共查询到20条相似文献，搜索用时 31 毫秒
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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
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Annika Manni Christina Ottander Karin Sporre 《Journal of Adventure Education & Outdoor Learning》2017,17(2):108-121
This study uses John Dewey’s theoretical concept of ‘aesthetic experience’ in empirically exploring expressions of cognition and emotion in students’ meaning-making processes. A case study was conducted in one class of Grade 6 students during a single school semester. This article reports results from five outdoor days. The empirical material consists of observations, field notes, logbook entries, interviews and students’ written reflections. The students’ meaning-making processes were analyzed through the Deweyan theory of an initial phase involving anticipation, an activity phase with courses of actions and a concluding phase with reflections that serve as fulfillments. Expressions of aesthetic experience were identified in four important components of the students’ meaning-making processes: prior personal experiences; responses to environments and artifacts; social interaction; and situations allowing for responsibility, trust and independence. A more in-depth process-oriented analysis revealed that aesthetic experiences are vital in continuous meaning-making processes. 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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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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Kerry Shephard Samuel Mann Nell Smith Lynley Deaker 《Environmental Education Research》2009,15(5):571-587
How much do teachers in tertiary education know about the sustainability characteristics of their incoming students and, if this knowledge were to be available, how could their educational approaches be influenced by this knowledge? In New Zealand, Otago Polytechnic has committed itself to the goal that every graduate may think and act as a sustainable practitioner, and staff are changing their approach to teaching to achieve this. This research sought to benchmark the environmental worldview attributes of an incoming cohort of Otago Polytechnic students to support academic staff who need to know more about the sustainability interests and characteristics of their students, so that they may provide appropriate educational programmes. The research was also designed as the first stage of longer‐term research to evaluate the impact of these institutional changes on how students transform during the period of their tertiary education experience. The data and analysis presented here suggest that even before students start to study in the institution different groups have substantially different sustainability values‐sets. The authors anticipate that the research instruments and approaches used in the present study will contribute to a substantial national exploration of the sustainability value‐sets of tertiary students. 相似文献
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This study explored the causes of student disengagement from their doctoral studies in the biological and environmental sciences. The data came from interviews of 40 doctoral students (male?=?15, female?=?25) and underwent qualitative analysis for content. Our results showed that doctoral studies provide multiple contexts for disengagement, such as the scholarly community and supervision, while doctoral students’ sense of distress, cynicism and inefficacy emerged as central components of disengagement. The study identified isolation, indifference, and lack of support and constructive feedback as sources of cynicism, while distress and inefficacy were more often related to failure or lack of progress in research. Our findings indicate that the source of disengagement can vary not only between individuals, but also between the academic activities at hand. Thus, while promoting an engaging doctoral experience, awareness of what typically triggers disengagement in the doctoral journey is vital. 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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The aim of the study was to gain insight into undergraduate students’ environmental worldviews by exploring their ideas about nature and human–nature relationships. Participants were 29 students from a university in Taiwan. Interviews were employed as the dominant method, while a questionnaire survey was also used to support the sample selection and enhance the understanding of the interview data. Interview responses were analyzed using a phenomenographic approach and revealed a variation of students’ ideas. One key finding was that although the students were generally pro-ecological, their ideas about nature and human–nature relationships seemed to be often a mixture of worldview tendencies typically as follows: (1) humankind is part of nature and subject to natural laws, and thus cannot possibly destroy nature; (2) humankind plays a dominator role in nature, but can be ‘replaced’ by other species; and (3) humankind should take responsibility for nature in order to secure sufficient natural resources and a livable environment for all species, especially humans. Moreover, the students described and explained nature predominantly from a scientific perspective. The educational implications of the findings and limitations of the study are also discussed. 相似文献
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Shyh-ming Lin 《Environmental Education Research》2016,22(5):658-682
This study applied environmental behavioural theories to develop a personal carbon footprint management system and used persuasive technology to implement it. The system serves as an educational system to improve the determinants of students’ low-carbon behaviours, to promote low-carbon concepts and to facilitate their carbon management. To assess the validity of the system, high school students were chosen to participate in an experiment, the results of which reveal (1) the system has significant and positive short-term and relatively long-term effects on the reduction of their self-reported carbon footprint, (2) the system significantly improves their carbon footprint awareness and perceived behavioural control (PBC), and it also promotes behavioural subjective norms, (3) reduction of their self-reported carbon footprint is significantly correlated to PBC, carbon footprint awareness and attitude and (4) PBC is the most critical determinant of carbon reduction. Suggestions are accordingly made. 相似文献
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Nicola Walshe 《Environmental Education Research》2017,23(8):1130-1149
Education for sustainable development (ESD) persists as an important concept within international policy and yet, despite considerable debate, there remains a lack of consensus as to a pedagogy for ESD in schools. This paper presents findings from a study investigating how an interdisciplinary approach to ESD in England developed one class of 16- and 17-year-old geography students’ understandings of sustainability. The research used students’ drawings of sustainable cities alongside questionnaires and semi-structured interviews to explore their understanding of sustainable development within a constructivist, case study framework. The study found that the use of poetry within a geography lesson developed students’ appreciation of the social and economic dimensions of sustainability, although their focus persisted around the environmental. As such, it is argued that an interdisciplinary approach to ESD encourages students to engage more critically and affectively with the concept of sustainable development, thereby developing a more holistic appreciation of it. 相似文献
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This paper explores the premise that environmental education involves raising environmental consciousness rather than simply knowing about the environment in a technical-rational manner and acting for it in mechanistic prescribed ways. The paper draws on educational theory and data from a phenomenological case study of educators working together at an outdoor education centre in urban Canada, whose practice of environmental education we believe can best be described as environmental consciousness raising. Based on our study’s findings, we suggest that raising environmental consciousness involves connecting people to their environment, fostering care for the environment, and building agency for the environment. Educating for environmental consciousness also requires providing people with deeply engaging experiences that afford authenticity, multidimensionality and serendipity. Our study shows how these features can work to raise environmental consciousness, by creating epiphanies or moments when sudden expansions of the self, realization and empowerment become possible. 相似文献
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Machteld Vandecandelaere Sara Speybroeck Gudrun Vanlaar Bieke De Fraine Jan Van Damme 《Studies in Educational Evaluation》2012,38(3-4):107-120
This study investigated the association between students’ perception of the learning environment and three aspects of their mathematics attitude: ‘mathematics academic self-concept’, ‘enjoyment of mathematics’ and ‘perceived value of mathematics’. The focus was on the association of students’ mathematics attitude with four dimensions in the learning environment: the extent to which the teacher ‘motivates to exert learning effort’, ‘activates towards self-regulated learning’, ‘gives feedback and coaches’, and ‘structures and steers’. Data were obtained from an extended version of the international Trends in Mathematics and Science Study (TIMSS) of 2003. Multilevel analysis on a sample of 4354 eighth grade students in 228 classes in 119 schools in Flanders (Belgium) indicated that the learning environment plays a significant role in the enjoyment of mathematics. This while the mathematics academic self-concept and the perceived value of mathematics are insensitive for aspects in the learning environment. 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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This study investigated an under-explored area in the field of academic practice: the meaning of the complex notion of authenticity in teaching. Combining conceptual with empirical investigation, data included philosophical texts, repertory grid interviews with fifty-five lecturers and students from Law, Physics and English Literature, and fourteen focus groups with forty-six students. Philosophical conceptions were compared to those held by students and lecturers. Qualitative and quantitative analyses of repertory grids revealed differences in experts’/philosophers’ and lay-people’s conceptions of authenticity and additionally showed how lecturers’ and students’ conceptions of authenticity in teaching differed from their conceptions of teaching effectiveness. Focus groups identified linkages between authenticity in teaching and actual teacher actions and attributes that students perceive as being conducive to their learning. The findings enhance the meaning of authenticity, show how it matters in university teaching and offer a hitherto lacking theoretical foundation for further research. 相似文献
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Tasos A. Barbas Stefanos Paraskevopoulos Anastasia G. Stamou 《Learning, Media and Technology》2009,34(1):61-69
Despite the potential educational value of nature documentaries, the contribution of such films to environmental education is largely unknown. In the present study, we attempt to delineate the role of nature documentaries to the environmental sensitivity of students when the films are simply introduced to the class. More specifically, the present study experimentally checks whether students who have been exposed to a nature documentary on insects develop a greater level of environmental sensitivity towards those animals compared to students who have not. Moreover, we explore whether nature documentaries of a distinct type (i.e., verbal vs. non‐verbal) have a different effect on the students’ sensitivity. The results suggest that traditional nature documentaries have a positive effect on students’ sensitivity, while the non‐verbal, less conventional documentary is more effective in the development of environmental knowledge and feelings about insects. However, the non‐conventional approach is equally effective in the change in attitudes and beliefs as the verbal, ‘traditional’ one. Finally, the study discloses that students in general report more positive emotional reactions to insects than perceived knowledge and understanding. Although nature documentaries seem to improve all components of environmental sensitivity, they do not subvert the predominance of emotion over knowledge about insects. 相似文献
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Teacher: students’ interpersonal relationships and students’ academic achievements in social studies
F.A. Fan 《Teachers and Teaching》2013,19(4):483-490
Background: The classroom is a social system in which the teacher and the students interact as organizational members. The quality of classroom relations is dependent on the activities of both the instructor and the students. Several environmental conditions and circumstances often tend to either improve or depress the academic performances of students in defiance of their natural academic endowments. Aim: This study was to identify the relationship between teacher–students’ interpersonal relationships and students’ academic achievements in social studies. Methods: The work used the ex post facto design and a sample of 1954 Junior Secondary School (JSS) III randomly drawn from 50 Government Secondary Schools in Calabar Educational Zone of Cross River State, Nigeria. Two instruments were used: The Teacher–Students’ Relationship Questionnaire and a 50-item multiple choice questions in social studies set using the JSS social studies syllabus and validated by test experts. The data were analysed using the Pearson product moment correlation analysis (r). Product moment correlation analysis (r) is used in finding the relationship between two variables X and Y, if these variables are continuous and are obtained from the sample. Outcomes: There was a significant relationship between teacher–students’ interpersonal relationship and students’ academic achievements in social studies. As a researcher, this means much for me. Students themselves are classroom observers. They are aware, to a great extent, of their own academic standing in the classroom as well as those of others. Some examples of the strategies students use to evaluate their own academic standing include the tasks they are given, grouping strategies implemented in the classroom (e.g. ability grouping) teacher feedback and information regarding ability, the responsibilities that teachers provide students with and the quality of teacher–students relationships. Conclusions: The major conclusion forwarded by this research was that there was a significant relationship between the teacher–students’ interpersonal relationship and students’ academic performances in social studies. This has a serious implication for me and others, viz, a good human relationship is one of the lubricants of high productivity. Teachers should therefore galvanize cordial relations between themselves and students. All teachers, including this researcher, should bear in mind that a healthy interpersonal relationship is one indispensable instrument of high productivity and achievement in all fields of human endeavour including the education industry. 相似文献
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Mary Breunig Jocelyn Murtell Constance Russell Ryan Howard 《Environmental Education Research》2014,20(3):372-386
In Canada, there exists a noteworthy educational initiative referred to as Environmental Studies Programs (ESPs). These secondary school programs are interdisciplinary, helping to link subject matter and encouraging student responsibility. The results of two case studies of Ontario ESPs that analyze the impact of ESP participation on students’ attitudes to, and relationships with, the environment and the extent to which program participation informs domestic pro-environmental behaviors and/or emancipatory social and environmental actions are presented. The results from the focus group sessions indicate that students believe that they can effect environmental change but that they struggle with ways to meaningfully enact that change in light of ‘real world’ constraints. 相似文献
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Higher Education - This study identifies the factors that help doctoral students cope with difficulties in their studies, based on social reproduction theory and the anti-deficit approach. A... 相似文献