Author
Trudi L. Volk
Bio: Trudi L. Volk is an academic researcher from Southern Illinois University Carbondale. The author has contributed to research in topics: Environmental education & Higher education. The author has an hindex of 15, co-authored 25 publications receiving 2761 citations.
Papers
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TL;DR: In this article, the authors present a model for changing learner behavior through environmental education, which they call "changing Learner Behavior through Environmental Education." The Journal of Environmental Education: Vol. 21, No. 3, pp. 8-21.
Abstract: (1990). Changing Learner Behavior Through Environmental Education. The Journal of Environmental Education: Vol. 21, No. 3, pp. 8-21.
1,948 citations
TL;DR: In this article, the authors discuss environmental literacy in the United States and present a brief summary of the results of a major national study designed to attain a baseline measure of environmental literacy among middle school students.
Abstract: The authors discuss environmental literacy in the United States and present a brief summary of the results of a major national study designed to attain a baseline measure of environmental literacy among middle school students in the United States The authors include events that led up to the study and desctibe future directions for environmental literacy assessment.
192 citations
TL;DR: In this article, the authors evaluated the impact of an environmental education program on students, parents, and the community and found that the program connections to students' critical thinking, environmental literacy, and participation in the community; reading, writing, and speaking skills; student and teacher characteristics; and parent and community viewpoints.
Abstract: This study evaluated the impact of an environmental education program on students, parents, and the community. The program, in place for 5 years in 5th and 6th grade classes, was designed to help learners take an in-depth look at environmental issues in their community, make data-based decisions about those issues, and participate in resolving those issues. Qualitative and quantitative methodologies were employed (including student, parent, school personnel, and community member interviews). The authors discuss program connections to students' critical thinking, environmental literacy, and participation in the community; reading, writing, and speaking skills; student and teacher characteristics; and parent and community viewpoints.
148 citations
TL;DR: In this paper, the basic precepts of environmental education, summarizes state-level efforts directed at its establishment, and makes suggestions for systematically incorporating it into the K-12 curriculum.
Abstract: Significant progress has been made in the United States in including the environment in government, business, household, and individual decisionmaking. Unfortunately, there is no parallel trend in the nation's K-12 schools. This article reviews the basic precepts of environmental education, summarizes state-level efforts directed at its establishment, and makes suggestions for systematically incorporating it into the K-12 curriculum.
125 citations
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TL;DR: A number of theoretical frameworks have been developed to explain the gap between the possession of environmental knowledge and environmental awareness, and displaying pro-environmental behavior as discussed by the authors, but no definitive explanation has yet been found.
Abstract: Numerous theoretical frameworks have been developed to explain the gap between the possession of environmental knowledge and environmental awareness, and displaying pro-environmental behavior. Although many hundreds of studies have been undertaken, no definitive explanation has yet been found. Our article describes a few of the most influential and commonly used analytical frameworks: early US linear progression models; altruism, empathy and prosocial behavior models; and finally, sociological models. All of the models we discuss (and many of the ones we do not such as economic models, psychological models that look at behavior in general, social marketing models and that have become known as deliberative and inclusionary processes or procedures (DIPS)) have some validity in certain circumstances. This indicates that the question of what shapes pro-environmental behavior is such a complex one that it cannot be visualized through one single framework or diagram. We then analyze the factors that have been f...
6,108 citations
TL;DR: In this article, the authors present a model for changing learner behavior through environmental education, which they call "changing Learner Behavior through Environmental Education." The Journal of Environmental Education: Vol. 21, No. 3, pp. 8-21.
Abstract: (1990). Changing Learner Behavior Through Environmental Education. The Journal of Environmental Education: Vol. 21, No. 3, pp. 8-21.
1,948 citations
TL;DR: In this paper, the influence of place attachment and place identity on environmentally responsible behavior was examined using a structural equation model, and it was shown that place identity mediated the relationship between place dependence and responsible behavior.
Abstract: This article illustrates how an attachment to a local natural resource can influence environmentally responsible behavior (ERB) in an individual's everyday life. Our study showed that 4 general (e.g., talking with others about environmental issues) and 3 specific (e.g., sorting recyclable trash) behavioral indicators reflected a single environmentally responsible latent construct. Following previous research, we operationalized place attachment using 2 concepts: (a) place dependence (i.e., a functional attachment) and (b) place identity (i.e., an emotional attachment). The influence of these two concepts on ERB was examined using a structural equation model. Data for this analysis were obtained from a survey of youth, 14-17 years of age (N = 182), who participated in local natural resource work programs. Results supported the predicted relationships. As hypothesized, place identity mediated the relationship between place dependence and responsible behavior. Place dependence influenced place ident...
943 citations
TL;DR: The authors conducted interviews with 30 environmentalists in Kentucky and 26 in Norway (35 men, 21 women) who represented a broad range of issues, from wilderness protection to urban planning, to determine the sources of their environmental commitment.
Abstract: Structured, open-ended interviews were conducted with 30 environmentalists in Kentucky and 26 in Norway (35 men, 21 women) who represented a broad range of issues, from wilderness protection to urban planning, to determine the sources of their environmental commitment. Experiences of natural areas, family influences, organizations, negative experiences, and education were mentioned most often. People were also asked about the period in life when significant experiences occurred, and on this basis, a typical life path of predominant sources of commitment at different ages was constructed. Respondents also recommended strategies for effective environmental action.
793 citations