Abstract
This article reports how a teaching strategy schematisation of concepts could influence the learning capability of third grade junior high school students. The teaching was planned and implemented within the framework of environmental education. A water module, water and its relationship with nature and contemporary man, was chosen for the teaching session. The study involved the participation of 171 third grade junior high school students (15 years of age), attending public schools in Athens and Thessaloniki. The sample was divided into an experimental group (N =84) and a control group (N= 87). The results of the investigation showed that the teaching strategy schematisation of concepts had a positive influence on the capability of junior high school students to structure: (a) causal relations of one link; (b) successive linear causal relations of more than one link; and (c) complex causal relations.
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