Observed Fears and Discomforts...

A good subtitle - The Killer Misconception.

As a teacher, I agree with the article in many ways. One is the idea that negative misconceptions are a barrier to learning. That has been evident in my classroom teaching very often. I think misconceptions are harder to unlearn than it is to develop initial knowledge for absent preconceptions. I think the article postulates a good method of improving children’s perceptions. Early exposure and direct interactions with nature before the emergence of fears. These positive interactions, deemed necessary to increase Environmental Competence, were reminiscent of many readings we had for Principles of Environmental Education. Environmental Literacy levels and methods for improving Environmental Education through Knowledge, Skills, Attitudes and Actions, come to mind.

The three ways to acquire fears were great. Direct Conditioning, probably occurs with the least frequency. Indirect experiences led to those Killer Misconceptions. They are the hard to overcome. One similar fear or discomfort, I see from students is Gross. In my observations Gross has included disease, dirty, disgust, insect, plants, animals, soil, fungus, reptiles and spiders. I have a similar list to the studies findings. Normally, students have developed tolerance and even excitement to overcome of their fears after direct experiences. It’s usually occurs after they see others going along with the activity. They don’t want to be the first one to do it. Seeing someone else take the first step makes their participation easier.

The conclusion that urban students need frequent and direct experiences with nature is so true. I see that it is needed in middle school, thus it is needed before that age. The younger children have exposure to nature, the fewer unknown things they will encounter as they age. Misconceptions are averted by reducing fear of the unknown objects. Early interactions will provide a place to form positive preconceptions.