Abstract
In a polluted village, researchers identified the initial conceptions of students on pollution and on the relationship between pollution and health. They then provided the students with a conceptual change process based on experiential and socioconstructivist activities: fieldtrips, analysis of environmental stressors, experimentation of a health improvement plan, and environmental action. Following the project, the students have broadened their conceptions on pollution even if for them pollution remains garbage detectible by their senses. They can also name many effects of pollution on their health. Research results show the usefulness and limits of the proposed conceptual change process in modifying students' ideas about pollution.
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