Outcome-based or process-based education: paradigmatic (quasi)controversy of environmental education
2009
Abstract
The article presents differences between outcome-based and process-based paradigmatic approaches in environmental education. It briefly summarizes their history and main points.
The author supposes that the controversy lays partially in misunderstanding of the model of responsible environmental behavior which is crucial for outcome-based approach. He argues that the differences between paradigms are not so deep in praxis and that all new approaches should be evaluated in terms of their contribution to knowledge, skills, values, attitudes and behavior.