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首页> 外文期刊>The journal of environmental education >Personalizing and Empowering Environmental Education Througk Expressive Writing
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Personalizing and Empowering Environmental Education Througk Expressive Writing

机译：通过表达写作个性化和赋权环境教育

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摘要

The authors explored the perceived effects of an environmental expressive writing exercise by using a modified phenomenological method. The authors asked preservice teachers enrolled in a required public university science and society education course to compose multigenre compositions describing personal environmental impacts, followed by written reactions to the assignment. A group of 5 students from the course participated in interviews in which the authors investigated their backgrounds, attitudes, and experiences related to the expressive writing project. Analysis of the participants' multigenre projects, interviews, and written reactions suggested that students enjoyed the assignment, personalized the content, and indicated empowerment to act responsibly through knowledge gains and refinements of beliefs and values.
机译：作者使用改良的现象学方法探索了环境表达写作练习的感知效果。作者要求参加一门必修的公立大学科学和社会教育课程的职前教师撰写多类作品，描述个人环境影响，然后对作业做出书面反应。该课程的5名学生参加了访谈，作者在访谈中调查了他们与表现性写作项目相关的背景，态度和经验。对参与者的多体类项目，访谈和书面反应的分析表明，学生喜欢这项作业，对内容进行个性化设置，并表示有能力通过知识的获得以及对信念和价值观的完善来负责任地采取行动。

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