
