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Caporael, L.R., and Heyes, C.M. Why Anthropomorphize? Folk Psychology and Other Stories, in Anthropomorphism, Anecdotes, and Animals (Mitchell, R.W, Thompson, N.S, Miles, H.L eds.). State University of New York Press, Albany, New York, 1997, 59-73.

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Article

Students’ Teleologic and Anthropomorphic References to Select Concepts of Environmental Science

1Centre for General Education, AMA International University, Bahrain, Manama, Kingdom of Bahrain


American Journal of Educational Research. 2014, Vol. 2 No. 2, 102-106
DOI: 10.12691/education-2-2-6
Copyright © 2014 Science and Education Publishing

Cite this paper:
Lani Isleta-Palatino. Students’ Teleologic and Anthropomorphic References to Select Concepts of Environmental Science. American Journal of Educational Research. 2014; 2(2):102-106. doi: 10.12691/education-2-2-6.

Correspondence to: Lani  Isleta-Palatino, Centre for General Education, AMA International University, Bahrain, Manama, Kingdom of Bahrain. Email: lipalatino@amaiu.edu.bh

Abstract

This study attempted to ascertain the students’ teleologic and anthropomorphic references to select concepts of Environmental Science. Using questions forming generalizations on abstract topics of Hydrologic Cycle, Acid Rain, Air Pollution and Global Warming, students’ teleologic-anthropomorphic references were determined. It was found out that the students’ who had just finished their secondary education program and underwent the English curriculum had the least affordance of teleologic and anthropomorphic references. Statistical analyses, based on the scope of the study, discriminated the following results: classroom pedagogical interventions made a 61.5% impact on the correction of their teleologic-anthropomorphic references; teleologic and anthropomorphic references were highly significant related to age in an inverse relation and an emerging relationship to the English curriculum was discerned.

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