共查询到20条相似文献，搜索用时 15 毫秒
1.
Environmental education was incorporated within a mentoring program (i.e. treatment group) for student-athletes at the University of Georgia. These student-athletes’ environmental attitudes, behavioral intent, knowledge, self-efficacy, self-regulatory learning, motivation, and learning strategies were assessed before and after their environmental education mentoring program. Results indicated student-athletes in the treatment group improved their self-reported environmental behaviors (t(32)?=?2.34, p = 0.03) and self-efficacy (t(32)?=?2.07, p = 0.04). However, future research should seek to determine how traits of student-athletes, such as their gender and chosen sport, may impact their level of environmental literacy and any possible impacts due to their mentors’ environmental values. 相似文献
2.
Megan J. Sulsberger 《Cultural Studies of Science Education》2018,13(3):707-732
Cecilia Caiman and Iann Lundegård’s research highlights that an important goal of education is to equip younger generations with tools for innovation. This specifically applies in the realm of science education, as younger generations will likely require a unique preparation and skillset to tackle the environmental issues they will face in young adulthood and beyond. In their article, the authors position imagination as a tool for innovation and infinite possibility in this realm, and they capture moments of children actively imagining or “blending” their ideas to illustrate their worthiness in the cause of sustainability. In this research, I also realize the value of children’s creative narratives on the path toward building a more collective ethic of environmental care. However, I emphasize that positioning children’s imaginative narratives in an education toward sustainability calls for the study of children’s identities-in-progress, and thus, a rigorous theorization of the context in which these narratives/selves are created. This, in turn, necessitates the use of situated and deep methodological approaches to capture and interpret children’s self-expressions. Through my use of Holland’s figured world concept and an ethnographic case study methodology, this research unpacks narratives similar to those presented in Cecilia and Iann’s research to reveal the complexity of children’s imaginative utterances in a school garden context. I consider the myriad of factors that shape children’s experiences and corresponding expressions to complicate and situate children’s expressions within the larger context of self and care development. Revealing this individualized and layered nature of identity and care development in environmental education research allows for the creation or replication of educational experiences and spaces where innovation and care development can occur. 相似文献
3.
Allison Freed 《Environmental Education Research》2018,24(3):474-475
Environmental education scholars have argued for the need to focus on identity as a more predictive factor than attitude of individuals’ environmental behavior. We examine individuals’ decision-making as a mediating process between identity and behavior. University undergraduates (N = 299) were surveyed, with a select sub-sample interviewed. As expected, environmental identity was correlated with pro-environment behavior (recycling). However, students with lower pro-environmental identity also recycled regularly. Similarly, analysis of decision-making revealed most students, regardless of their environmental identity, do not think much when recycling. Environmental structures such as presence of recycling bins surfaced as a powerful influence on pro-environment behavior. 相似文献
4.
Lewis T.O. Cheung Lincoln Fok Eric P.K. Tsang Wei Fang H.Y. Tsang 《Environmental Education Research》2015,21(4):507-524
This study aimed to understand the environmental knowledge (EK) of the residents of Hong Kong. A territory-wide survey was administered to investigate the subjective and objective EK of the respondents as well as their means of receiving information about the environment. The results indicated that Hong Kong’s residents have a comparatively low level of EK, with a mean environmental knowledge score of 3.35 out of 8. The youngster (15–24?years old), students, and employed individuals reported more extensive EK than the older and unemployed respondents, thus suggesting that the younger generation and employed individuals have increased opportunities to receive EK through various channels. A weak positive correlation was identified between subjective and objective EK, thus implying that the residents of Hong Kong could not accurately evaluate their own level of EK. The results indicate that traditional media plays a significant role in disseminating EK. Digital media, such as websites and digital social networks, were also determined to be influencing factors in disseminating environmental messages to the younger generation. 相似文献
5.
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
6.
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
7.
8.
Emily Evans Cynthia Carter Ching Heidi L. Ballard 《Environmental Education Research》2012,18(3):391-402
In the following case study, we examine the interplay between self-perception, environmental perception, and the interests and practice of volunteer trail guides who were recruited to provide educational services for visitors to a natural reserve in Northern California. Through semi-structured interviews with 15 guides and observations of training sessions and educational walks, we found that although individual perspectives of volunteers varied regarding the role of an educator for the reserve, guides shared common interests in teaching and learning and in the place itself. Active guides were drawn to the program by an interest in teaching and learning, had a previous relationship to the place, and held an image of themselves that matched their perceived image of a guide. These findings on the relationship of perception and participation support existing research on issues of identity in environmental education, and extend our current understanding of volunteer participation in interpretation and education programs. 相似文献
9.
Nicole Taylor Jan Wright Gabrielle O’Flynn 《The Australian Educational Researcher》2016,43(3):361-376
A National Curriculum in Health and Physical Education (HPE) has recently been developed in Australia. This new curriculum reflects, among other educational priorities, both environmental sensitivities and a commitment to the enhancement of young people’s health and wellbeing. HPE is one of the key sites in the curriculum where a focused consideration of the relationship between the environment and health is possible. However, to date no research has considered the ways that HPE teachers might recognise and negotiate these spaces. The research described in this paper addresses this gap through an analysis of semi-structured interviews with generalist primary and specialist secondary HPE teachers, drawing on a ‘narrative ethnography’ approach derived from cultural geography. This analysis highlights the consequences of the absence of a knowledge tradition that explicitly links the fields of the environment and health in HPE. Participants who were able to conceptualise environmental health almost exclusively drew on dominant neoliberal and risk discourses. At the same time, teachers’ embodied histories and affective encounters with non-human nature helped them to rupture or challenge dominant assumptions about environmental health. We argue that corporeal knowledge developed through embodied experiences has the potential to assist teachers in formulating environmental health in ways that highlight how interactions with the environment might enhance health and wellbeing. 相似文献
10.
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
11.
12.
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
13.
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
14.
Alistair Stewart 《Journal of Adventure Education & Outdoor Learning》2013,13(2):79-98
Outdoor education practice around the world occurs in diverse circumstances, environments and cultures. The application of outdoor education to specific cultural and environmental issues in particular places and communities has received little attention in research. While research in fields such as cultural geography has addressed the relationships between cultures, communities and geographical places, this is largely overlooked in outdoor education research. In this paper I draw on literature from cultural history and environmental history to explore how these disciplines might inform outdoor education research and pedagogy that addresses current cultural and environmental issues of specific communities and geographical places. With the aid of the rhizome metaphor for (re)structuring knowledge, I use examples from my practice in Australia to demonstrate how reading the landscape and the use of stories, or historical accounts, can assist outdoor educators and participants to probe and reflect on the relationships between personal experience and the complex cultural-ecological processes that have shaped the places in which we live and work. 相似文献
15.
The current study investigates determinants of young Australians’ pro-environmental intentions and actions. Two samples of young people took part in the research: 12 - 17-year-olds (N = 1529) currently in secondary schooling and 18 - 24-year-olds (N = 2192) in post-secondary schooling or workforce. All participants completed an online ‘Youth and the Environment Survey’ that assessed perceived responsibility of community and government to protect the environment, locus of control, environmental concern, self-reported environmental knowledge, pro-environmental intentions, pro-environmental behaviour and environmentally harmful behaviour. Attributing greater responsibility to the community was related to more positive environmental intentions and actions, whereas, attributing greater responsibility to the government for environmental protection was related to more negative environmental intentions and behaviour. In addition, young people with higher environmental concern and knowledge, and a more internal locus of control in relation to the environment, reported stronger pro-environmental intentions and behaviour, and less environmentally harmful behaviour. 相似文献
16.
The sustainable development (SD) concept is based on the idea that economic and social development should be linked to the environment. However, controversies about various associated issues often arise due to the differences in protagonists’ viewpoints, depending partly on whether they focus mainly on environmental, economic, or social dimensions and partly on ideological stances related (for instance) to the optimal ways of promoting economic growth and social justice. This study investigates views of 638 Swedish upper secondary students who responded to a questionnaire probing their views of SD from two perspectives. In the first, the dimensions were separately introduced, so the respondents only had to consider one dimension at a time. In the second, the dimensions were introduced in an integrated fashion, so the respondents had to consider effects related to all three dimensions. The results strongly indicate that the students’ views and priorities concerning the dimensions depend on both the perspective and the context. Implications for teaching and learning are discussed. 相似文献
17.
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
18.
Christiana Th. Nicolaou Maria Evagorou Constantinos Constantinou 《Environmental Education Research》2009,15(1):39-54
This article focuses on the development of decision‐making skills and environmental concern by 11‐ and 12‐year‐old students through computer‐based, scaffolded learning activities. The enacted activities provided necessary scientific information and allowed for the consideration of multiple aspects of the problem, the study of the effects of every possible solution and the formulation and balancing of criteria. The optimization strategy for decision making was adopted, because it allows for the development of compensatory thinking which is more relevant to actual situations of decision making. Twelve students participated in the pilot enactment of the proposed activities. Data collection relied on students’ reports and pre‐ and post‐ tests as well as a closed questionnaire designed to measure students’ environmental concern. The teaching intervention proved quite successful in enhancing the decision‐making skills of the participating children. Moreover, students’ performance on the environmental concern questionnaire correlated in interesting ways with the improvement of decision‐making skills. 相似文献
19.
George E. Glasson 《Cultural Studies of Science Education》2011,6(2):327-335
Environmental educators are challenged by how to teach children about global environmental crisis such as the Gulf oil spill,
which only serves to engender children’s fears and apprehensions about the negative impact of humans on ecosystems. Eduardo
Dopico and Eva Garcia-Vazquez’s article presents an interesting context from which to analyze and reflect on the connections
between local and global environmental education issues. The authors’ study involves student researchers in actively learning
about place-based, sustainable agricultural practices in rural Spain that are passed down through generations. These ecofriendly,
culturally mediated farming practices, referred to as “traditional” by the farmers, were contrasted to “modern” practices
that are used throughout market-based globalized economy. The connection between local (traditional) and global (modern) practices
became very important in the reflections and learning of the student participants about sustainability and ecojustice issues
associated with traditional farming. Students learned from the local farmers a positive, non-dualistic approach to sustainable
agriculture in which human activity and culture is connected to ecological sustainability. Further, the students’ active research
of sustainable and culturally medicated agricultural practices at the local level provided a frame of reference to understand
global environmental crises. 相似文献
20.
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