Emerging patterns of learning about environment by Grade 3 schoolchildren solving local sedimentation problem

AbstractGrade 3 Canadian students were asked to solve a sedimentation problem in a local watershed. In collaboration with scientists, students explored all aspects of the problem and proposed solutions. Representation strategies were then used to help students to better pose the problem. Researchers observed students’ capacity to pose the problem and the solutions they found. While environmental problems are complex, young students were able to make progress toward more coherent representations. However their solutions remained normative and not creative. Dilemmas involving students’ feelings that have appeared in this problem solving experience are identified along with their consequences for environmental learning educators