Abstract In this study, we assessed how 34 young adult participants in an environmental education (EE) program from 2011 to 2014 constructed their learning outcomes through interviews and the exploration of autobiographical memory functions (AMFs) regarding program experiences. We articulated a variety of directive, social, and self AMFs, including the achievement of the top five typical objectives of EE, increase in positive social norms through reminiscing and sharing memories, and attainment of diverse personal growth. We also constructed the relationship of these outcomes with the ultimate objective of EE. This method can presumably be used to emergently construct outcomes for evaluating emancipatory EE programs, which are on the request of tackling wicked environmental problems.

中文翻译：

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自传记忆功能：构建环境教育成果的解放方法

摘要 在这项研究中，我们评估了 2011 年至 2014 年环境教育 (EE) 计划的 34 名年轻参与者如何通过访谈和探索有关计划经验的自传记忆功能 (AMF) 来构建他们的学习成果。我们阐明了各种指令性、社会性和自我 AMF，包括实现 EE 的前五个典型目标，通过回忆和分享记忆增加积极的社会规范，以及实现多样化的个人成长。我们还构建了这些结果与 EE 最终目标的关系。据推测，这种方法可用于紧急构建评估解放性 EE 计划的结果，这些计划应解决恶劣的环境问题。