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1.
This paper presents results from 15 little publicized state and national environmental surveys in the US that used similar questions. Our analysis reveals trends in adult understanding of environmental issues. These trends indicate that many may have difficulty making informed decisions about environmental policy as citizens, voters, and consumers. Some environmental myths are still prevalent in the US public’s understanding of environmental issues. The authors compare data from the National Environmental Education Foundation survey in the US and data from state surveys using the same questions to examine how public knowledge has changed from 1995 to 2008. Environmental myths and how they may affect the public’s perception of environmental topics are discussed. The authors suggest the need for greater consistency in the surveys of environmental knowledge to allow comparison among different studies. 相似文献
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Yu-Long Chao 《Environmental Education Research》2012,18(4):437-461
Using different measures of self-reported and other-reported environmental behaviour (EB), two important theoretical models explaining EB – Hines, Hungerford and Tomera’s model of responsible environmental behaviour (REB) and Ajzen’s theory of planned behaviour (TPB) – were compared regarding the fit between model and data, predictive ability, solidarity of the model structure and model modifications. Results of structural equation modelling revealed that the predictors in the TPB model explained much more variance in behavioural intention than those in the REB model (approximately 69 vs. 37%) but the two models differed little in explaining the variance in EB (about 75% with self-reported measure and 26% with other-reported measure). In addition, both suffered weakness of ineffective paths in the model structure. It was found that the operationalizations of the variables in the models might affect the results of the tests of these models and some adjustments and examinations were suggested. Although the REB model was shown to be imperfect in many aspects, it should be evaluated from a different viewpoint and was encouraged to be applied and tested in the context of environmental education. 相似文献
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Environmental education (EE) is an holistic educational approach the main goal of which is to develop the students’ environmental cognition, as compared to the disciplinary approach which develops a compartmentalized cognition. Environmental cognition is defined as a reciprocal relationship, comprising knowledge, understanding, sensitivity, perceptiveness and imagination with regard to the environment as well as responsibility and motivation to make environmental decisions. A conceptual model was constructed for this purpose comprising three stages: sensing the environment and generating questions; analysing and then synthesizing a system presentation of the environment, thereby focusing upon the inter‐relatedness and interdependence of environmental components; and environmental problem‐solving. The model was implemented for training EE teachers and for EE curriculum development. Both of which may enhance the inclusion of EE within the formal educational system. 相似文献
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Essi Aarnio-Linnanvuori 《Environmental Education Research》2019,25(1):46-61
Environmental responsibility can be collective or individual. In environmental education, private-sphere responsibility is often promoted. However, emphasising individual pro-environmental behaviour may cause problems, such as feelings of guilt and powerlessness, a focus on ineffective activities, and gendered responsibility. In this article, I discuss the perceptions of 13 environmentally minded Finnish teachers concerning environmental responsibility. Results suggest that the individualisation of environmental responsibility may limit educational possibilities at school. Although the interviewees are well aware of significant environmental behaviours, they perceive their pupils’ range of action possibilities as narrow. Based on the results, I suggest that collective responsibility be promoted in environmental education, and practitioners should develop easy options for youth participation. 相似文献
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Robert B. Powell Susan Lynn Vezeau Marc J. Stern DeWayne D. Moore Brett A. Wright 《Environmental Education Research》2018,24(6):875-888
Understanding the development of pro-environmental behavioral intentions and behaviors remains one of the greatest challenges for environmental educators worldwide. Using the Elaboration Likelihood Model as a theoretical foundation, we developed surveys to evaluate the influence of the Great Smoky Mountains National Park Junior Ranger program on youths’ (ages 8–13) elaboration (comprised of awareness, interest, and cognitive engagement) and stewardship behaviors. Results suggest that these programs had significant immediate influences on both elaboration as well as stewardship intentions and behaviors. We then investigated whether elaboration was predictive of children’s behavioral intentions and self-reported behaviors associated with stewardship using structural equation modeling (SEM). Results suggest that elaboration accounted for 88% of the variance in participants’ stewardship behaviors/intentions. 相似文献
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Brenda Gail Bergman 《Environmental Education Research》2016,22(4):480-503
This study investigates whether consistent effects on students’ environmental attitudes, awareness, and behavioral intentions could be discerned in an initiative that supports environmental education (EE) designed at the classroom level. Students of grades four, five, and seven participated in an assessment at the beginning and end of the school year. Quantitative assessment questions were adapted from the Children’s Environmental Perception Scale. Factor analysis identified three factors related to intentions for environmental learning and behavior, environmental appreciation, and awareness of the potential to impact nature. Qualitative items assessed students’ perception of their EE experience. Over one school year, fourth- and fifth-grade EE students gained awareness of the potential to impact nature, but EE students did not exhibit changes to environmental appreciation or intentions for environmental learning and behavior. With increasing years of EE experience, students demonstrated slight increases in environmental appreciation and intentions for environmental learning and behavior. Students’ recollection of in-class discussions primarily related to cognitive and psychomotor domains, with minimal mention of social or affective themes. Student perspectives highlighted individuals’ unique interests, which may not be fostered when all students conduct the same activity. Over a third of all students most enjoyed the EE experience for the chance to be outside, and only five percent most enjoyed gaining environmental knowledge. 相似文献
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Martin Ashley 《Environmental Education Research》2000,6(3):269-280
This article focuses upon the uneasy relationship between science and environmental education. It argues that science probably offers the strongest justification for the adoption of pro-environmental behaviours and policies, but that the relationship between science and environmentalism is strained by conflicts over fundamental values that are apparent in interpretation of the precautionary principle. An understanding of risk and scientific uncertainty is seen as an essential element of citizenship education for a sustainable society. Curriculum design needs to respond to the challenges of living in a risk society. The article argues for changes to the curriculum which lead to a scientific action competence founded in an understanding of the limits of science and an appreciation of the fact that scientists are moral agents who face ethical dilemmas in their work. 相似文献
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Since the 1980s, scholars have suggested that environmental education (EE) has a ‘definitional problem’ represented by a multiplicity of perspectives that have critically impacted its discourse, practices, and outcomes. This study sought to investigate how North American EE practitioners from backgrounds ranging from formal and non-formal institutions think about their work. We focused on folk narratives and emerging urban environmental concerns of community education rather than reliance on academic opinion alone. Using Q methodology, the study identified five distinct perspectives that appear to represent different ways of prioritizing EE outcomes. All five perspectives were concerned with promoting sustainable living and improved human well-being, but the nuances suggest that an individual who adheres strongly to one may feel someone holding a contrasting perspective is working at cross-purposes. The authors suggest that understanding these perspectives can help reduce misunderstanding within the EE field. 相似文献
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Kerry Shephard John Harraway Brent Lovelock Sheila Skeaff Liz Slooten Mick Strack 《Environmental Education Research》2014,20(4):476-495
We report the development and piloting of an evaluative instrument and process for monitoring the environmental literacy (EL) of undergraduate students in one large research-led university in New Zealand. The instrument addresses knowledge, affect and competencies in the general area of EL in line with this institution’s adoption of EL as a graduate attribute (or in a US context, a general-education learning outcome, and something to be fostered throughout a student’s education). The instrument and associated processes were designed to fit within conventional institutional mechanisms that manage student feedback on the quality of teaching. The instrument was tested with more than 600 students from more than eight programmes over the course of a year and its use stressed that students were anonymous within the survey. We conclude that evaluating (or in a US context, assessing) the extent to which students acquire EL is an achievable objective and is a reasonable expectation for any higher education institution that claims to foster this attribute. 相似文献
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One aspect of the increasing position of sustainability in higher education is establishment of distinct interdisciplinary environment-oriented programs. The point-of-departure of this study is differentiation between teaching- and non-teaching-oriented students, in view of their different respective professional roles in society. The motives and environmental literacy (EL) of incoming students were investigated in three types of sustainability programs in Israel: undergraduate teacher-training, graduate teacher-education and graduate non-teacher programs. For all students acquiring knowledge was the major motive for studies. Undergraduate student-teachers demonstrated the least developed EL, although it is slightly higher than that found for incoming student-teachers a decade ago. Graduate teacher-students displayed strong identity as educational agents-of-change and role-models; however, their limited environmental-knowledge raises questions concerning providing knowledge foundations in undergraduate teacher-training programs, indicating the necessity to supplement this in graduate teacher-programs. Graduate non-teacher students perceive their continuing sustainability-oriented studies as a means for developing an environmental career and enter these programs relatively environmentally-literate. The implications focus on necessary components and characteristics of sustainability-programs directed to teaching- and non-teaching-oriented students. These include the necessity to strengthen the environmental-knowledge component in programs directed to teachers; and embed opportunities for professional internships within graduate programs for non-teachers seeking environmental careers. 相似文献
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John Elliott 《Curriculum Journal》2013,24(3):377-393
ABSTRACT The ‘Environment and School Initiatives’ (ENSI) project is an OECD curriculum development project based on a ‘process model’. Eleven OECD countries, excluding the UK, participated in Phase 1 (1986‐8). The author carried out a comparative analysis of case‐studies of this phase, then sought to gain government support for the participation of UK schools in the second phase of ENSI. This article tells the story of his efforts and the responses they met with. The narrative describes and analyses the complex roles and positions taken by government departments, charitable foundations and multinational companies. The negative outcome for the future of the project in England and Wales indicated that the British government were more interested in the construction of politically symbolic acts which publicly signify concern for the environment than with the promotion of effective and educationally worthwhile pedagogies for environmental education. 相似文献
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Gwen Arnold 《Environmental Education Research》2012,18(1):133-150
The increasing alienation of today’s children from the environment has been termed ‘nature-deficit disorder’. Research suggests this disconnect can adversely impact young people’s physical and psychological well-being. This paper explores whether online multimedia journaling about nature can increase the amount of time students spend outdoors, enhancing their environmental awareness and changing their nature-related perceptions. Students in a 60-person introductory environmental studies course at a large midwestern public university in the United States completed weekly online multimedia nature journals for one semester. A survey assessed their experiences. The median survey respondent spent an additional 11–20 minutes outdoors weekly. Seventy-four percent of respondents said that the project increased their awareness of nature, 68% said it changed the way they thought about nature, and 56% said it increased their interest in spending time outdoors. Though these findings are promising, there are some theoretical reasons for questioning their depth and duration. 相似文献
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DENG He 《重庆大学学报(英文版)》2007,6(1):22-29
Water environment security of the Three Gorges Reservoir Area has become a more extensive concern since the impoundment of the reservoir. This paper describes the existing water environmental hazards and defects in current legal system for water environmental protection in this area, and also discusses their possible causes and potential problems in the future based on first hand materials and other literature. According to the theories of integrated river basin management and environmental equity principle, legal proposals are put forward, which include building an unitary legal system dedicated to the Reservoir Area, setting up a basin authority of the Yangtze River to preside over the resources protection and development, using interests' compensation system to solve interest conflicts among different reaches, and making concrete regulations to direct public participation in water environmental security protection of the Three Gorges Reservoir Area. 相似文献
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Hiromi Yamashita 《Environmental Education Research》2015,21(4):586-611
One of the main approaches used in communicating environmental issues to citizens is conveying ‘factual’ information about a particular environment. However, despite previous research and recommendations made by critical environmental educators, there still seems to be a belief that the more ‘factual’ information one can convey, the more citizens will become aware of the issue, and this will prompt them to change their behaviours. In this article, I will argue that continuing with a ‘fact’-focused practice in Japan and elsewhere could be problematic for three key reasons: (1) it ignores diversity in the ‘facts’ provided to people; (2) it reinforces the ‘hierarchy of knowledge’; and (3) it ignores the ‘myth of nature’ among information receivers and senders. Key recommendations for incorporating a critical environmental education approach include utilising locally available environmental information on contentious environmental issues; investigating particular terminology used and missing information (including tacit knowledge); and encouraging critical learning about statistics and pictorial representations. 相似文献
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Phillip G. Payne 《Environmental Education Research》2010,16(2):209-231
‘Green families’ in Australia were studied so as to shed light on how a more durable, everyday environmental ethic and ecopolitic might slowly be enacted in the intimacy of the home ‘place’ over an extended period of time in rapidly changing socio‐cultural‐ecological conditions. Of particular interest to this study of the green household, or postmodern oikos, was how its proximal ‘moral spaces’ have been nurtured intergenerationally by family members from within the broader global climate of what Zygmunt Bauman refers to as the ‘moral lag’ of postmodernity. Three layers of interpretive findings about the social ecology and family dynamics of this oikos are presented in an effort to provide detailed understandings about families’ eco being, dwelling and becoming. Implications for education for the environment can be gleaned from the ‘best’ ecopedagogical practices found in the home that are ‘other’ than those occurring in the formal education sector. This study adds to the theorizations of ‘social ecology’, ‘experiential education’, ‘ecopedagogy’ and, more generally, the notion of an everyday ‘ecocentrism’, while providing some clues for how environmental education in schools might mirror pedagogical aspects of the postmodern oikos. 相似文献
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Geographic information systems(GIS)are a widely used tool in urban planning and management.More and more cities and deecision-makers require its attributes of promptness,precision and visualization.But the application of GIS in urban environmental management is still a new field and relevant researches are getting on tardily.As a subsystem of GIS,an urban environmental management geographic information system(UEMGIS0should be a complex multi-discipline and multi-objective tool to perform quantitative multi-dimension analysis and to transfer the results into an expression legible to an ordinary user.It should be a dynamic system of prompt functions based on upgradable databases,and be composed of many subsystems respectively specialized in items about water,air,waste and noise as well as relative standards and regulations.However, existing UEMGISs mostly rely on the basic GIS too much to design the actual requirements of applications and managements in themselves,and the unavailability of sufficient fundamental data has retarded their improvement.In the design of a UEMGIS,the standardization of data classification should be taken into consideration to make the data exchangeable and shareable among its subsystems and within every subsystemj,and the applicable error limits for input data should be defined in accordance with the user s required precision of data out.Data acquisition can be easy and quick if remote sensing,global positioning system(GPS)and other technologies are combined with GIS,Rapidly progressing information fechnologies have been giving a bright prospect for the melioration of UEMGIS that will have great potential and wide application in environmental conservation. 相似文献
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Paul Vare 《Environmental Education Research》1998,4(1):5-24
The Education and Communication for Sustainability in Africa (ECoSA) survey set out to provide an overall picture of environmental education provision in Africa in order to identify areas where European Union support could best assist the environmental education process. The survey gathered information through questionnaires, semi‐structured interviews at grass rodts level, country visits and a consultative workshop. A principal product of the survey was a databank with over 300 African organisations involved in environmental education. The Final Report reviews environmental education provision in different sectors as well as suggesting a number of guiding principles and proposing priority areas for European assistance. 相似文献
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In line with previous studies, where outdoor nature experience was shown to support adolescents’ environmental knowledge, our study monitored the influence of a hands-on environmental programme within a National Park on cognitive knowledge achievement. A sample of 4th and 5th graders (n = 289) completed a week-long outreach conservation programme with two follow-up options: the first group (n = 170) interacted with thematic posters, the second group (n = 128) also completed a thematic board game. In a quasi-experimental design, we analysed both versions with regard to achievement efforts and individual situational emotions. Altogether, programme participation added cognitive knowledge, while group one (poster and board game as follow-up option) outmatched group two (just the poster option). Measures of 'state' and 'situational' emotions regarding the programme and right after game participation revealed positive effects toward knowledge. Thus, we conclude, direct experiences with nature and additional hands-on follow-up activities may foster a student’s cognitive achievement in such programmes. 相似文献