2016 Volume 26 Issue 2 Pages 2_17-28
Conception of Learning is a concept related to the motivations to learning. Even in the case of environmental learning, this concept can be said to be important. It is significant to understand what concept affects the motivation to environmental learning. There are two scenes of environmental learning focused on motivation to learning, one is the scene of voluntary learning, and the other is extrinsic learning. These two scenes can be seen significantly in the environment learning at schools (learning until high school and learning in university). Therefore, the purpose of this study is to consider what kind of the differences arise at concept of environmental learning in schools. Then, survey with an open answer questionnaire allowing free comment was conducted with the high school and college students (N=121). The results of the questionnaire provided data considering the conception of environmental learning. As to the data, there were 12 aspects of the conception : understanding, application of knowledge, social skills, schooling obligation, personal interest, experience, own opinion, extraordinary learning, recognition of nature and environmental issues, expertise, social duty, and share opportunities. Cluster analysis using the 12 sides revealed that the students could be classified into six clusters : type of extraordinary learning, type of cognition to environment (understanding and social skills), type of cognition to environment (social duty), type of cognition to environment (experience), type of practice in school, and type of pursuit of interests. The type of practice in school and type of pursuit of interests were conceptions that depends on school belonging. These two types could be considered as loss of motivation for learning during school transition, and as difficultly to continue learning.
