Showing papers in "Environmental Education Research in 2018"
TL;DR: In this article, the authors examined what socio-psychological factors influence sustainability behaviors among university students and found that those who adhere to biospheric and altruistic values were more likely to engage in a range of sustainability behaviors whereas those that adhere to egoistic values are less like.
Abstract: While Value-Belief-Norm (VBN) theory has been widely applied to various populations, it has seldom been tested on college students This study extends VBN theory to examine what socio-psychological factors influence sustainability behaviors among university students Undergraduate students are an interesting and novel population, as they are still forming their values and beliefs, and therefore may be more open to engage in sustainability efforts This study assessed five sustainability behaviors: (a) support for political candidates who say they will strengthen environmental policies, (b) recycling, (c) electricity use, (d) food selection, and (e) transportation choices Findings support the notion that one’s values matter in environmental decision-making, but that different values are associated with different behaviors Those who adhere to biospheric and altruistic values were more likely to engage in a range of sustainability behaviors whereas those who adhere to egoistic values were less like
106 citations
TL;DR: The Sustainable Development Goals set out by the United Nations advocate that all learners will have the knowledge and skills needed to promote sustainable development as mentioned in this paper, which is the goal of our work.
Abstract: The Sustainable Development Goals set out by the United Nations advocate that all learners will have the knowledge and skills needed to promote sustainable development. Development education, educa...
102 citations
TL;DR: The authors employed a uniquely multi-factorial, large-scale design to investigate baseline differences and the effects of a singular outdoor educational program on environmental attitudes, knowledge, and environmental attitudes.
Abstract: This study employs a uniquely multi-factorial, large-scale design to investigate baseline differences and the effects of a singular outdoor educational program on environmental attitudes, knowledge...
79 citations
TL;DR: In this article, the authors consider the potential for childhood nature, considering concerns for a severely diminished childhood experience of nature, coupled with alarm for a rapidly diminishing global biodiversity, considering the potential of childhood nature.
Abstract: Given concerns for a severely diminished childhood experience of nature, coupled with alarm for a rapidly diminishing global biodiversity, this article considers the potential for childhood nature
78 citations
TL;DR: In this article, education has been proposed as an important way to increase environmental concern, beyond providing information, education could also encourage a stable sense of oneself as connected to the natural world.
Abstract: Education has been proposed as an important way to increase environmental concern. Beyond providing information, education could also encourage a stable sense of oneself as connected to the natural...
78 citations
TL;DR: This article examined the relationship between the environmental attitudes and environmental knowledge of schoolchildren within the framework of an environmental intervention and found no correlation between environmental knowledge and attitude preservation at all test times.
Abstract: This study examines the relationships between the environmental attitudes and environmental knowledge of schoolchildren within the framework of an environmental intervention. We employed questions from the 2-MEV model to monitor students’ environmental attitudes in terms of the model factors Preservation and Utilisation while concurrently monitoring three environmental knowledge dimensions (system, action-related and effectiveness knowledge) at three different test times during the course of a four-day field centre programme for fourth-graders (N = 133, Mage = 9.8 years). Probably due to measurement constraints (e.g. a ceiling effect, social desirability), we found no correlation between environmental knowledge and the attitude Preservation at all test times. The attitude Utilisation correlated negatively with all environmental knowledge dimensions, indicating that students who score higher on Utilisation are more likely, for example, to have and gain more system knowledge through programme partic...
69 citations
TL;DR: In this paper, the authors discuss how these goals are reflected within existing sustainability programs at a vocational college, and at the undergraduate and postgraduate university levels in The Netherlands, where they have integrated lectures on sustainable development with specific emphasis on the SDGs.
Abstract: One of the main outcomes of the Rio + 20 Conference was the agreement to set Sustainable Development Goals (SDGs). The most common terms in the17 goals are economic growth, resilience and inclusion, all of which are critically examined in this article. This article discusses how these goals are reflected within existing sustainability programs at a vocational college, and at the undergraduate and postgraduate university levels in The Netherlands. Within all three institutions the author has integrated lectures on sustainable development with specific emphasis on the SDGs. The aim was to engage students in critical discussion, allowing reflection on the issues and paradoxes that characterise the larger discourse of sustainability. The case studies illustrate how curriculum aimed at this awareness can be developed stimulating the students’ recognition of critique of economic development, inclusion and resilience. As a result of the courses, the students were able to develop a certain degree of critical, imaginative, and innovative thinking about sustainable development in general and the SDGs in particular. Cradle to cradle and circular economy approaches were named as more promising for current production systems. This article concludes with the recommendation as to how the SDGs can be critically taught.
61 citations
TL;DR: The complex environmental challenges humanity faces require citizens who are scientifically and environmentally literate as discussed by the authors, and many environmental education programs are situated in the field where stude...,...
Abstract: The complex environmental challenges humanity faces require citizens who are scientifically and environmentally literate. Many environmental education programs are situated in the field where stude...
59 citations
TL;DR: In this article, the authors describe a course developed for a professional Master's program in environment and sustainability that employs problem-and project-based learning to support the development of sustainability competencies.
Abstract: Improving student competencies to address sustainability challenges has been a subject of significant debate in higher education. Problem- and project-based learning have been widely celebrated as course models that support the development of sustainability competencies. This paper describes a course developed for a professional Master’s program in environment and sustainability that employs such a model. Additionally, the course was designed to offer value-added opportunities by introducing attributes of interdisciplinary training, service learning, academic research, and professional practice. Results from the course assessments by students, faculty, community clients and organizational partners show this model provided a range of learning, professional and practical outcomes for course partners. The value-added benefits include strengthening sustainability competencies and professional skills for students; longitudinal research opportunities for teaching faculty; real-time assessments of farmin...
59 citations
TL;DR: In this article, the role of trust, commitment, reframing, and reflexivity in regional sustainability networks is investigated and a retrospective analysis with Reflexive Monitoring in Action (RMA) is combined with the Most Significant Change approach.
Abstract: Regional sustainability networks in the Netherlands are rooted in regional culture and have an emphasis on social learning and effective collaboration between multiple actors. The national ‘Duurzaam Door’ (Moving Forward Sustainably) Policy Programme regards these networks as generative governance arrangements where new knowledge, actions and relations can co-evolve together with new insights in governance and learning within sustainability transitions. In order to understand the dynamics of the learning in these networks we have monitored emergent properties of social learning between 2014 and 2016. Our focus is particularly on the interrelated role of trust, commitment, reframing and reflexivity. Our aim is to better understand the role and the dynamics of these emergent properties and to see which actors and roles can foster the effectiveness of social learning in regional transitions towards more sustainable ways of living. We used a retrospective analysis with Reflexive Monitoring in Action (RMA), which we combined with the Most Significant Change approach. We found that reflexivity in particular is a critical property at moments that can make or break the process.
49 citations
TL;DR: In this paper, the role of the outdoor environment in the Gardens for Bellies Danish school garden program in relation to student wellbeing is explored based on exploratory multiple case study res...
Abstract: The article explores the role of the outdoor environment in the Gardens for Bellies Danish school garden program in relation to student wellbeing. It is based on exploratory multiple case study res...
TL;DR: In this article, a honey bee environmental education program was used to help children to overcome fear towards insects and nature, and their emotional changes were measured with Inclusion of Nature in Self and Connectedness to Nature Scale.
Abstract: The concept of emotional affinity and connection with nature using the term of ‘biophilia’ along with its counter-part ‘biophobia’ has been merely researched in the area of environmental education. In this study, it was hypothesized that children’s negative emotions (biophobia) such as fear towards insects can be changed into affinity (biophilia) through an environmental education program. One hundred and four third-grade students from an elementary school in Seoul, South Korea participated in the honey bee environmental education program, and their emotional changes were measured with Inclusion of Nature in Self and Connectedness to Nature Scale. The result after the program implementation showed that the participants’ affinity toward nature was significantly improved. This empirical study suggests that an environmental education programs on insects of which children initially feel scared can be effective in helping to overcome fear toward insects and nature, and to revive their innate biophilia....
TL;DR: In this paper, a theoretical framework is developed based on John Dewey's thoughts on the aim of democracy and the critical role of education, with specific focus on two constructs: "initiative and adaptability" and "values and virtues".
Abstract: This paper provides critical reflections on higher education for sustainable development (HESD) from a philosophical perspective. A theoretical framework is developed, based on John Dewey’s thoughts on the aim of democracy and the critical role of education herein, and with specific focus on two constructs: ‘initiative and adaptability’ and ‘values and virtues’. This theoretical framework is used to analyze HESD in Flanders, from a historical and socio-political perspective. The Flemish case shows a gradual evolution from a focus on environmental management on campus, followed by a normative interpretation of what HESD should look like, and a more transformative approach in light of citizenship and democratic ideals. The case also shows considerable exchange of information between Flanders and the Netherlands, in which Dutch models and instruments were used in the Flemish context. The philosophical perspective provides a theoretical grounding of the field of HESD, which enables us to further devel...
TL;DR: In this paper, the authors investigated the ways in which undergraduate courses dealing with the environment address sustainable development and contribute to the development of sustainability learning outcomes (SLO), and found links between teaching methods and the pattern of reported SLO.
Abstract: This research investigates the ways in which undergraduate courses dealing with the environment address sustainable development (SD), and contribute to the development of sustainability learning outcomes (SLO). The participants in the study were 13 instructors, and 360 students who were enrolled in 13 courses that addressed the environment in a technical university. Mixed methods were used for data collection and analysis. We found that courses that address the environment are varied in the way that they address sustainable development, and in the pedagogy they use. We also found links between teaching methods and the pattern of reported SLOs: skills development was promoted mainly in courses with a high degree of participatory learning; changes in awareness and attitudes were reported mainly in courses that addressed sustainable development, and motivation to promote sustainable development was reported mainly in courses that addressed sustainable development and also provided opportunities for a...
TL;DR: Inspired by the United Nations Food and Agriculture Organization's Farmer Field School, this article created behavior change to mobilize transitions toward sustainability is a significant challenge of our time, creating behavior change is a major challenge of the future.
Abstract: Creating behavior change to mobilize transitions toward sustainability is a significant challenge of our time. Inspired by the United Nations Food and Agriculture Organization’s Farmer Field School...
TL;DR: In this paper, the authors examined whether a residential outdoor environment is conducive to environmentally responsible behavior and found that children connect to nature and spend time outdoors as children as predictors of environmentally responsible behaviour.
Abstract: Connecting to nature and spending time outdoors as children have been indicated as predictors of environmentally responsible behavior. This study examined whether a residential outdoor environmenta...
TL;DR: In the context of challenges posed by climate change, this article drew attention to the significance of children's relationship with weather and argued that it is time to engage more closely with children's weather relations when developing and experimenting with new environmental pedagogies, arguing that there is a need look beyond the ways children learn about the weather (where this is presented as something separate to our human selves), to more situated and entangled ways of learning in and with weather.
Abstract: In the context of challenges posed by climate change, this paper draws attention to the significance of children’s relationship with weather. The paper contends that it is time to engage more closely with children’s weather relations when developing and experimenting with new environmental pedagogies. Furthermore, it is argued that there is a need look beyond the ways children learn ‘about’ the weather (where this is presented as something separate to our human selves), to more situated and entangled ways of learning in and ‘with’ weather. Notions such as the ‘weather world’ and ‘weathering’ are discussed here as valuable starting points for re-thinking child/weather relations. These offer a way forward where the lively curiosity of children, combined with the educational practice of being with the weather, may open up alternative, less human-centric ways of coming to know and respond to the environmental challenges ahead.
TL;DR: In this paper, the authors evaluate if smartphone games are suitable to foster connectedness to nature and if there are differences between a complex Geogame and a less-demanding treasure hunt.
Abstract: Geogames are complex location-based games for smartphones and they are part of a critical discussion within the community of environmental education. The aim of the study is to asses if smartphone games are suitable to foster connectedness to nature and if there are differences between a complex Geogame and a less-demanding treasure hunt. For this purpose, two established scales are used in a pre-post-test-design: the inclusion of nature in self (INS) and the disposition to connect to nature (DCN). Furthermore, the game-related enjoyment was controlled. The results reveal a significant increase of the INS for both game formats, with the strongest effect for the former more nature distant subjects. The DCN-scale shows a similar tendency but not a significant gain. Between the game formats, no significant difference is detectable. So, the main effect seems to be the location-based activity in nature guided by smartphones, not the complexity of a Geogame.
TL;DR: In this paper, a large-scale study performed in Flanders, focusing on the effectiveness of the Eco-schools project, was conducted, where 2152 students and 1374 teachers in 101 primary and secondary schools were surveyed.
Abstract: We present results from a large-scale study performed in Flanders, focusing on the effectiveness of the eco-schools project. We surveyed 2152 students and 1374 teachers in 101 primary and secondary schools that are actively engaged in the eco-schools program at different stages (including control schools), focusing on their environmental values, knowledge and motivation. The results show that as the schools progress in becoming a certified eco-school, their students’ environmental outcomes change; the eco-schools project thus clearly has an educational impact. The main effects are observed for theoretical knowledge, and to a lesser extent, applied knowledge. We also observed a drop in utilization values and in amotivation. On the other hand, the controlled motivation of students is stimulated by the project as it is implemented, suggesting that students act pro-environmentally due to external pressures rather than because of intrinsic reasons. We also explicitly moved beyond comparing schools base...
TL;DR: This article investigated how framing applies to adolescents and found that those feeling more worry were more supportive of individual and collective action and females had more emotive responses and higher support for all action measures, and acceptance of human causes predicted more worry and support for collective action.
Abstract: Climate communication research suggests strategic message framing may help build public consensus on climate change causes, risks and solutions. However, few have investigated how framing applies to adolescents. Similarly, little research has focused on agricultural audiences, who are among the most vulnerable to and least accepting of climate change. Among 950 high school agriculture students in North Carolina, we found agriculture and environment framing of climate change, but not community and health frames, elicited feelings of worry, and these together with community frames elicited hope. Further, students feeling more worry were more supportive of individual and collective action. Those accepting climate change and females had more emotive responses and higher support for all action measures, and acceptance of human causes predicted more worry and support for collective action. We find these results encouraging as agriculture teachers likely employ agriculture and environment frames when fol...
TL;DR: In this paper, a pilot-study based on a Masters level sustainability course, which explored what specific content, activities and resources may contribute to promoting paradigm change and action competence among university students.
Abstract: A significant shift in the dominant paradigm governing the relationship of humans with nature and society is crucial in order to change the current unsustainable practices. This article describes a pilot-study based on a Masters level sustainability course, which explored what specific content, activities and resources may contribute to promoting paradigm change and action competence among university students. Paradigm change and the development of action competence were assessed by analyzing students’ weekly written reflections on their learning experiences and by comparing pre- and post-course questionnaires. At the end of the course students had enhanced their beliefs regarding socio-economic aspects of sustainability and gained an increase in awareness about local sustainability issues. Also some students showed a reframing of certain assumptions related to the dominant paradigm concerning beliefs about the environment and society at large and an increase in self-confidence about promoting cha...
TL;DR: In this paper, the authors investigated the impact of an innovative conservation action campaign called Penguin Promises implemented at uShaka Sea World in Durban, South Africa, and found that 49.4% of respondents could give an example of something positive they had done for the environment, that they attributed to the campaign.
Abstract: This study investigates the impact of an innovative conservation action campaign called Penguin Promises implemented at uShaka Sea World in Durban, South Africa. Communication tools included interpretive signage, exhibits with and without animals, presentations, and personal interactions, along with a specially designed postcard, on which visitors could write a promise (pledge) to make a change in their daily lives to become more environmentally responsible. Visitors who completed a card were contacted a year or more after their visit and asked about the outcomes of their promise. The results (N = 316) showed that 49.4% of respondents could give an example of something positive they had done for the environment, that they attributed to the campaign. Based on the study, recommendations are provided for the design of effective visitor conservation action campaigns.
TL;DR: In this paper, the authors explored whether a conservation documentary about Australian marine environments, together with post-viewing support materials, prompted the adoption of conservation behaviours, and found that environmental knowledge, attitudes and behavioural intentions rose immediately after viewing the documentary.
Abstract: Nature-based tourism experiences have the potential to change the environmental knowledge, attitudes and behavior of visitors; but such experiences may be beyond the physical and/or financial reach of many people. To influence the conservation behavior of populations world-wide, a more accessible yet equally effective strategy is required. Using an experimental design, this study explored whether a conservation documentary about Australian marine environments, together with post-viewing support materials, prompted the adoption of conservation behaviours. Questionnaires revealed environmental knowledge, attitudes and behavioural intentions rose immediately after viewing the documentary. Ten weeks later, these levels were maintained or decreased slightly for those who received post-viewing support (Facebook, help sheet or both), but decreased markedly in the control group. Results are similar to those reported in wildlife tourism studies. Implications for the use of documentaries in place of nature ...
TL;DR: In this article, the authors investigate how educators' actions open-up or close down a space for the political in learners' meaning-making in environmental and sustainability education (ESE).
Abstract: Literature about education’s role in realising a more sustainable world emphasises the importance of acknowledging democratic and political challenges in environmental and sustainability education (ESE). This article offers an empirically grounded theoretical and methodological contribution to future research on how ‘the political’ is introduced, handled and experienced in ESE practice. It presents an analytical method, ‘Political Move Analysis’, for investigating how educators’ actions open-up or close down a space for the political in learners’ meaning-making. The method has been developed through empirical case studies that allowed to identify a variety of ‘politicising’ and ‘de-politicising moves’ performed by educators. Through these moves, educators can engage in very diverse teaching practices which differently affect the direction of people’s meaning-making. These findings are theoretically discussed in view of how to understand the entanglement of the educative and the political in ESE. P...
TL;DR: In this paper, a mixed approach methodology study used 10 Likert type questionnaires to collect data about nine cognitive and affective components that might influence environmental behavior and found that environmental behavior is driven by egoistic concerns rather than by altruistic views and motivations.
Abstract: This study focuses on understanding the factors that encourage adults’ environmental behavior. This mixed approach methodology study used 10 Likert type questionnaires to collect data about nine cognitive and affective components that might influence environmental behavior. The qualitative data was collected through open questions and interviews. The main sample included 656 participants from amongst Israel’s working population. The questionnaires were found both reliable and valid. Most of the explored cognitive and affective aspects appeared to act as predictors of environmental behavior. The study indicates that environmental behavior is driven by ‘egoistic’ concerns rather than by altruistic views and motivations.
TL;DR: This paper used a panel data-set with students in different university programs (economics, law and political science) to understand whether and how education affects environmental policy acceptance, and found that university studies generate variation in support and scepticism toward different types of policy measures.
Abstract: Pressing problems of environmental degradation are typically argued to require coordination, primarily through state intervention. Social scientists are struggling to understand how attitudes toward such state interventions are formed, and several drivers have been suggested, including education. People with university degrees are assumed to have certain values as well as the analytical skills to understand complex issues such as climate change. By using a unique panel data-set with students in different university programs (economics, law and political science), this study provides a better understanding of whether and how education affects environmental policy acceptance. One important finding is that university studies generate variation in support and scepticism toward different types of policy measures. For example, economics students tend to develop more positive attitudes toward market-based policy measures. This indicates a potential for education to increase the societal support often hin...
TL;DR: In this article, the effect of a compulsory sustainability activity on students' ethical and moral perceptions was quantified and measured by quantifying and measuring the effects of changes in curricula, and the results showed that ESD can affect moral perceptions of what constitutes socially appropriate behaviour, but not in a homogenous way.
Abstract: A considerable literature looks at universities’ approaches to integrating sustainable development into teaching and learning, but less is known about how Education for Sustainable Development (ESD) affects student attitudes, values and norms. To our knowledge, only a few studies have quantified such effects of changes in curricula. This study contributes to this literature by quantifying and measuring the effect of a compulsory sustainability activity on students’ ethical and moral perceptions. Our results show that ESD can indeed affect moral perceptions of what constitutes socially appropriate behaviour, but not in a homogenous way. Instead, the effect varies with background characteristics of the students.
TL;DR: An assessment tool, based on a scenario/vignette question design, which can be used to capture data on graduate attributes in context and has the potential to be used across a large graduate population which would enable comparative research of learning outcomes to be undertaken is evaluated.
Abstract: The development of university wide graduate attributes has become an important mechanism for setting generic learning outcomes across higher education institutions. Many universities around the wor...
TL;DR: This paper explored the effect of an innovative course examining Greek elementary student teachers' efficacy beliefs and self-confidence for curriculum-based teaching on "Studies for the Env......
Abstract: This study explores the effect of an innovative course examining Greek elementary student teachers’ (STs’) efficacy beliefs and self-confidence for curriculum-based teaching on ‘Studies for the Env...
TL;DR: In this article, the authors explore how land-based education might challenge Western environmental science education (ESE) in an Indigenous community and how a significant move should be made from Western ESE to landbased ESE.
Abstract: This auto-ethnographic article explores how land-based education might challenge Western environmental science education (ESE) in an Indigenous community. This learning experience was developed from two perspectives: first, land-based educational stories from Dene First Nation community Elders, knowledge holders, teachers, and students; and second, the author’s critical self‐reflections focusing on how land-based education could offer unlearning, rethinking, relearning, and reclaiming ESE. This auto-ethnography provides particular insights into who we are as environmental educators, the challenges in Western ESE, why land-based education matters, why and how a significant move should be made from Western ESE to land-based ESE, and how land-based education offers a bridge between Western and Indigenous education.