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1.
One aim of environmental education is to enable people to make informed decisions about their environmental behaviour; this is particularly significant with environmental problems that are believed to be both major and imminent, such as climate change resulting from global warming. Previous research suggests no strong link between a person's general environmental attitudes and knowledge, and his or her willingness to undertake pro-environmental actions, so this study focuses on some specific issues. Using survey methods to produce quantitative data about students' beliefs concerning the usefulness of specific actions and their willingness to adopt them, novel indices have been constructed that indicate the potential of education to increase students' willingness to undertake those actions. The findings imply that altering a student's belief about certain issues will have little effect on their willingness to act. This can be because most students, even those with only a weak belief in the efficacy, are prepared to take action anyway. Conversely, it can be because a majority, including those convinced about the efficacy, are not prepared to take action. Education about such actions, where there is only a weak link between believed effectiveness and willingness to act, may be ineffective in terms of changing practice, because other factors such as social norms and situational influences dominate. For such actions other strategies may be required. For another set of actions, however, the benefits of education in changing practice seemed more positive; increasing recycling, reducing the use of artificial fertilisers and planting more trees are examples.  相似文献   

2.
Plausibility is a central but under-examined topic in conceptual change research. Climate change is an important socio-scientific topic; however, many view human-induced climate change as implausible. When learning about climate change, students need to make plausibility judgments but they may not be sufficiently critical or reflective. The purpose of this study was to examine how students' plausibility judgments and knowledge about human-induced climate change transform during instruction promoting critical evaluation. The results revealed that treatment group participants who engaged in critical evaluation experienced a significant shift in their plausibility judgments toward the scientifically accepted model of human-induced climate change. This shift was accompanied by significant conceptual change postinstruction that was maintained after a six-month delay. A comparison group who experienced a climate change activity that is part of their normal curriculum did not experience statistically significant changes.  相似文献   

3.
ABSTRACT

Climate change is one of the significant global challenges currently facing humanity. Even though its seriousness seems to be common knowledge among the public, the reaction of individuals to it has been slow and uncertain. Many studies assert that simply knowing about climate change is not enough to generate people’s behavioural response. They claim, indeed, that in some cases scientific literacy can even obstruct behavioural response instead. However, recent surveys show a rather poor understanding of climate dynamics and argue that lack of knowledge about causal relationships within climate dynamics can hinder behavioural response, since the individual is not able to understand his/her role as causal agent and therefore doesn’t know how to take proper action. This study starts from the hypothesis that scientific knowledge focused on clarifying climate dynamics can make people understand not only dynamics themselves, but also their interactive relationship with the environment. Teaching materials on climate change based on such considerations were designed and implemented in a course for secondary-school students with the aim of investigating whether this kind of knowledge had an influence on students’ willingness to adopt pro-environmental behaviours. Questionnaires were delivered for testing the effect of the teaching experience on knowledge and behaviour.  相似文献   

4.
Abstract

A large proportion of people in western societies do not believe in the concept of human-induced climate change (HICC), and oil-dependent economies might be expected to have more climate contrarian populations than others. Recent recessions in the Norwegian oil industry caused an influx of dismissed oil engineers into Norwegian science teacher education. With their background in the natural sciences and associations with the oil industry, this group of pre-service teachers might express mixed attitudes towards HICC and how to approach this subject while teaching. A survey of students attending a one-year course for qualifying people with a university degree in science as science teachers was conducted. Association with the oil industry covaries with climate skeptic thinking and reluctance towards teaching about HICC in these groups of students. This suggests that a green shift might create an influx of climate contrarian views into schools in oil-dependent economies.  相似文献   

5.
Abstract

Despite heightened awareness about climate change, individuals remain rather indifferent to the issue. The reasons being that many public education programmes rely essentially on information dissemination and do not help individuals understand the given information. The authors believe that there is potential of environmental education for understanding and promoting pro-environmental behaviour. The proposed transformative education for climate change (TrEC) programme focuses on three elements (knowledge, skills and values) to help individuals understand environmental issues and to empower them to take pro-environmental action. This mixed method study was conducted in collaboration with various government agencies and 173 residents in a housing estate in Singapore. The findings suggest that with better understanding (knowledge) about the climate change issue, individuals can make informed decisions (attitude) and be encouraged to adopt pro-environmental behaviour (action).  相似文献   

6.
We extend previous theoretical and empirical work by examining the role that emotions and epistemic judgments play when learning from different refutation plus persuasive and expository plus persuasive texts. We examined how variations in messages designed to change misconceptions and attitudes about genetically modified foods (GMFs) might differentially impact the extent to which individuals engage in epistemic judgments; the emotions individuals experience during learning; and, how epistemic judgments and emotions might facilitate or constrain conceptual and attitudinal change. One hundred twenty-five undergraduate university students were randomly assigned to one of four text conditions: refutation plus positive persuasive text, refutation plus negative persuasive text, expository plus positive persuasive text, or expository plus negative persuasive text. Students were asked to think and emote out loud during learning to capture epistemic judgments and emotions as they occurred in real time. After the learning session, students also self-reported the emotions they experienced during learning. Results revealed that students who were given positive persuasive texts experienced more positive emotions (both intensity and frequency) during learning, whereas those who were given negative persuasive texts experienced more negative emotions (frequency) during learning. Students who were given positive persuasive texts engaged in more epistemic judgments and changed more misconceptions about GMFs compared to students in the other three text conditions. Finally, epistemic judgments were significant positive predictors of conceptual and attitudinal change, and both positive emotions and negative emotions predicted attitudinal change. Implications for theories of conceptual and attitudinal change are discussed.  相似文献   

7.
The chapters included in this special issue are innovative in their attempt to bring together research on persuasion with research on conceptual change. Although persuasion and conceptual change are not similar in all respects, they both involve belief change. They also both require that we better understand the variables that make a text persuasive and thus influence the reader to change his/her beliefs. These chapters are instrumental in bringing about three important characteristics of persuasive text that can also be useful in inviting conceptual change. These characteristics are the comprehensibility, clarity and credibility of the text; the importance of explicitly addressing the readers’ prior beliefs; and affective and motivational factors.  相似文献   

8.
Abstract

This mixed-methods study examined how ten- to twelve-year-old children experienced and made sense of their growing climate change awareness through an after-school program that used participatory methods to facilitate children’s informed climate change action. The fifteen-week program combined hands-on educational activities with digital photography and culminated in youth-led action projects focused on individual (i.e. daily habits) and collaborative change (i.e. community projects). After the program, children knew significantly more about the scientific and social dimensions of climate change than before, and more than the average U.S. teen or adult. Survey and focus group analyses showed that, in addition to learning, children were inspired and motivated by their growing climate change awareness. Children felt empowered by their knowledge and eager to learn more and take action to minimize harms. Towards theorizing children’s constructive climate change engagement, the importance of informal learning environments for children’s intergenerational and political influence is discussed.  相似文献   

9.
Overcoming students’ misconceptions may be a challenge when teaching about phenomena such as climate change. Students tend to cite short-term weather effects as evidence to support or refute long-term climate transformations, which displays a fundamental misunderstanding about weather and climate distinctions. Confusion about weather and climate may also reflect student misunderstanding about deep time, a concept that spans several scientific content areas. This study examines the relationships between students’ understanding of deep time and their understandings of the distinctions between weather and climate, as well as how these understandings influence students’ perceptions about the plausibility of human-induced global climate change. Undergraduate students enrolled in an introductory science class on global climate change completed measures of their (a) understanding of distinctions between weather and climate, (b) knowledge of deep time, and (c) plausibility perceptions of human-induced climate change, both at the beginning and end of the course. The study includes comparison groups of similar students enrolled in introductory physical geography classes. Results revealed that greater knowledge of deep time and increased plausibility perceptions of human-induced climate change provide significant explanation of variance in students’ understanding of weather and climate distinctions. Furthermore, students achieve significantly increased understanding of weather and climate, even with brief instruction.  相似文献   

10.
ABSTRACT

View change about socio-scientific issues has been well studied in the literature, but the change in the complexity of those views has not. In the current study, the change in the complexity of views about a specific scientific topic (i.e. genetically modified organisms; GMOs) and use of evidence in explaining those views was examined in relation to individual factors and type of text (informational, persuasive, or narrative). Undergraduate students completed measures of their prior views about GMOs their epistemic beliefs about the nature of science, and activities related to food consumption. Participants then read either an informational, persuasive, or narrative passage about GMOs and again answered a question related to their views about GMOs. Participants who read the persuasive passage decreased in the complexity of their views, while those who read the narrative and expository passage increased in the complexity of their views. Additionally, while cultural activities related to the complexity of individuals’ views during the pretest, these significant differences were not evident at posttest after the text intervention. These findings can be used to help scientists and teachers better understand how to communicate information critical to understanding complex science and environmental issues to the public and their students.  相似文献   

11.
Abstract

The study examined high school students’ perspectives on climate change before and after participation in an informal science education program. During the program, students made a short, place-based film about climate change impacts in their communities. Qualitative and quantitative analysis of student data revealed key themes that illustrate how students characterized climate change before and after developing their films. Following the program, students described climate change as locally-relevant, alarming, and a concern that held increased personal importance to them. They also reported greater confidence in their understanding of the causes and consequences of climate change and indicated a stronger sense of both collective and personal responsibility to take action to address climate change challenges in their communities. The study adds to the existing body of literature that describes how making personally meaningful connections with climate change can inspire a sense of responsibility and agency among students.  相似文献   

12.
The Cooperative Extension Service (Extension) in the United States is well positioned to educate the public, particularly farmers and foresters, about climate change and to encourage responsible adoption of adaptation and mitigation strategies. However, the climate change attitudes and perceptions of Extension professionals have limited Extension’s involvement. A survey of Extension professionals (n?=?2758) in eight southern states found several statistically significant factors correlating to different attitudes and perceptions about climate change, such as demographics and program area. Willingness to engage with climate change-related programs varies with climate change perceptions, program area, and perceptions of institutional support. This assessment explores the extent to which the climate change issue suggests different needs among Extension professionals – needs that could be addressed by diverse professional development programs. We discuss these results in the context of homophily and provide recommendations to improve climate change education.  相似文献   

13.
This research introduces the concept oforganisational climate and contributes to anunderstanding of the recursive relationshipbetween organisational climate and strategicchange initiatives. In the 1990s there wasrecognition that higher education worldwide wasmoving through a period of rapid change.Alterations in the external environment wereput forward as rationales for universities toreconsider the way they organised from theirtraditional governance and managementstructures through to the way in which theyperformed their primary activities of research,teaching and learning. A common approach tothis adaptation or change has been through anincreased emphasis upon strategic planning.This was accompanied by discourses rooted intechnological determinism and the unquestioningbelief in the rightness of a particular brandof corporate management. This research focusedon one such approach to strategic change: thedevelopment of information strategies in 12 UKHigher Education Institutions. Using a groundedapproach to theory generation, it highlightsthe influence of different styles of managementon organisational climate. The paper discussesthe antecedents and influence of one of thedimensions of organisational climateidentified: insecurity/security. Itestablishes that that climates of insecurity(or security) can exist within an HEI and canbe shared on an organisational level, or can berooted in sub-cultures. Six issues wereidentified which affected the climate ofinsecurity or security within the differentHEIs. These issues related to perceptions ofchange management and its frequency,predictability, openness, degree ofparticipation, discontinuous or incrementalnature of change, and whether or not decisionsare implemented by use of persuasive power orcoercive power. The paper goes on to discussthe multi-dimensional nature of insecurity. Itnotes that `managerial' approaches are morelikely to create highly insecure environmentswhich reinforce a vicious circle: staff beingde-motivated, cautious, less willing to takerisks or exercise discretion and are morelikely to resist change. In contrast, inenvironments where a more `collegial' approachhad been used, a virtuous cycle was created,whereby there was a willingness to be open andshare information, there was a greater degreeof cognitive conflict, and more positiveinterpersonal relationships. These factorshelped create consensus, the widespreadunderstanding of decisions (acceptance of theirlegitimacy) and commitment to both thestrategic decisions and the university. Thepaper concludes by arguing that a moresophisticated approach to strategic planningand change should be utilised reflecting theneed to view the HEI as a symbioticcommunity.  相似文献   

14.
During a 10-week period prior to the 1997 Kyoto conference on climate change, two parallel studies were conducted: Study 1 examined media portrayals of global warming and the certainty with which information was reported (percentage of 'hedging'); Study 2 was a telephone survey to assess public knowledge about key topics in global climate change, people's certainty about their information, trust in the media, and willingness to take action on global warming. Media reports were found to be scarce, and about half of the references to global warming were found to be hedged. More hedging was evident in the New York Times than in other print media and national television reports, and economic impacts of climate change were reported with the greatest certainty. The audience (N = 139 adults, average age 36–45, with at least a high school education) reported trusting their media sources more than 50% of the time. They were collectively fairly knowledgeable and certain about global warming information (9.1 on a scale of - 20 to + 20), and they appeared to be willing to adopt a range of responsible behaviors seen to be useful in countering global warming (average response 3.0 out of 4). The knowledge/certainty factor was described as 'attitude under uncertainty', and was significantly related to media trust (r = 0.325, p < 0.01) and willingness to act responsibly (r = 0.400, p < 0.01). Comparing Study 1 with Study 2, the research does not support a hypothesis that media hedging is related to uncertainty. Implications for environmental communicators are discussed.  相似文献   

15.
The purpose of this study was to explore whether conceptual change predicted emotional and attitudinal change while learning about genetically modified foods (GMFs). Participants were 322 college students; half read a refutation text designed to shift conceptual knowledge, emotions, and attitudes, while the other half served as a control group. The results suggest that the refutation text effectively facilitated change in conceptual knowledge, emotions, and attitudes. The hypothesized relationship among the variables was explored using structural equation modeling. The analysis showed that when participants experienced knowledge change toward more scientifically accepted conceptions of GMFs, their emotions became more positive and less negative, which predicted a subsequent shift toward more-positive attitudes. The results suggest that change in emotions mediates the relationship between conceptual and attitudinal change. Several theoretical and practical implications are discussed including the impact that these findings may have on science education.  相似文献   

16.
Abstract

Although research suggests that family dynamics likely play a role in shaping children’s behaviors, few studies focus on environmental behaviors, and none to our knowledge investigate how parents shape climate change mitigation behaviors among their children. We begin to fill this gap through a quantitative case study using matched household-level survey data from 182 coastal North Carolina families (n?=?241 parents aged 29–77; n?=?182 students aged 11–14) associated with 15 middle school science teachers. Family climate change discussions, parent behaviors, and children’s climate change concern levels predicted the degree to which children will participate in individual-level climate mitigation behaviors. These results provide evidence that promoting climate-related conversations within households may promote climate action even when parents are apathetic about climate change. Similarly, parental behaviors, but not their concern levels, were important predictors of adolescent behaviors. This study highlights novel ways that family dynamics may promote climate change mitigating behaviors and a new pathway to promoting climate mitigation at familial, and ultimately, societal levels.  相似文献   

17.
征集大学生入伍,有利于提高部队兵员质量,提高部队战斗力,实现国防与军队现代化、信息化建设。为研究大学生参军意愿的影响因素,本文在已有研究的基础上,以湖北省大学生为问卷调查对象,通过样本数据分析性别、民族、户口类型、政治面貌、就读院校类别和教育程度对大学生参军意愿的影响,并利用SPSS22.0分析样本数据,验证国家优惠政策、社会安定、学校征兵宣传教育、家长态度、亲朋好友的从军经历、责任意识和身体素质与大学生参军意愿之间的关系。研究结果表明:男生比女生的参军意愿更强;农村户口的大学生比城镇户口的大学生的参军意愿更强;大学生就读的院校层次越高,其参军意愿越低;具有本科学历的大学生参军意愿较具有大专或硕士及以上学历的大学生更为强烈。同时,学校征兵宣传教育、家长态度、亲朋好友的从军经历和责任意识与大学生参军意愿之间成正相关关系。  相似文献   

18.
This investigation compares the effectiveness of two types of inservice training offered through the Arizona Portal School Program. Both methods were designed to provide teachers with positive attitudes toward activity-centered energy education. The methods differed in length and energy-related content with one course running for 5 sessions and the other for 15 sessions. The longer course placed more emphasis on content knowledge. Three types of attitudes were assessed: attitudes toward curricular change, opinions on energy concepts, and beliefs about science education. Although the longer course had a more positive effect on the participants' views of and willingness to participate in curricular change and the shorter course had a more positive effect on the participants' views of teaching activity-oriented science, both courses produced the same type of change in the participants' views of energy issues.  相似文献   

19.
In higher education today, institutions are facing a number of challenges—including the challenge to create future-proof graduates. Higher education institutions have a particular mandate to develop future leaders and decision-makers capable of understanding and providing solutions to complex, global issues. Education programmes that focus on multi-disciplinary thinking are required to prepare future leaders to solve problems not yet known to be problems. Using a case study of a postgraduate climate change programme, this study illustrates the challenges addressed and resulting rewards when reforming the curriculum. Two theoretical curriculum models informed the re-imagination of the programme: objectives-based and action research following the process inquiry model. The reformation was undertaken by the programme teachers as researchers of their practice. To future-proof graduates, this study discusses how curricular intentions are aligned with the institution’s capacity for action towards change. Avoiding a business-as-usual scenario when faced with complex, politicized and global issues such as climate change requires both programme and course curricula continuous evaluation and revision. Alignment with internal (university and teacher-level) goals and external directives is required.  相似文献   

20.
Abstract

As an HRD manager in a college, I am responsible for employee wellness within the organisation. However the culture of the college in which I work is toxic, characterised by bullying, destructive leadership, gossip and victimisation. Such a culture is difficult to change and requires a different approach to the expert-led, training interventions that are underpinned by diagnostic organisational development. In this article, I provide evidence that supports my claim that a participatory action research approach, embedded within a dialogic organisational development paradigm, succeeded in improving the work climate as it enabled individuals to identify the factors which contributed to the toxic environment and take action to improve it. The participatory methods employed allowed the x participating college mangers to deal with their own feelings, and enabled them to describe and evaluate the workplace climate as toxic. Armed with a discourse to discuss the problem, they were able to move from helplessness and self-blame to acceptance of responsibility for change. Viewing the problem as a systemic issue enabled them to understand how to modify their practice to embody life-enhancing values that diminished the toxic patterns of communication. By changing conversations, negativity was diminished and negative interactions were replaced by more positive workplace relations. The process described in this account of my learning may be useful to improve the climate in other similarly toxic workplaces.  相似文献   

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