Situational Influences upon Children's Beliefs about Global Warming and Energy

Autor/inn/en	Devine-Wright, Patrick; Devine-Wright, Hannah; Fleming, Paul
Titel	Situational Influences upon Children's Beliefs about Global Warming and Energy
Quelle	In: Environmental Education Research, 10 (2004) 4, S.493-506 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
Schlagwörter	Teaching Methods; Self Efficacy; Energy; Cooperative Learning; Climate; Environmental Education; Foreign Countries; Children; Adults + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Self-efficacy; Selbstwirksamkeit; Energie; Kooperatives Lernen; Klima; Umweltbildung; Umwelterziehung; Umweltpädagogik; Ausland; Child; Kind; Kinder
Abstract	This paper explores children's beliefs about global warming and energy sources from a psychological perspective, focusing upon situational influences upon subjective beliefs, including perceived self-efficacy. The context of the research is one of growing concern at the potential impacts of global warming, yet demonstrably low levels of self-efficacy amongst both adults and children to effectively respond to this large-scale environmental problem. Empirical research was conducted on a sample of 198 UK children and adults to explore the influence of a cooperative learning environment upon children's beliefs about global warming and energy. A comparative design was adopted, contrasting 9-12 year old members of the Woodcraft Folk educational organisation with non-members of similar age and with adult members of the same organisation. Results indicate that cooperative learning environments can have a significant and positive effect upon children's beliefs about large-scale environmental problems. In particular, Woodcraft folk children reported significantly higher levels of personal awareness and perceived self-efficacy in relation to global warming in comparison to their peers. Secondly, unexpected differences were identified between levels of perceived self-efficacy in children and adult Woodcraft folk. The implications of these differences for the design of educational programmes seeking to empower children to respond to global warming are discussed. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10