Environmental Education as a Catalyst for Transfer of Learning in Young Children

Abstract

Abstract As environmental educators continue to develop guidelines for curriculum, instruction, and professional development, it is important to consider the issue of transfer. This issue is particularly a concern in early childhood education, where the formation of environmental learning and attitudes is just beginning. The researcher attempted to determine how a variety of knowledges (declarative, procedural, and schematic) transferred when third-grade children were given problem situations. Data were analyzed using a multivariate analysis of covariance, and statistically significant results provide insight into further considerations for enhancing instruction in environmental education.