Positing New Technologies and Concepts in Environmental Education within the Confines of Students’ Media Derived Knowledge Systems

Abstract

The article presents a landscape of how the cartoon world represents technological and environmental conceptualizations. The study includes 346 cartoon series that aired in the United States from 2000-2005. Findings inform teachers and other environmental education stakeholders of students' potentially inherited frameworks structuring their informal media-induced learning experiences. Analyses uncovered themes of environmental and technological proximity, centrality, authenticity, and positivity throughout the cartoon series.