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These problems are often abstract or imperceptible, making them difficult to grasp and requiring trainee teachers to form and refine ecological models. This paper reports results from an interactive multimedia CD-ROM about fishing, evaluating trainee teachers’ use of ecological knowledge and their ability to identify model elements and relate causes and consequences.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/environmental-issues-and-ecological-understanding-in-teachers-training-volume-2-issue-2/588430/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/environmental-issues-and-ecological-understanding-in-teachers-training-volume-2-issue-2/588430.png","ImageObject",300,407,{"name":92,"@type":93},"Putri","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why are environmental problems difficult for students to understand?","Question",{"text":112,"@type":113},"They are often abstract or imperceptible, which makes building ecological understanding and models challenging.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What is the paper’s main aim?",{"text":117,"@type":113},"To report results of using an interactive multimedia CD-ROM about fishing with trainee teachers to support ecological and environmental education.",{"name":119,"@type":110,"acceptedAnswer":120},"How did students perform when using the interactive tool?",{"text":121,"@type":113},"They reacted positively to independent or collective work and could answer descriptive and explicative aspects, but many lacked the argumentative and applicative elements due to missing basic knowledge elements.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588430,1792811604,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46,"preview_page_count":4},962085571259,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Volume 2, Number 2, 2009  \nENVIRONMENTAL ISSUES AND ECOLOGICAL  \nUNDERSTANDING IN TEACHERS TRAINING  \nJulia Ibarra, María José Gil Quílez, José Carrasquer  \nAbstract: There is a clear relationship between the way understand a phenomenon and how we act about it, and this is especially important when working with environmental subjects.  \nEnvironmental problems are often abstract or imperceptible to students and for this reason difficult to understand. This article is part of a more detailed study on how trainee teachers use ecological knowledge when dealing with particular environmental issues. This paper reports on the results of using a multimedia application, an interactive CD-ROM about fishing, with trainee teachers. The use of the interactive tool on an autonomous way has been reasonably successful for the students, who have reacted positively when allowed to work on their own individually or collectively. The students are able to answer correctly to the simplest aspects of the descriptive and explicative fields within the ecological models. On the other hand, the majority of the students do not fulfil the argumentative and applicative aspects of the knowledge due to the lack of basic elements that allow them to achieve the following competences: identify the model elements, identify and tell rightly the interrelations between them, connect causes and consequences.  \nZusammenfassung: Es gibt ein Klare Verhältnis zwischen das Wissens, wie ein Phänomen entsteht und wie wir mit ihm umgehen. Dieses ist besonders wichtig in eine Arbeiten mit Umweltprobleme, die sehr häufig erklärt wird in einem Zusammenfassung oder direkt zu den Kursteilnehmern, ein Teil der schwierig ist zu verstehen. Dieses Artikel ist ein Teil einerausführlicheren Untersuchung über wie Auszubildenden Lehrer ökologisches Wissen verwendet.  \nDieses Artikel berichtet über die Ergebnisse des Verwendung von Multimedia, eine wechselwirkende CD-ROM über Fisching, im Ausbildungslehrgang. Das Gebrauch des wechselwirkenden Materialien wahren recht erfolgreich. Die Kursteilnehmer haben positiv darauf reagiert, wenn sie Selbst oder zusammen mit anderen damit gearbeitet haben .Die Kursteilnehmer sind in der Lage, die einfachsten Aspekte theoretisch und praktisch zu verbindenmit ökologischen Modellen. Einerseits erfüllen die Mehrheit der Kursteilnehmer nicht die argumentative und applikative Aspekte des Wissens, haben Mangeln im grundlegenden Elementarwissens. Daraus ergeben sich die folgenden Kompetenzen: Sie kennzeichnen die vorbildlichen Elemente, kennzeichnen und erklären die Wechselbeziehungen zwischen ihnen, schließen Sie Ursachen und Konsequenzen an.  \nKeywords: learning ecology, environmental problems, fishing  \n1. Introduction  \nEnvironmental education includes working on environmental problems with the students, but there are some difficulties: students have to be able to build their “own” models about the origin and solution of these problems to use ecological, social, and economical knowledge to build these models. Environmental problems are often abstract or imperceptible to students and for this reason difficult to understand. This article is part of a more detailed study on how trainee teacher use ecological knowledge when dealing with particular environmental issues.  \nThere is a clear relationship between the way understand a phenomenon and how we act about it, and this is especially important when working with environmental subjects. That is to say, if we know the way students understand ecological concepts, it is possible to use the didactics of science to try to  \nReceived 30 April 2009, accepted 10 June 2009, published 24 June 2009  \nmodify students’ conceptions about how nature works. As Pickett et al. (2004) have stated,“Ecology is perceived as a problem solver for society. This perception may undermine the foundation of basic ecology that is necessary for its successful application to societal problems.”  \nThe difficulties of teaching and learning ","cbCaie9tD2c8jdqr","https://ap.wps.com/l/cbCaie9tD2c8jdqr","pdf",536569,"English","# Introduction\n# Aim","[{\"question\":\"Why are environmental problems difficult for students to understand?\",\"answer\":\"They are often abstract or imperceptible, which makes building ecological understanding and models challenging.\"},{\"question\":\"What is the paper’s main aim?\",\"answer\":\"To report results of using an interactive multimedia CD-ROM about fishing with trainee teachers to support ecological and environmental education.\"},{\"question\":\"How did students perform when using the interactive tool?\",\"answer\":\"They reacted positively to independent or collective work and could answer descriptive and explicative aspects, but many lacked the argumentative and applicative elements due to missing basic knowledge elements.\"}]","Environmental Issues and Ecological Understanding in Teachers Training - Volume 2 - Issue 2 | PDF",1792065237]